Bringing languages to life: a longitudinal study of the development of creative practice in student teachers of modern languages

Hulse, B. (2017). Bringing languages to life: a longitudinal study of the development of creative practice in student teachers of modern languages. Power and Education, 10(1), 25-29. https://doi.org/10.1177/1757743817748664 Copyright © 2018 SAGE. Reprinted by permission of SAGE Publications.This article reports the findings of a longitudinal study exploring the process of learning to teach modern languages in the changing landscape of teacher education. It employs a postmodern critical ethnographic methodology to examine the experiences of a group of student teachers over the course of a one-year postgraduate teacher education programme in England. The focus is on how experiences in university and in school encourage or discourage the development of creativity. The schools inspectorate, Ofsted, is critical of lifeless teaching which fails to inspire young people to learn languages. However, the pressures of ‘performative’ requirements act as a discouragement to creativity. The data indicates that whilst student teachers express a desire to be more creative, they find it difficult to implement their ideas in school. A post-structuralist analysis of Marx’s theory of alienation is employed to argue that the early formation of professional identity is a process of acquiescence to oppressive external structures over which individuals have no control. The study concludes that it is possible to create spaces where the temporary suspension of alienation can allow individuals to put life back into language learning

The politics of the teaching of reading

Historically, political debates have broken out over how to teach reading in primary schools and infant classrooms. These debates and “reading wars” have often resulted from public concerns and media reportage of a fall in reading standards. They also reflect the importance placed on learning to read by parents, teachers, employers, and politicians. Public and media-driven controversies over the teaching of reading have resulted in intense public and professional debates over which specific methods and materials to use with beginning readers and with children who have reading difficulties. Recently, such debates have led to a renewed emphasis on reading proficiency and “standardized” approaches to teaching reading and engaging with literacy. The universal acceptance of the importance of learning to read has also led to vested interests in specific methods, reading programmes, and early literacy assessments amongst professional, business, commercial, and parental lobbying groups. This article traces these debates and the resulting growing support for a quantitative reductionist approach to early-reading programmes

The ANZUS Treaty during the Cold War: a reinterpretation of U.S. diplomacy in the Southwest Pacific

This article explains the origins of the Australia–New Zealand–United States (ANZUS) Treaty by highlighting U.S. ambitions in the Pacific region after World War II. Three clarifications to the historiography merit attention. First, an alliance with Australia and New Zealand reflected the pursuit of U.S. interests rather than the skill of antipodean diplomacy. Despite initial reservations in Washington, geostrategic anxiety and economic ambition ultimately spurred cooperation. The U.S. government's eventual recourse to coercive diplomacy against the other ANZUS members, and the exclusion of Britain from the alliance, substantiate claims of self-interest. Second, the historiography neglects the economic rationale underlying the U.S. commitment to Pacific security. Regional cooperation ensured the revival of Japan, the avoidance of discriminatory trade policies, and the stability of the Bretton Woods monetary system. Third, scholars have unduly played down and misunderstood the concept of race. U.S. foreign policy elites invoked ideas about a “White Man's Club” in Asia to obscure the pursuit of U.S. interests in the region and to ensure British exclusion from the treaty

Taking health geography out of the academy:Measuring academic impact

In recent years the academic landscape has been shifting and significantly affected by the introduction of an ‘impact agenda’. Academics are increasingly expected to demonstrate their broader engagement with the world and evidence related outcomes. Whilst different countries are at various stages along this impact journey, the UK is the first country to link impact to funding outcomes; here impact now accounts for 20% of an academic unit of assessment’s Research Excellence Framework (REF) result. This concept of ‘research impact’ implies that our work can effect change through one or more identifiable events in a direct, preferably linear and certainly measurable manner. In this paper, focusing on impact in social science, and policy-related impact in particular, we argue that such a cause and effect model is inappropriate. Furthermore that impact is not immediate or indeed linear within social science research. Drawing on recent work on alcohol and tobacco environments in Scotland we present a case study of impact, reflect on the process and respond to the challenges of moving beyond ‘business as usual’ public participation towards the measurement of outcomes. In doing so we critique the way in which ‘impact’ is currently measured and suggest a move towards an enlightenment model with greater recognition of process

Educational Studies and the Domestication of Utopia

This paper offers a critique of educational real utopias. Real Utopias are experimental forms of thought and practice intended to harness the transgressive force of traditional utopianism while avoiding its associated dangers. The concept has been embraced by the field of educational studies and applied to the study of various educational settings, institutions and processes. This paper does four things. Firstly, it outlines the concept of utopian realism and highlights those aspects that are said to differentiate it from the utopia that supposedly played a role in the human catastrophes of the twentieth century. It then evaluates a selection of educational real utopias to assess whether they can, in fact, be said to have succeeded in the task of harnessing the intellectual force while overcoming the dangers of traditional utopianism. Thirdly, the paper offers a critique of utopian realism, arguing that the concept of utopia has become thoroughly domesticated. Finally, the paper defends the expansive and holistic concept of utopia that utopian realism rejects. The argument here is that only when utopia is understood as a holistic system is it able to produce its most potent pedagogical effects

