The ever present discourses in education

Sociology for Education Studies provides a fresh look at the sociology of education, focusing on themes such as habitus, hegemony and intersectionality. It supports students in applying sociological theory to their own educational experiences and developing an understanding of why social orders appear to be predetermined, why the state continues to create education policy in certain forms and, crucially, how to make it better. The book explores the multi-faceted perspectives that influence the sociology of education and presents examples of the applications of sociology to a wide variety of different educational contexts, including education in schools and in the community. Chapters cover topics such as: Morality, education and social order Spaces of invisibility and marginalisation in schools The global political economy of education Rethinking the ‘international perspective’ in Education Studies This accessible book is an essential read for students of Education Studies as well as those involved in teacher education and training

Materialising resistance against rape culture online: The phenomenon of SlutWalks

This volume critically analyses political strategies, civil society initiatives and modes of representation that challenge the conventional narratives of women in contexts of violence. It deepens into the concepts of victimhood and agency that inform the current debate on women as victims. The volume opens the scope to explore initiatives that transcend the pair abuser–victim and explore the complex relations between gender and violence, and individual and collective accountability, through politics, activism and cultural productions in order to seek social transformation for gender justice. In innovative and interdisciplinary case studies, it brings attention to initiatives and narratives that make new spaces possible in which to name, self-identify, and resignify the female political subject as a social agent in situations of violence. The volume is global in scope, bringing together contributions ranging from India, Cambodia or Kenya, to Quebec, Bosnia or Spain. Different aspects of gender-based violence are analysed, from intimate relationships, sexual violence, military contexts, society and institutions. Re-writing Women as Victims: From Theory to Practice will be a key text for students, researchers and professionals in gender studies, political sciences, sociology and media and cultural Studies. Activists and policy makers will also find its practical approach and engagement with social transformation to be essential reading

The case of Tumblr: young people’s mediatised responses to the crisis of learning about gender at school

This volume critically analyses political strategies, civil society initiatives and modes of representation that challenge the conventional narratives of women in contexts of violence. It deepens into the concepts of victimhood and agency that inform the current debate on women as victims. The volume opens the scope to explore initiatives that transcend the pair abuser–victim and explore the complex relations between gender and violence, and individual and collective accountability, through politics, activism and cultural productions in order to seek social transformation for gender justice. In innovative and interdisciplinary case studies, it brings attention to initiatives and narratives that make new spaces possible in which to name, self-identify, and resignify the female political subject as a social agent in situations of violence. The volume is global in scope, bringing together contributions ranging from India, Cambodia or Kenya, to Quebec, Bosnia or Spain. Different aspects of gender-based violence are analysed, from intimate relationships, sexual violence, military contexts, society and institutions. Re-writing Women as Victims: From Theory to Practice will be a key text for students, researchers and professionals in gender studies, political sciences, sociology and media and cultural Studies. Activists and policy makers will also find its practical approach and engagement with social transformation to be essential reading

The digital divide: neoliberal imperatives and education

European Social Problems is the first book to examine social issues in Europe from the perspective of the social sciences. It considers many of these social problems following the UK’s ‘leave’ vote. Key topics examined here include: immigration; multiculturalism and religion; health; inequalities; education; riots and protest; drugs and crime; sexuality. These core issues run as a thread through Europe and are experienced by Europeans themselves as social problems. As such, this text facilitates students’ direct engagement with some of the problematic constituents in their own lives. This text is suitable for those studying social policy, sociology, politics, international relations, criminology and education studies. In this way it functions as an accessible ‘reader’ for final year undergraduates as well as postgraduate students

Universal Basic Income

Universal basic income is a controversial policy which is causing a stir amongst academics, politicians, journalists and policy-makers all over the world. The idea of receiving ‘money for nothing’, with no strings attached, has for a long time appeared a crazy or radical proposal. But today, this policy is being put into practice. With more and more trials and experiments taking place in different countries, this book provides both the theory and context for making sense of different basic income approaches, examining how the policy can be best implemented. Unlike many other texts written on this topic, the book provides a balanced account of basic income, weighing up the pros and cons from a number of different positions. The book provides a theory chapter, enabling readers to grasp some of the complex philosophical ideas and concepts which underpin universal basic income, such as social justice, equality and freedom. It also provides an examples chapter, which examines both historical and contemporary basic income studies to have taken place from around the globe. The book also features chapters on the environment and the work of women, as well as an ‘against’ universal basic income chapter, which specifically draws on the criticisms of the policy. This volume is an essential resource for anyone who wishes to get to grips with universal basic income

A Deleuzo-Guattarian Study of Youth, Social Media and Identity Becomings at School and Online

