The Belts are Set Out: The Batizado as a Symbolic Welcome to Capoeira Culture

ORCID iD: Neil Stephens - https://orcid.org/0000-0003-3871-0887.Copyright © The Author(s) 2021. In contemporary capoeira groups, newcomers are symbolically ‘baptised’ into the community at a public ceremony called their Batizado (literally baptism) held during a festival. Novices play a game with a guest expert, get their first belt and thereafter they are members of their teacher’s group. Drawing on a long term, two-handed ethnography of diasporic capoeira contemporanea in the UK, including observation of 53 such festivals, their ceremonial features are analysed. At all the stages of the ‘welcome’, before, during and after the batizado, the topic of gender in capoeira contemporanea is explored. In the last 40 years, women have become enthusiastic participants and are core members of the groups we have studied. The article compares the sociological (symbolic interactionist) and anthropological approaches to ceremonies and rituals such as the capoeira batizado, drawing on Glaser, Strauss and Katz compared to van Gennep, Turner and MacAloon.Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article

Producing the docile body: analysing Local Area Under-performance Inspection (LAUI)

Sir Michael Wilshaw, the head of the Office for Standards in Education (OfSTED), declared a 'new wave' of Local Area Under-performance Inspections (LAUI) of schools 'denying children the standard of education they deserve'. This paper examines how the threat of LAUI played out over three mathematics lessons taught by a teacher in her first year in the profession. A Foucauldian approach is mobilised with regard to disciplinary power and 'docile bodies'. The paper argues that, in the case in point, LAUI was a tool mediating performative conditions and, ultimately, the docile body. The paper will be of concern to policy sociologists, teachers, school leaders, and those interested in school inspection

The Correlation between Electroencephalography Amplitude and Interictal Abnormalities : Audit study

Objectives: The aim of this study was to establish the relationship between background amplitude and interictal abnormalities in routine electroencephalography (EEG). Methods: This retrospective audit was conducted between July 2006 and December 2009 at the Department of Clinical Physiology at Sultan Qaboos University Hospital (SQUH) in Muscat, Oman. A total of 1,718 electroencephalograms (EEGs) were reviewed. All EEGs were from patients who had been referred due to epilepsy, syncope or headaches. EEGs were divided into four groups based on their amplitude: group one ≤20 μV; group two 21–35 μV; group three 36–50 μV, and group four >50 μV. Interictal abnormalities were defined as epileptiform discharges with or without associated slow waves. Abnormalities were identified during periods of resting, hyperventilation and photic stimulation in each group. Results: The mean age ± standard deviation of the patients was 27 ± 12.5 years. Of the 1,718 EEGs, 542 (31.5%) were abnormal. Interictal abnormalities increased with amplitude in all four categories and demonstrated a significant association (P <0.05). A total of 56 EEGs (3.3%) had amplitudes that were ≤20 μV and none of these showed interictal epileptiform abnormalities. Conclusion: EEG amplitude is an important factor in determining the presence of interictal epileptiform abnormalities in routine EEGs. This should be taken into account when investigating patients for epilepsy. A strong argument is made for considering long-term EEG monitoring in order to identify unexplained seizures which may be secondary to epilepsy. It is recommended that all tertiary institutions provide EEG telemetry services

Motivation in physical education across the primary-secondary school transition

The purpose of this study was to examine the temporal patterns of approach-avoidance achievement goals, implicit theories of ability and perceived competence in physical education across the transition from primary to secondary school. We also evaluated the predictive utility of implicit theories and perceived competence with regard to achievement goal adoption, and determined the moderating influence of gender on temporal patterns and antecedent–goal relationships. One hundred and forty pupils (mean age at start of study = 11.37 years, SD =.28) completed measures of entity and incremental beliefs, perceived competence and goals on four occasions during a 12-month period. Mastery-approach, performance-approach and perform-ance-avoidance goals, as well as entity and incremental beliefs, exhibited a linear decline over time. Mastery-avoidance goals showed no significant change. Girls exhibited a linear decline in perceived competence, whereas for boys the trajectory was curvilinear. Competence perceptions predicted initial scores, but not rate of change, on mastery-approach and both types of performance goals. Incrementa

Conclusions

What is the function of parent–child argumentation? This chapter intends to answer the main research question that has guided the study presented in this volume and open a discussion for future research on this topic. In the first part, the chapter provides a detailed overview of the main findings of the analysis of parent–child argumentative discussions during mealtime. The role played by parents and children in the inception and development of argumentation, and the types of conclusions of their argumentative discussions are described. Subsequently, two educational targets achieved by parents and children through their argumentative interactions are presented and critically discussed. In the last part, new open questions that should guide future investigation to expand our knowledge of the role and function of argumentation between parents and children are proposed

No good surprises: intending lecturers' preconceptions and initial experiences of further education

Current initiatives to promote lifelong learning and a broader inclusiveness in post-16 education have focused attention on further education (FE). The article examines the experiences and reactions of 41 intending lecturers studying full-time for a Postgraduate Certificate in Further Education and Training (PGCET), as they enter FE colleges on teaching practice and encounter FE students for the first time. It argues that the sector may have something to learn from the contrast between these intending lecturers' expectations and their subsequent experiences, and that attempts to address problems which are endemic within the current FE sector by initiatives to improve teacher competence, such as the Further Education National Training Organisation (FENTO)'s recently introduced FE teacher training standards, are inadequate and misdirected

Further education sector governors as ethnographers: five case studies

This paper considers how governors in the English Further Education and Skills (FE) sector examined their practice as ethnographers. The paper locates both FE governance and ethnography within the challenges of the performative and Panoptic environments facing English education. In doing so, the paper explores how the informants’ mobilisation of ethnographic methods revealed a novel lens on both governance and the role of ethnographer. Employing Grounded Theory, the paper considers how the participants negotiated philosophical questions regarding evidence, objectivity and truth. The paper suggests that despite the deep-seated complexities inherent in conducting ethnography in performative contexts, the participants generated data which painted a unique and revealing picture upon their practice as governor and researcher

Performativity, fabrication and trust: exploring computer-mediated moderation

Based on research conducted in an English secondary school, this paper explores computer mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. Drawing on the work of Ball (2003), Lyotard (1979) and Foucault (1977, 1979), I argue that in this particular case performativity has become entrenched in teachers’ day-to-day practices, and not only affects those practices but also teachers’ sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities - trust. From examining the case in point, I hope to have illustrated for those interested in teachers’ work some of the implications of the interface between technology and performativity

Supervision and Scholarly Writing: Writing to Learn - Learning to Write

This paper describes an action research project on postgraduate students’ scholarly writing in which I employed reflective approaches to examine and enhance my postgraduate supervisory practice. My reflections on three distinct cycles of supervision illustrate a shift in thinking about scholarly writing and an evolving understanding of how to support postgraduate students’ writing. These understandings provide the foundation for a future-oriented fourth cycle of supervisory practice, which is characterised by three principles, namely the empowerment of students as writers, the technological context of contemporary writing, and ethical issues in writing