‘Bordering’ Life: denying the right to live before being born

This study pushes the boundaries of the border thinking discourse to examine grassroots perceptions of foeticide together with how women are valued in a society that is underpinned by preference for a male child. Using a bordering conceptual framework, the paper re-visits the female positionality within epistemic locations of culture and societal values in both colonial and the modern Indian context. Grounded in primary research in the state of Haryana that exhibits lowest female to male ratio at birth in the country, the analyses indicate rigid or at best sluggish movements in social norms as the key driver for India’s declining sex ratio. The border thinking discourse further enables to situate the different aspects of female positionality and gender perceptions in the society into the specific domains of the bordering conceptual framework. This offers a novel approach to engage with social norms that border life and opportunities for females in the society

Whispering in our hearts: speaking of another in changing schools

Beneath discussions about race and ethnic relations is an unease, \u27a whispering in our hearts\u27 these debates that need to be understood \u27otherwise\u27. In more recent times, they seem increasingly complex and dangerous as the essential differences that underpin modern notions of identity appear negotiated, contingent, and disjunctive. In this paper, I examine the ways in which teachers and parents in one Melbourne secondary school spoke about these notions in 1988 and 1998. Taking up suggestions in the postcolonial and race literatures, the article argues that the normalised notions which make up these conversations need to be made explicit, and the near silences that negotiate the parameters of these discussions should also be the focus of analysis. While at one level teachers and parents discussed their unease and their excitement about the ways their school had changed, their conversations remained underpinned by taken-for-granted understandings about the ways people belong differently within the school community.<br /

Performing the Anglo-Scottish Border: Cultural Landscapes, Heritage and Borderland Identities

Recent times have seen much reflection on the nature of the Anglo-Scottish border region; its past, present and potential future. Political concerns have rightly absorbed much of the attention, but at the same time important light has been shed on the legacy of cultural engagements and forms of interaction that might be said to perform and produce this border over time and render it particularly distinctive. A soft, internal border, the territory considered in this article is one with an ancient feudal past and a heavily conserved, preserved and, in parts, still militarized present. It is predominantly rural and characterized by large swathes of forestry, agriculture, and moorland, all of which raise issues of aesthetic and environmental, as well as social and economic sustainability. The concern in the case studies presented in this article is how, through the relational and processual perspectives of border studies and cultural landscapes, we might comprehend the over layered and sedimented histories, the nature of identities, heritage and experience of place here. I consider too the ways in which recent forms of creative practice are contributing to a wider investigation of this region and re-conceptualizing the cultural significance of the border

Moving from a continuum to a community: reconceptualising the provision of support

The notion of the continuum is applied to special education in diverse contexts across many nations. This paper explores its conceptual underpinnings, drawing upon a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and short-comings. Through a thematic analysis of the literature the research team derived twenty-nine continua, situated within six broad groupings (space, students, staffing, support, strategies and systems). This provides a clear structure for reconsidering the issues which the notion of the continuum is supposed to describe and enables a reconceptualisation of how the delivery of services is represented. We present the initial underpinnings for a community of provision, in which settings and services work together to provide learning and support for all children and young people in their locality

Open-label study comparing the efficacy and tolerability of aripiprazole and haloperidol in the treatment of pediatric tic disorders

Due to its unique pharmacodynamic properties of dopamine partial agonist activity, and its association with few and mild side effects, aripiprazole is a candidate atypical antipsychotic for patients with tic disorders. This open-label study compared the efficacy and tolerability of aripiprazole with haloperidol, a typical antipsychotic widely used to treat patients with tic disorders. Forty-eight children and adolescents with tic disorders were recruited from the outpatient clinic at South Korea and treated with aripiprazole (initial dose, 5.0 mg/d; maximum dose 20 mg/d) or haloperidol (initial dose, 0.75 mg/d; maximum dose, 4.5 mg/d) for 8 weeks. Treatment efficacy was measured using the yale global tic severity scale (YGTSS), and tolerability was measured using the extrapyramidal symptom rating scale (ESRS) and an adverse effects checklist. Total tic scores as measured by the YGTSS decreased over time in both groups (p < 0.001) without any significant differences between groups. ESRS scores were significantly higher in the haloperidol group during the 4 weeks after commencement of medication (p < 0.05). These results indicate that aripiprazole may be a promising drug in the treatment of children and adolescents with tic disorders. Further controlled studies are needed to determine the efficacy and tolerability of aripiprazole in these patients

Reading with drama: relations between texts, readers and experiences

This article explores the intersections of drama and reading, specifically focusing on approaches that are situated within “drama in education.” Supported with a retrospective analysis, this article portrays the research, related practice and possible futures in drama education in relation to literacy and in particular to reading fiction as meaning making practice. This study is situated in a reassertion of the value of relational literacies through imaginative practices that dramatic modes generate and support. The article disrupts common misconceptions about the purposes and effects of drama in reading and establishes prominent research discourses and definitions across the history of drama and reading practices. By locating paradigmatic and practical opportunities in our analysis of contemporary research, we bring visibility to the intricacies of drama in education as a generative pedagogy in reading as relational meaning making work

Affect and subjectivity

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