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

Early respiratory viral infections in infants with cystic fibrosis

This article is made available for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.Background Viral infections contribute to morbidity in cystic fibrosis (CF), but the impact of respiratory viruses on the development of airway disease is poorly understood. Methods Infants with CF identified by newborn screening were enrolled prior to 4 months of age to participate in a prospective observational study at 4 centers. Clinical data were collected at clinic visits and weekly phone calls. Multiplex PCR assays were performed on nasopharyngeal swabs to detect respiratory viruses during routine visits and when symptomatic. Participants underwent bronchoscopy with bronchoalveolar lavage (BAL) and a subset underwent pulmonary function testing. We present findings through 8.5 months of life. Results Seventy infants were enrolled, mean age 3.1 ± 0.8 months. Rhinovirus was the most prevalent virus (66%), followed by parainfluenza (19%), and coronavirus (16%). Participants had a median of 1.5 viral positive swabs (range 0–10). Past viral infection was associated with elevated neutrophil concentrations and bacterial isolates in BAL fluid, including recovery of classic CF bacterial pathogens. When antibiotics were prescribed for respiratory-related indications, viruses were identified in 52% of those instances. Conclusions Early viral infections were associated with greater neutrophilic inflammation and bacterial pathogens. Early viral infections appear to contribute to initiation of lower airway inflammation in infants with CF. Antibiotics were commonly prescribed in the setting of a viral infection. Future investigations examining longitudinal relationships between viral infections, airway microbiome, and antibiotic use will allow us to elucidate the interplay between these factors in young children with CF

The social, cosmopolitanism and beyond

First, this article will outline the metaphysics of ‘the social’ that implicitly and explicitly connects the work of lassical and contemporary cosmopolitan sociologists as different as Durkheim, Weber, Beck and Luhmann. In a second step, I will show that the cosmopolitan outlook of classical sociology is driven by exclusive differences. In understanding human affairs, both classical sociology and contemporary cosmopolitan sociology reflect a very modernist outlook of epistemological, conceptual, methodological and disciplinary rigour that separates the cultural sphere from the natural objects of concern. I will suggest that classical sociology – in order to be cosmopolitan – is forced (1) to exclude non-social and non-human objects as part of its conceptual and methodological rigour, and (2) consequently and methodologically to rule out the non-social and the non-human. Cosmopolitan sociology imagines ‘the social’ as a global, universal explanatory device to conceive and describe the non-social and non-human. In a third and final step the article draws upon the work of the French sociologist Gabriel Tarde and offers a possible alternative to the modernist social and cultural other-logics of social sciences. It argues for a inclusive conception of ‘the social’ that gives the non-social and non-human a cosmopolitan voice as well

Future Imaginings: Organizing in Response to Climate Change

Climate change has rapidly emerged as a major threat to our future. Indeed the increasingly dire projections of increasing global average temperatures and escalating extreme weather events highlight the existential challenge that climate change presents for humanity. In this editorial article we outline how climate change not only presents real, physical threats but also challenges the way we conceive of the broader economic, political and social order. We asked ourselves (and the contributors to this special issue) how we can imagine alternatives to our current path of ever escalating greenhouse gas emissions and economic growth. Through reference to the contributions that make up this special issue, we suggest that critically engaging with the concept of social, economic and political imaginaries can assist in tackling the conceptual and organizational challenges climate change poses. Only by questioning current sanitised and market-oriented interpretations of the environment, and embracing the catharsis and loss that climate change will bring, can we open up space for new future imaginings

Educación y ambigüedades de la au tonomización: hacia una pedagogía crítica de la promoción del individuo autónomo

O presente artigo, confrontando a educação com o desiderato da autonomização, pretende analisar as ambiguidades a que esse confronto dá hoje origem e estabelecer, mediante a explicitação de uma conceção contra-hegemónica de autonomização, as bases e as coordenadas de uma pedagogia crítica da promoção do indivíduo autónomo, que seja simultaneamente humanista, emancipadora e transformadora tanto da realidade do sujeito quanto da realidade do contexto. A estrutura narrativa, em consonância com esse amplo propósito, articula as seguintes dimensões: a educação e a normatividade da autonomização; as ambiguidades da autonomização: sentidos divergentes de fazer educação para a autonomia; e, por fim, o empowerment emancipatório e transformador: vetor da educação enquanto autonomização contra-hegemónica. A conclusão aponta as linhas diretoras da construção de uma pedagogia crítica do indivíduo autónomo, assumida nas vertentes de emancipação individual e transformação social.This paper confronts education with the desideratum of autonomization and it intends to analyze the ambiguities that this confrontation leads and establishes, through the explanation of a counter-hegemonic conception of autonomization. The foundations and the coordinates of a critical pedagogy for the promotion of the autonomous individual that is humanistic, emancipator and transformative, both the reality of the subject and the reality of the context. The narrative structure, in line with that broad purpose, articulates the following dimensions: education and the normativeness of autonomization; the ambiguities of autonomization: divergent ways of making education for autonomy; the transformative and emancipatory empowerment; vector of education as counter-hegemonic autonomization. The conclusion points out the principal lines of the construction of a critical pedagogy of the autonomous individual taken in the areas of individual emancipation and social transformation.Este artículo, enfrentando la educación con el desideratumde la autonomización, pretende analizar las ambigüedades que surgen de dicha confrontación y establecer, mediante la explicitación de una concepción contrahegemónica de la autonomización, las bases y las líneas de una pedagogía crítica y al mismo tiempo humanista, emancipadora y transformadora (tanto de la realidad del sujeto como de la realidad del contexto) de la promoción del individuo autónomoLa estructura narrativa, en línea con dicho propósito, articula las siguientes dimensiones: la educación y la normatividad de la autonomización; las ambigüedades de la autonomización: diferentes sentidos de hacer educación para la autonomía y, por fin, el empoderamiento emancipador y transformador, vector de la educación como autonomización contrahegemónica. La conclusión señala las líneas maestras de la construcción de una pedagogía crítica del individuo autónomo en las vertientes de emancipación individual y transformación social.(undefined

Revolution from above in English schools: neoliberalism, the democratic commons and education

The ideas of the New Left and the recently emerged alter-globalisation movements are marginal within current policy debates concerning the English education system. Here I seek to demonstrate the interconnections between the New Left and the alter-globalisation movement and suggest that these ideas contain a powerful corrective to the increasingly authoritarian present. The next part of the article considers the development of neoliberalism both in a theoretical context and since the arrival of the new Conservative–Liberal government in the UK. Here I outline the rapid transformation of English schools under the academies programme and look at how it has been explicitly linked to ideas of ‘moral collapse’ evident in the popular discourse of ‘Broken Britain’. Especially significant in this respect has been the labelling of comprehensive schools as ‘failures’ and the explicit imposition of more authoritarian understandings of pedagogy. I seek to explore both the rapidity of this transformation in the context of the dissatisfaction with the idea of comprehensive schools shown by the political Right and the Third Way’s reworking of socialism. Finally I briefly consider more progressive alternatives for schools and education by returning to the idea of the democratic commons. In this respect, the cultural Left needs to explore more radical alternatives beyond the defence of comprehensive schooling which sounds both nostalgic and misplaced within our global times

The sedimentation of an institution: changing governance in UK financial services

Post-print version. Final version published by Sage; available online at http://jmi.sagepub.com/The Financial Services Act (FSA) 1986 was the first comprehensive attempt to create a unified statutorily based system of regulation within the UK financial sector. It generated a framework of regulation that is in a continuous state of development and modification. In this paper we study the development of UK financial regulation between 1986 and 2011. We trace how competing theorizations and logics of regulation have led to the institutionalization of a meta-form of financial regulation. In doing so, we address the conundrum of conscious, strategic theorizations leading to cognitive taken-for-granted institutions by identifying four catalysts that contribute to institutionalization when concurring with theorization. These are: the evocation of political ideologies, the appropriation of scandals, the growing number of actors and the increasing organization of actors. Finally, we argue that sedimentation is the appropriate metaphor for the version of institutionalization occurring in this setting

Race, colonial history and national identity: Resident Evil 5 as a Japanese game

Resident Evil 5 is a zombie game made by Capcom featuring a White American protagonist and set in Africa. This paper argues that approaching this as a Japanese game reveals aspects of a Japanese racial and colonial social imaginary that are missed if this context of production is ignored. In terms of race, the game presents hybrid racial subjectivities that can be related to Japanese perspectives of Blackness and Whiteness where these terms are two poles of difference and identity through which an essentialised Japanese identity is constructed in what Iwabuchi calls “strategic hybridism” (Iwabuchi, 2002). In terms of colonialism, the game echoes structures of Japanese colonialism through which Japanese colonialism is obliquely memorialised and a “normal” Japanese global subjectivity can be performed