Levers and leverage points for pathways to sustainability

Humanity is on a deeply unsustainable trajectory. We are exceeding planetary boundaries and unlikely to meet many international sustainable development goals and global environmental targets. Until recently, there was no broadly accepted framework of interventions that could ignite the transformations needed to achieve these desired targets and goals. As a component of the IPBES Global Assessment, we conducted an iterative expert deliberation process with an extensive review of scenarios and pathways to sustainability, including the broader literature on indirect drivers, social change and sustainability transformation. We asked, what are the most important elements of pathways to sustainability? Applying a social–ecological systems lens, we identified eight priority points for intervention (leverage points) and five overarching strategic actions and priority interventions (levers), which appear to be key to societal transformation. The eight leverage points are: (1) Visions of a good life, (2) Total consumption and waste, (3) Latent values of responsibility, (4) Inequalities, (5) Justice and inclusion in conservation, (6) Externalities from trade and other telecouplings, (7) Responsible technology, innovation and investment, and (8) Education and knowledge generation and sharing. The five intertwined levers can be applied across the eight leverage points and more broadly. These include: (A) Incentives and capacity building, (B) Coordination across sectors and jurisdictions, (C) Pre-emptive action, (D) Adaptive decision-making and (E) Environmental law and implementation. The levers and leverage points are all non-substitutable, and each enables others, likely leading to synergistic benefits. Transformative change towards sustainable pathways requires more than a simple scaling-up of sustainability initiatives—it entails addressing these levers and leverage points to change the fabric of legal, political, economic and other social systems. These levers and leverage points build upon those approved within the Global Assessment's Summary for Policymakers, with the aim of enabling leaders in government, business, civil society and academia to spark transformative changes towards a more just and sustainable world. A free Plain Language Summary can be found within the Supporting Information of this article.Fil: Chan, Kai M. A.. University of British Columbia; CanadáFil: Boyd, David R.. University of British Columbia; CanadáFil: Gould, Rachelle. University of Vermont; Estados UnidosFil: Jetzkowitz, Jens. Staatliches Museum fur Naturkunde Stuttgart; AlemaniaFil: Liu, Jianguo. Michigan State University; Estados UnidosFil: Muraca, Bárbara. University of Oregon; Estados UnidosFil: Naidoo, Robin. University of British Columbia; CanadáFil: Beck, Paige. University of British Columbia; CanadáFil: Satterfield, Terre. University of British Columbia; CanadáFil: Selomane, Odirilwe. Stellenbosch University; SudáfricaFil: Singh, Gerald G.. University of British Columbia; CanadáFil: Sumaila, Rashid. University of British Columbia; CanadáFil: Ngo, Hien T.. Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services; AlemaniaFil: Boedhihartono, Agni Klintuni. University of British Columbia; CanadáFil: Agard, John. The University Of The West Indies; Trinidad y TobagoFil: de Aguiar, Ana Paula D.. Stockholms Universitet; SueciaFil: Armenteras, Dolors. Universidad Nacional de Colombia; ColombiaFil: Balint, Lenke. BirdLife International; Reino UnidoFil: Barrington-Leigh, Christopher. Mcgill University; CanadáFil: Cheung, William W. L.. University of British Columbia; CanadáFil: Díaz, Sandra Myrna. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; ArgentinaFil: Driscoll, John. University of British Columbia; CanadáFil: Esler, Karen. Stellenbosch University; SudáfricaFil: Eyster, Harold. University of British Columbia; CanadáFil: Gregr, Edward J.. University of British Columbia; CanadáFil: Hashimoto, Shizuka. The University Of Tokyo; JapónFil: Hernández Pedraza, Gladys Cecilia. The World Economy Research Center; CubaFil: Hickler, Thomas. Goethe Universitat Frankfurt; AlemaniaFil: Kok, Marcel. PBL Netherlands Environmental Assessment Agency; Países BajosFil: Lazarova, Tanya. PBL Netherlands Environmental Assessment Agency; Países BajosFil: Mohamed, Assem A. A.. Central Laboratory for Agricultural Climate; EgiptoFil: Murray-Hudson, Mike. University Of Botswana; BotsuanaFil: O'Farrell, Patrick. University of Cape Town; SudáfricaFil: Palomo, Ignacio. Basque Centre for Climate Change; EspañaFil: Saysel, Ali Kerem. Boğaziçi University; TurquíaFil: Seppelt, Ralf. Martin-universität Halle-wittenberg; AlemaniaFil: Settele, Josef. German Centre for Integrative Biodiversity Research-iDiv; AlemaniaFil: Strassburg, Bernardo. International Institute for Sustainability, Estrada Dona Castorina; BrasilFil: Xue, Dayuan. Minzu University Of China; ChinaFil: Brondízio, Eduardo S.. Indiana University; Estados Unido

Rapid solubility and mineral storage of CO2 in basalt

The long-term security of geologic carbon storage is critical to its success and public acceptance. Much of the security risk associated with geological carbon storage stems from its buoyancy. