What Should We Teach Children About Forgiveness?

The Primary and Secondary Handbooks on the National Curriculum for England state that children ‘should learn how to forgive themselves and others’. But what is involved in forgiveness? It is suggested that there is a strict view, which is shown to involve some ethically questionable attitudes, and a more relaxed view. Schools, it is suggested, need to introduce their students to an understanding of the complexities of these notions of forgiveness and other possible attitudes to wrongdoers. In the life and organisation of the school, however, it is argued that the more generous‐spirited attitude should prevail.     

White lies: a racial history of the (post)truth

In the aftermath of the 2016 election of President Trump, a veritable cottage industry of opinion pieces, blogs, and articles emerged overnight, most of which seemed to agree that only the post-truth could explain how a racist, misogynistic, neo-nationalist member of the economic elite could win a presidential election. This article, in contrast, is inspired by Barbara Christian’s injunction that we question why a given statement, concept, or theory is now acceptable when before it was not. Operating in this spirit, we critique post-truth critics for neglecting the material tradition of ideological criticism in favor of epistemological explanations for understanding post-truth literature; we then offer two case studies—American drug policy and housing policy—to illustrate the racial amnesia required for claiming that only now do we live in a post-truth era.     

“There’s nothing I hate more than a racist:” (Re)centering whiteness in American Horror Story: Coven

This article examines race and racism in the popular cable horror-drama American Horror Story: Coven. Centered around a feud between a white witch coven and a black, voodoo group of witches, Coven overtly deals with the issue of racism, but presents racism as a phenomenon contained in the past; something that does not happen anymore. Using critical post-race theory and scholarship on colorblind racism, whiteness, as well as black feminist theory, I show that although the narrative of Coven explicitly decries racism, it simultaneously invests in colorblind racist narratives and dialogue. Whiteness is central in Coven, operating through discourse that ignores racial difference and contemporary forms of oppression and erasure. Coven uses graphic depictions of violence against black bodies, makes explicit connections between black sexuality and animals, and uses exotic and aggressive stereotypes of black women to tell its story. Thus, Coven’s narrative both condemns racism and relies on it. This article shows that the contemporaneous presentations of explicit anti-racist dialogue and racist imagery work to (re)place whiteness at the center of Coven, a TV show that purports to forward a message of equality and justice for those who are different.     

Uncharted territory and extraordinary times: the SENCo's experiences of leading special education during a pandemic in England

This research focuses on the impact of the context of Covid-19 on the role of the SENCo in English schools. The SENCo's role is a contested field; however, the current Special Educational Needs Code of Practice identifies 11 key areas of SENCos' work. A widely distributed survey was used to access the voice of SENCos across the country, and received 26 responses. Data were analysed using a realistic evaluation framework to identify the impact of Covid-19 on the work of the SENCo. The research indicated that practice in this context had changed in some key areas, and also identified three new aspects of the SENCo role. These point to the need to revise policy and guidance relating to the SENCo being part of the senior leadership team, providing emotional support for adults, and engaging in practical pedagogical activities.     

Higher Education and Problems of Citizenship Formation

The purpose of the university should be grounded in the concept of citizenship rather than the promise of increased future earnings and research consultancy work. However, this conception of citizenship should be republican rather than liberal. British higher education institutions have suffered at the hands of mechanisms intended to promote accountability. The concept of accountability has undermined the legitimate authority of the university. As pressures from student fee increases, fiscal austerity and accountability mechanisms further undermine the ethic of scholarship, the idea of the university needs to recover its central purpose to ward off civic privatism.