The prevalence of social media in young people’s lives is widely accepted in today’s society. Although social media use is ubiquitous in young people’s lives, schools continue to overlook how young people engage with social media. Drawing on ideas from Deleuze and Guattari (2013) this thesis uses an ethnographic approach to explore the ways in which nine young people engage with social media platforms to generate a sense of identity. Using ethnographic interviews, school and online observations, this thesis examines the relationship between school cultures and online social media environments inhabited by the young people. Working as an academic tutor at a mainstream secondary school in the UK, the researcher had access to the research participants’ day-to-day school activities, as well as extended access to their online lives by conducting online observations on various social media platforms they used. Each participant was analysed using a Deleuzo-Guattarian conceptual frame which draws from the notions of assemblages, becomings, territorialisations and de-territorialisations. The research findings identify some of the participants’ dissatisfaction with narrow and constricting school curricular cultures, whilst also highlighting how the blurred expectations that social media offers facilitates the building of their ambitions and aspirations. Therefore, the thrust of the thesis is to trace some of the relationalities between school cultures and the social media used by the young people. The findings could inform current government initiatives exploring social media’s impact on young people’s health and lives. With legislation due to be passed between 2020 and 2021, this thesis could deepen the understanding of how young people’s online activity is intricately linked with other aspects of their everyday lives, such as school. The thesis demonstrates how participants’ engagements online are nuanced and opening up possibilities for empowerment, identity work and the pursuit of a curated becoming underpinned by the particularities of social media platforms

Inequality: an exploration of issues of gender, ‘race’ and social class in education

Jessie Bustillos and Sandra Abegglen undertake an inquiry into inequalities in education. They attempt to disentangle some of the many issues in the realm of gender, ‘race’ and social class in education. The chapter explores some of the growing patterns of inequality that have characterised schooling in the UK. This is broken down into three main sections, First, a section where gender equity issues in schools are outlined and interrogated. The authors look at feminist concerns and ask whether we are now in a post-feminist educational era. Second, issues of ‘race’ and education are discussed in relation to the work of well-known ’critical race theorists’, Gillborn and Youdell. Finally, the work of recently retired, internationally renowned Prof. Stephen Ball will be drawn upon to illustrate a range of issues around social class and educational opportunity

Aula virtual y cultura digital en estudiantes de posgrado de una universidad pública peruana

The present study aims to determine the relationship between the virtual classroom and digital culture in research and higher education master's degree students at a Peruvian public university. Through a basic research, correlational level and non-experimental design of transectional type. With a total of 30 students selected through a non-probabilistic purposive sampling. The data were collected at two moments, using two questionnaires validated by judgment of 5 experts and with a reliability of cronbach's alpha coefficient of α=0.869 and α=0.849 respectively. The results show that for the virtual classroom variable, 36,67% always put it into practice, 53,33% sometimes and 10% never. On the other hand, for the digital culture variable; 23,33% evidenced that it is always being updated, 53,33%, sometimes and 23,33%, never. A positive average relationship was verified through Spearman's rank order correlation coefficient (Rho = 0.539; p = 0.002). It is concluded that the virtual classroom allows the development of a digital culture in graduate students; therefore, the training and development of digital competencies corresponds to all members of the academic community.El presente estudio tiene como objetivo determinar la relación entre el aula virtual y cultura digital en los maestristas de investigación y docencia superior de una universidad pública peruana. A través de una investigación de tipo básica, nivel correlacional y diseño no experimental de tipo transeccional. Con un total de 30 estudiantes seleccionados a través de un muestreo no probabilístico intencionado. Los datos fueron recolectados en dos momentos, utilizando dos cuestionarios validados por juicio de 5 expertos y con una confiabilidad del coeficiente alfa de cronbach de α=0,869 y α=0,849 respectivamente. Los resultados evidencian para la variable aula virtual; que el 36,67% siempre lo pone en práctica, el 53,33%, a veces y el 10%, nunca. Por otro lado, para la variable cultura digital; el 23,33% evidenció que siempre se está actualizando, el 53,33%, a veces y el 23,33%, nunca. Se comprobó una relación positiva media a través del coeficiente de correlación de orden por rangos de Spearman (Rho = 0,539; p = 0,002). Se concluye que el aula virtual permite el desarrollo de una cultura digital en los estudiantes de posgrado; por lo que la formación y desarrollo de competencias digitales corresponde a todos los miembros de la comunidad académica

Educación híbrida en universidades latinoamericanas 2020-2023: una revisión narrativa

Hybrid education had a great impact on the formative process of university students, considered as an educational modality with a great apogee during and after the health crisis produced by the Covid-19 pandemic. The objective of the study is to know formative experiences of hybrid education in Latin American universities. The methodology used was a narrative review of scientific publications indexed in the Scielo and Google Scholar databases, during the period 2020-2023, according to the search and eligibility strategies. In the collection of information, a total of 324 scientific publications were initially found; the titles and abstracts of each one were reviewed, thus selecting 65 and discarding 51; 14 studies that met the selection criteria were included. Therefore, it is concluded that the exercise and role of university teachers in the Latin American context is optimistic and challenging, due to the technological and pedagogical demands of hybrid learning models. As well as the development of digital competencies of the university community and the availability of technological infrastructure according to the needs and possibilities of each institution.La educación híbrida tuvo una gran repercusión en el proceso formativo de los estudiantes universitarios, considerada como una modalidad educativa con mucho apogeo durante y después de la crisis sanitaria producida por la pandemia del Covid-19. El objetivo del estudio es de conocer experiencias formativas de la educación híbrida en universidades latinoamericanas. Teniendo como metodología una revisión narrativa de publicaciones científicas indizadas en las bases de datos Scielo y Google Scholar, durante el período 2020-2023, acorde a las estrategias de búsqueda y elegibilidad. En la recolección de información se hallaron inicialmente un total de 324 publicaciones científicas; se revisaron los títulos y resúmenes de cada uno, seleccionando así 65 y descartando 51; siendo incluidos 14 estudios que se ajustaron a los criterios de selección. Por lo que se concluye, que el ejercicio y rol de los docentes universitarios en el contexto latinoamericano, es optimista y desafiante, por las demandas tecnológicas y pedagógicas de los modelos híbridos de aprendizaje. Así como el desarrollo de competencias digitales de la comunidad universitaria y la disponibilidad de infraestructura tecnológica acorde a las necesidades y posibilidades de cada institución

Phase II multicohort study of atezolizumab monotherapy in multiple advanced solid cancers

PD-L1 checkpoint inhibitor; Atezolizumab; Solid tumorsInhibidor del punto de control PD-L1; Atezolizumab; Tumores sólidosInhibidor del punt de control PD-L1; Atezolizumab; Tumors sòlidsBackground The programmed death-ligand 1 inhibitor atezolizumab had shown clinical activity against several advanced malignancies. Patients and methods This phase II, open-label basket study (NCT02458638) was conducted in 16 main cohorts of patients aged ≥18 years with stage III or IV solid tumors. In stage I, 12 patients were enrolled into each cohort. Treatment was atezolizumab 1200 mg intravenously every 3 weeks until loss of clinical benefit or unacceptable toxicity. The primary efficacy endpoint was the non-progression rate (NPR) at 18 weeks in treated, assessable patients. NPR ≤20% was not of interest for development as monotherapy, and NPR ≥40% was defined as the threshold of benefit/success. If ≥3 patients had non-progressive disease in stage I (interim analysis), 13 additional patients could be enrolled into stage II (final analysis). Secondary efficacy and safety endpoints were also evaluated. Results Overall, 474 patients were enrolled and treated; 433 were included in the efficacy set. Due partly to slow recruitment because of competing trials and limited efficacy at interim analyses, enrollment was stopped early, including in cohorts that passed stage I boundaries of success. NPR was >20% in five cohorts: cervical cancer {n = 27; NPR 44.4% [95% confidence interval (CI) 25.5% to 64.7%]}; follicular/papillary thyroid cancer [n = 11; 54.5% (95% CI 23.4% to 83.3%)]; thymoma [n = 13; 76.9% (95% CI: 46.2% to 95.0%)]; gastroenteropancreatic (GEP) and lung neuroendocrine tumors [NETs; n = 24; 41.7% (95% CI 22.1% to 63.4%)], and low/intermediate grade carcinoid GEP and lung NETs [n = 12; 58.3% (95% CI 27.7% to 84.8%)]. Treatment-related adverse events occurred in 55.3% of patients overall, and at grade 3, 4, and 5 in 10.3%, 1.7%, and 0.4%, respectively. Conclusions Atezolizumab monotherapy was effective in the cervical cancer cohort. The interim benefit threshold was crossed in patients with follicular/papillary thyroid cancer, thymoma, and GEP and lung NETs, but recruitment was stopped before these signals could be confirmed in stage II. Safety was consistent with previous findings.This study was supported by F. Hoffmann-La Roche (no grant number) who provided financial support for the conduct of study and were involved in study design; in the collection, analysis and interpretation of data; in the writing of the report; and in the decision to submit the article for publication. They also funded assistance with manuscript writing by a professional medical writer