Neoconservative education policy and the case of the English Baccalaureate

Conservativism has gained significant influence on education-policy making and debates about education in many Anglophone countries. While conservative educational governments have advanced some neoliberal governance trends, they have also introduced characteristic neoconservative education elements, notably in the area of curricular content. This article focuses on the impact of conservative ideology on curriculum and assessment policies in English secondary education and specifically explores schools’ first reactions to the introduction of a policy initiative that is emblematic of neoconservatism, the English Baccalaureate. The empirical discussion relies on a mixed methods study on the reception of the latest assessment and curriculum policies in English secondary schools. The findings suggest that the current reforms are transforming school subject hierarchies, resource allocation across subjects, and what counts as knowledge in English secondary schools, and introducing a new culture of subject—and by implication, teacher and student—‘worth’.Published versio

Estado, escolas e famílias: públicos escolares e regulação da educação

O texto apresenta alguns resultados de uma investigação recentemente concluída que, genericamente, se inscreve nos complexos processos de (multi)regulação da educação. O estudo desenvolveu-se num concelho do norte de Portugal (convencionalmente designado Vila Formosa), circunscrevendo-se às escolas com oferta de ensino secundário. A análise dos dados sugere que, na topografia complexa dos processos de (multi)regulação do campo escolar, a combinação de medidas de política educativa com recursos e cursos de acção que as diferentes escolas e as diversas categorias de famílias e jovens detêm e adoptam constituem uma tríade de fontes de dinâmicas, umas vezes convergentes, outras vezes em tensão que, por seus efeitos sociológicos cumulativos, geram a reordenação do campo de lutas concorrenciais em torno da educação, lutas essas que parecem penalizar sobretudo as famílias que já sofrem de outras desvantagens.The text presents some results of a recently concluded investigation that, generically, is part of the complex processes of the (multi) regulation of education. The study was developed in a district in the north of Portugal (conventionally designated Vila Formosa) and was limited to schools that offered secondary education. The analysis of the data suggests that, in the complex topography of the processes of (multi)regulation of the school field, the combination of measures of educational policy with resources and courses of action that the different schools and the diverse categories of families and young people possess and adopt constitute a triad of dynamic sources, sometimes convergent and sometimes tense, that, by their cumulative sociological effects, generate the re-ordination of the field of competing struggles in education that seem to penalize, above all, the families that already suffer other disadvantages.El texto presenta algunos resultados de una investigación recientemente finalizada que, genéricamente, se inscribe en los complexos procesos de (multi) regulación de la educación. El estudio se desarrolló en un consejo del norte de Portugal (asignado convencionalmente Vila Formosa), circunscribiéndose a las escuelas con oferta de enseñanza secundaria. El análisis de los datos sugiere que, en la compleja topografía de los procesos de (multi)regulación del campo escolar, la combinación de medidas de política educativa con los recursos y los cursos de acción que las diferentes escuelas y las diversas categorías de familias y jóvenes retienen y que adoptan, constituyen una tríada de fuentes de dinámicas, unas veces convergentes, otras veces en tensión que, por sus efectos sociológicos acumulativos, generan la reordenación del campo de luchas competitivas alrededor de la educación y de los resultados de esas luchas que parecen penalizar principalmente a las familias que ya sufren de otras desventajas.(undefined

Scoring of senescence signalling in multiple human tumour gene expression datasets, identification of a correlation between senescence score and drug toxicity in the NCI60 panel and a pro-inflammatory signature correlating with survival advantage in peritoneal mesothelioma

Background: Cellular senescence is a major barrier to tumour progression, though its role in pathogenesis of cancer and other diseases is poorly understood in vivo. Improved understanding of the degree to which latent senescence signalling persists in tumours might identify intervention strategies to provoke "accelerated senescence" responses as a therapeutic outcome. Senescence involves convergence of multiple pathways and requires ongoing dynamic signalling throughout its establishment and maintenance. Recent discovery of several new markers allows for an expression profiling approach to study specific senescence phenotypes in relevant tissue samples. We adopted a "senescence scoring" methodology based on expression profiles of multiple senescence markers to examine the degree to which signals of damage-associated or secretory senescence persist in various human tumours. Results: We first show that scoring captures differential induction of damage or inflammatory pathways in a series of public datasets involving radiotherapy of colon adenocarcinoma, chemotherapy of breast cancer cells, replicative senescence of mesenchymal stem cells, and progression of melanoma. We extended these results to investigate correlations between senescence score and growth inhibition in response to similar to 1500 compounds in the NCI60 panel. Scoring of our own mesenchymal tumour dataset highlighted differential expression of secretory signalling pathways between distinct subgroups of MPNST, liposarcomas and peritoneal mesothelioma. Furthermore, a proinflammatory signature yielded by hierarchical clustering of secretory markers showed prognostic significance in mesothelioma. Conclusions: We find that "senescence scoring" accurately reports senescence signalling in a variety of situations where senescence would be expected to occur and highlights differential expression of damage associated and secretory senescence pathways in a context-dependent manner

Rethinking Social Justice in Education: An Epistemological Approach

There are many different notions of social justice in education. For example, some argue that social justice in education means giving individuals the opportunity to succeed; for others, it means seeking equality of outcome so that everyone does succeed. So great is the diversity of views that it has been suggested the term has become meaningless, or that it can mean anything people want it to mean. This has led some to argue that trying to define social justice in education is a hopeless task. This chapter argues that an approach informed by the later philosophy of Wittgenstein can be helpful in dealing with such issues. In particular, attention is focussed on Wittgenstein’s epistemology and theory of meaning in the Philosophical Investigations. It is argued that these are helpful in understanding the multiplicity of meanings of the term social justice in education. This multiplicity however, it is argued, does not lead to a situation where the term can mean anything its users want it to mean. Nor does it lead to a situation where all attempts to define the term are ruled out, or where only one definition is acceptable, presumably to be imposed on all users of the term. Instead, the significance of contextual understanding and meaning in different language-games is highlighted. Wittgenstein’s theory of meaning is then allied to Gallie’s notion of an essentially contested concept to advance the idea of engagement between those with different views, and of the need to recontextualize rather than decontextualize the notion of social justice in education

Molecular definitions of autophagy and related processes.

Over the past two decades, the molecular machinery that underlies autophagic responses has been characterized with ever increasing precision in multiple model organisms. Moreover, it has become clear that autophagy and autophagy-related processes have profound implications for human pathophysiology. However, considerable confusion persists about the use of appropriate terms to indicate specific types of autophagy and some components of the autophagy machinery, which may have detrimental effects on the expansion of the field. Driven by the overt recognition of such a potential obstacle, a panel of leading experts in the field attempts here to define several autophagy-related terms based on specific biochemical features. The ultimate objective of this collaborative exchange is to formulate recommendations that facilitate the dissemination of knowledge within and outside the field of autophagy research

Autophagy in major human diseases

Abstract: Autophagy is a core molecular pathway for the preservation of cellular and organismal homeostasis. Pharmacological and genetic interventions impairing autophagy responses promote or aggravate disease in a plethora of experimental models. Consistently, mutations in autophagy‐related processes cause severe human pathologies. Here, we review and discuss preclinical data linking autophagy dysfunction to the pathogenesis of major human disorders including cancer as well as cardiovascular, neurodegenerative, metabolic, pulmonary, renal, infectious, musculoskeletal, and ocular disorders

Gewirtz, Sharon, Choice, Competition, and Equity: Lessons from Research in the United Kingdom, Journal of Curriculum and Supervision, 11(Spring, 1996), 215-228.

Reports a study of parents\u27 reasons (and their characteristics) for choosing schools under UK\u27s market appeal system; concludes inequities persist under this system