Poisson-Lie T-duality and N=2 superconformal WZNW models on compact groups

The supersymmetric generalization of Pisson-Lie T-duality in N=2 superconformal WZNW models on the compact groups is considered. It is shown that the role of Drinfeld's doubles play the complexifications of the corresponding compact groups. These complex doubles are used to define the natural actions of the isotropic subgroups forming the doubles on the group manifolds of the N=2 superconformal WZNW models. The Poisson- Lie T-duality in N=2 superconformal U(2)-WZNW model considered in details. It is shown that this model admits Poisson-Lie symmetries with respect to the isotropic subgroups forming Drinfeld's double Gl(2,C). Poisson-Lie T-duality transformation maps this model into itself but acts nontrivialy on the space of classical solutions. Supersymmetric generalization of Poisson-Lie T-duality in N=2 superconformal WZNW models on the compact groups of higher dimensions is proposed.Comment: 12 pages, latex, misprints correcte

Hopes and Fears: Community cohesion and the ‘White working class’ in one of the ‘failed spaces’ of multiculturalism

Since 2001, community cohesion has been an English policy concern, with accompanying media discourse portraying a supposed failure by Muslims to integrate. Latterly, academia has foregrounded White majority attitudes towards ethnic diversity, particularly those of the ‘White working class’. Whilst questioning this categorisation, we present data on attitudes towards diversity from low income, mainly White areas within Dewsbury, West Yorkshire, a town portrayed in media discourse as one of the ‘failed spaces’ of multiculturalism. Drawing on mixed methods research, we present and discuss data that provide a complex message, seemingly confirming pessimistic analyses around ethnic diversity and predominantly White neighbourhoods but also highlighting an appetite within the same communities for greater and more productive inter-ethnic contact. Furthermore, anxieties about diversity and integration have largely failed to coalesce into broad support for organised anti-minority politics manifest in groups such as the English Defence League

On the shopfloor: exploring the impact of teacher trade unions on school-based industrial relations

Teachers are highly unionised workers and their trade unions exert an important influence on the shaping and implementation of educational policy. Despite this importance there is relatively little analysis of the impact of teacher trade unions in educational management literature. Very little empirical research has sought to establish the impact of teacher unions at school level. In an era of devolved management and quasi-markets this omission is significant. New personnel issues continue to emerge at school level and this may well generate increased trade union activity at the workplace. This article explores the extent to which devolved management is drawing school-based union representation into a more prominent role. It argues that whilst there can be significant differences between individual schools, increased school autonomy is raising the profile of trade union activity in the workplace, and this needs to be better reflected in educational management research

Crossing borders: new teachers co-constructing professional identity in performative times

This paper draws on a range of theoretical perspectives on the construction of new teachers’ professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachers’ work. Whilst the role of interactions with professional colleagues and school managers in the performative school has been extensively researched, less attention has been paid to new teachers’ interactions with students. This paper highlights the need for further research focusing on the process of identity co-construction with students. A key theoretical concept employed is that of liminality, the space within which identities are in transition as teachers adjust to the culture of a new professional workplace, and the nature of the engagement of new teachers, or teachers who change schools, with students. The authors argue that an investigation into the processes of this co-construction of identity offers scope for new insights into the extent to which teachers might construct either a teacher identity at odds with their personal and professional values, or a more ‘authentic’ identity that counters performative discourses. These insights will in turn add to our understanding of the complex range of factors impacting on teacher resilience and motivation

The ideology and discourse of the English Defence League: ‘Not racist, not violent, just no longer silent’

The English Defence League (EDL) emerged in 2009 and quickly became a major ‘anti-Islamist’ street protest movement, able to attract thousands to its national demonstrations. Despite the violence and anti-Muslim rhetoric associated with its protests, the group claims to be an anti-racist human rights organisation dedicated to protecting liberal freedoms. This article employs a critical methodology to address these claims, analysing EDL literature alongside strategies identified as typical of racist discourse construction. The representations, narratives and rhetorical strategies used by the group support the analysis of EDL Islamophobia as a form of cultural racism that constructs opposing ‘British’ and ‘Muslim’ subjects and functions to maintain traditional ethno-cultural dominance of the former over the latter

Leading learning: Theorising principals' support for teacher PD in Ontario

This paper describes and theorizes principals' support for teacher professional development ('PD') during a time of strong provincial pressure for an increased focus upon literacy, numeracy, and improvements in standardized test scores in elementary schools in Ontario, Canada. The paper draws upon semi-structured interviews with 12 principals in one school district to reveal tensions between principals' support for professional development associated with these provincial emphases, and advocacy for professional development relevant to the specific needs of their school sites. To explore these competing priorities, the paper draws upon Pierre Bourdieu's concept of the social world as comprising identifiable and contested social 'fields', each containing individuals and groups with particular and competing socially-inscribed dispositions, or 'habitus'. At the same time, the paper uses principals' responses to validate and extend normative understandings of 'leadership habitus'. While provincial pressures are revealed as having a significant impact upon principals' habitus, an argument is made that the capacity to take local context into account needs to be foregrounded more strongly in current normative conceptions of leadership habitus

BF models, Duality and Bosonization on higher genus surfaces

The generating functional of two dimensional $BF$ field theories coupled to fermionic fields and conserved currents is computed in the general case when the base manifold is a genus g compact Riemann surface. The lagrangian density $L=dB{\wedge}A$ is written in terms of a globally defined 1-form $A$ and a multi-valued scalar field $B$. Consistency conditions on the periods of $dB$ have to be imposed. It is shown that there exist a non-trivial dependence of the generating functional on the topological restrictions imposed to $B$. In particular if the periods of the $B$ field are constrained to take values $4\pi n$, with $n$ any integer, then the partition function is independent of the chosen spin structure and may be written as a sum over all the spin structures associated to the fermions even when one started with a fixed spin structure. These results are then applied to the functional bosonization of fermionic fields on higher genus surfaces. A bosonized form of the partition function which takes care of the chosen spin structure is obtainedComment: 17 page

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership. Interviews in English multi-cultural and mono-cultural primary schools were conducted. Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages