Acting together: ensemble as a democratic process in art and life

Traditionally drama in schools has been seen either as a learning medium with a wide range of curricular uses or as a subject in its own right. This paper argues that the importance of drama in schools is in the processes of social and artistic engagement and experiencing of drama rather than in its outcomes. The paper contrasts the pro-social emphasis in the ensemble model of drama with the pro-technical and limited range of learning in subject-based approaches which foreground technical knowledge of periods, plays, styles and genres. The ensemble-based approach is positioned in the context of professional theatre understandings of ensemble artistry and in the context of revolutionary shifts from the pro-technical to the pro-social in educational and cultural policy making in England. Using ideas drawn from McGrath and Castoriadis, the paper claims that the ensemble approach provides young people with a model of democratic living

Reconsidering "the love of art" : evaluating the potential of art museum outreach

Art museums have long been identified as bastions of social and cultural exclusion. This conclusion was best evidenced by the large-scale 1967 French study by Bourdieu and Darbel demonstrating the exclusionary nature of “The Love of Art.” However, in recent years there have been increasing efforts to reach out to a broader range of visitors beyond conventional audiences. The present study investigates the impacts of an outreach program at a UK art museum, which sought to engage socially excluded young mothers. This study employs ethnographic research methods on a longitudinal basis to develop qualitative insights about the program seeking to mitigate cultural exclusion. While the study’s findings uphold many longstanding critiques of art museums’ conventional approaches, the study also indicates that carefully designed outreach activities can overcome such limitations and enhance cultural engagement. Thus, art museums’ limited appeal is tied to problematic public engagement practices that can be changed

Symbolic closure: Towards a renewed sociological perspective on the relationship between higher education, credentials and the graduate labour market

This article explores how our understanding of the graduate labour market can be improved by re-assessing some of the insights of the conflictual tradition within sociology. In particular, its theorising of ‘social closure’ and the use of educational credentials within the labour market remain highly relevant. Yet these ideas need to be modified to better deal with the current social, economic and educational contexts. This article extends the social closure literature to deal with some of the changes within the graduate labour market by turning to Pierre Bourdieu’s ideas on symbolic violence. I will argue that ‘symbolic closure’, the reliance on exclusion through categorisation and classification, becomes of greater importance in a graduate labour market that no longer offers any clarity about what graduate skills, jobs and rewards constitute and signify

Turning collegial governance on its head : symbolic violence, hegemony and the academic board

This article draws on Bourdieu’s theorisation of domination and Gramsci’s notions of hegemony within the context of a larger empirical study of Australian university academic governance, and of academic boards (also known as academic senates or faculty senates) in particular. Reporting data that suggest a continued but radically altered form of collegial governance in which hegemony is exercised by management rather than by the professor, it theorises the domination of academic boards within western democratic universities. However, traditional collegial governance is also dependent upon a community of scholars, a role historically played by the academic board. In view of the suggested transition in collegial governance and the resultant convergence of academic work and management, the article concludes with questions about whether academic boards can continue to serve as communities of scholars in future

Globalising assessment: an ethnography of literacy assessment, camels and fast food in the Mongolian Gobi

What happens when standardised literacy assessments travel globally? The paper presents an ethnographic account of adult literacy assessment events in rural Mongolia. It examines the dynamics of literacy assessment in terms of the movement and re-contextualisation of test items as they travel globally and are received locally by Mongolian respondents. The analysis of literacy assessment events is informed by Goodwin’s ‘participation framework’ on language as embodied and situated interactive phenomena and by Actor Network Theory. Actor Network Theory (ANT) is applied to examine literacy assessment events as processes of translation shaped by an ‘assemblage’ of human and non-human actors (including the assessment texts)

‘Sometimes there’s racism towards the French here’: xenophobic microaggressions in pre-2016 London as articulations of symbolic violence

This article discusses xenophobic microaggressions (Pierce, 1970) experienced by members of the French community in London prior to the EU-Membership Referendum in 2016. Acting at the interface of agency and passivity, implicitness and complicity, they go unseen in the social space despite their omnipresence. Through a close reading of empirical data collected as part of an ethnographic study, the article posits that these microaggressions are articulations of historically embedded anti-French ‘symbolic violence’ (Bourdieu and Wacquant, 1992; Bourdieu, 1993). The three main areas addressed are humour, intersectionality and the reproductive nature of the phenomenon (Bourdieu and Passeron, 1970; Bourdieu, 1972)

Self-organized Beating and Swimming of Internally Driven Filaments

We study a simple two-dimensional model for motion of an elastic filament subject to internally generated stresses and show that wave-like propagating shapes which can propel the filament can be induced by a self-organized mechanism via a dynamic instability. The resulting patterns of motion do not depend on the microscopic mechanism of the instability but only of the filament rigidity and hydrodynamic friction. Our results suggest that simplified systems, consisting only of molecular motors and filaments could be able to show beating motion and self-propulsion.Comment: 8 pages, 2 figures, REVTe

Employability and higher education: contextualising female students' workplace experiences to enhance understanding of employability development

Current political and economic discourses position employability as a responsibility of higher education, which deploys mechanisms such as supervised work experience (SWE) to embed employability skills development into the undergraduate curriculum. However, workplaces are socially constructed complex arenas of embodied knowledge that are gendered. Understanding the usefulness of SWE therefore requires consideration of the contextualised experiences of it, within these complex environments. This study considers higher education's use of SWE as a mechanism of employability skills development through exploration of female students' experiences of accounting SWE, and its subsequent shaping of their views of employment. Findings suggest that women experience numerous, indirect gender-based inequalities within their accounting SWE about which higher education is silent, perpetuating the framing of employability as a set of individual skills and abilities. This may limit the potential of SWE to provide equality of employability development. The study concludes by briefly considering how insights provided by this research could better inform higher education's engagement with SWE within the employability discourse, and contribute to equality of employability development opportunity