Social media, protest cultures and political subjectivities of the Arab spring

This article draws on phenomenological perspectives to present a case against resisting the objectification of cultures of protest and dissent. The generative, self-organizing properties of protest cultures, especially as mobilized through social media, are frequently argued to elude both authoritarian political structures and academic discourse, leading to new political subjectivities or ‘imaginaries’. Stemming from a normative commitment not to over-determine such nascent subjectivities, this view has taken on a heightened resonance in relation to the recent popular uprisings in the Middle East and North Africa. The article argues that this view is based on an invalid assumption that authentic political subjectivities and cultures naturally emerge from an absence of constraint, whether political, journalistic or academic. The valorisation of amorphousness in protest cultures and social media enables affective and political projection, but overlooks politics in its institutional, professional and procedural forms

What UK graduate employers think they want and what university business schools think they provide

This is tha authors' PDF version of an article published in International Journal of Management Concepts and Philosophy© 2009. The definitive version is available at www.inderscience.comThis paper evaluates the increasing focus on the development of students' competencies and skills for management, in university business schools. The debate suggests that deeper understandings, concerning the role of managers are being sacrificed at the hands of an instrumentalist/technicist agenda focusing on competencies and skills. The paper adds to the discussion by scrutinising and applying theory from the literatures of occupational practice, knowledge and learning. Data is presented from sixty four job advertisements stipulating the competencies and skills required of applicants and which illustrate the premium put upon personal practice knowledge. By taking a critical management perspective students can begin to understand the social context and power-based nature of management practice in the workplace. While universities may try to further fulfil the 'narrow', industry-led, competency focus, early indications suggest that universities may possess a good deal of freedom in designing pedagogies supportive of a critical agenda

Social Mental Shaping: Modelling the Impact of Sociality on Autonomous Agents' Mental States

This paper presents a framework that captures how the social nature of agents that are situated in a multi-agent environment impacts upon their individual mental states. Roles and relationships provide an abstraction upon which we develop the notion of social mental shaping. This allows us to extend the standard Belief-Desire-Intention model to account for how common social phenomena (e.g. cooperation, collaborative problem-solving and negotiation) can be integrated into a unified theoretical perspective that reflects a fully explicated model of the autonomous agent's mental state

The Bad Government: A Source of Uncertainty and Business Fluctuations

Uncertainty represented by volatilities in equity markets has been observed to be time-variable and lead output fluctuations. In the rational expectation framework, uncertainty with this nature needs exogenous variables with time-varying volatilities, but technology, tastes and fiscal and monetary policies do not seem suitable for such variables. The paper contends that supervisions and law enforcement that reduce cheatings in contracts is one of the ultimate sources of uncertainty. The cheating plays an important role for uncertainty since it is the origin of noisy price observations that makes an economy uncertain in the framework of rational expectation approximate equilibria.Uncertainty, Rational expectation approximate equilibria, Imperfect commitment, Supervision, Business fluctuations

The new EU economic governance: vertical and horizontal power shifts

The euro crisis made visible the omitted stage in the European integration process. The EU jumped from the common market straight to the monetary union, neglecting the formation of the economic union. The new EU economic governance is a combination of a vertical shift of competences, i.e. from one level of government to another level, and a horizontal shift of powers and competences, i.e. from elected governments to unelected government bodies entrusted with (parts of) government policies, from discretionary policy towards rules. In both types there is a risk of accountability problems, although of a different kind. The purpose of this paper is to analyze the new EU economic governance within the conceptual framework of these vertical and horizontal shifts. This two-dimensional approach offers a better analytical tool than the more traditional one-dimensional fiscal federalism approach. In the first part of the paper the focus is on the policy domains that are the objects in the shifting process. Budgetary policy mainly is at stake, but also banking regulation and monetary policy are partly involved. The second part of the paper deals with the relevant aspects of the theories on the division of powers along vertical and horizontal lines. The fiscal federalism approach to vertical separation and the time consistency theory on the horizontal distribution of power are briefly exposed. In the third part the power shifts occurring within the new EU economic governance are presented and defined in terms of our framework of vertical and horizontal power shifts. Finally the accountability problems of these shifts are analyzed

The Geographical Scope of the EU's Climate Change Responsibilities

It is increasingly common for the EU to include extraterritorial GHG emissions within controversial and on more than one occasion the EU has been forced to back down. With this in mind, this paper asks how far the EU’s climate change responsibilities ought to extend geographically. In answering this question, the paper draws a distinction between first-order and second-order climate responsibilities, acknowledges the importance of the internationally agreed ‘system boundary’ guidelines adopted by the Intergovernmental Panel on Climate Change, and seeks to learn lessons from the consequentialist approach that was favoured by the EU in giving broad geographical scope to its decision to include extraterritorial aviation emissions within the scope of its emissions trading scheme

Cultivating teachers\u27 knowledge and skills for leading change in schools

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers&rsquo; beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools.<br /

Imagining inclusive teachers: contesting policy assumptions in relation to the development of inclusive practice in schools

In this paper we reflect on data from two research projects in which inclusive practice in schools is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these projects. The examples discussed in this paper draw on experience in Lao PDR and Bangladesh, critically exploring teachers’ roles, position and agency in practice. Similarities and differences rooted in cultural, political and institutional contexts highlight in a very productive way the significance and potential dangers of policy assumptions about teachers within the process of development. In Bangladesh, a success story is presented: the case of a group of schools in which an institutional context for learning appears to sustain teachers’ commitment and motivation, with the effect of creating meaningful outcomes for young people who were previously outside the education system. These data raise questions about the significance of institutional context to teachers’ practices, and questions about approaches to teacher development which omit consideration of that context by, for example, focusing inadvertently on features of individual teachers. We then consider teachers’ responses to the movement for inclusive education in a school in the Lao PDR since 2004. Inclusion here was understood to require a significant shift in teacher identity and a movement away from authoritative pedagogy towards the facilitation of a pedagogy which aimed to encourage the active participation of all students. Through a longitudinal study of teachers in one school, the conditions for such change were identified and again cast doubt on some of the assumptions behind large-scale attempts at teacher development. Reflecting on these experiences and the evidence they provide, we suggest that teacher development programmes are more likely to be effective where teachers are considered not as individuals subject to training but as agents located in an influential institutional context

Thriving not just surviving: A review of research on teacher resilience

Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive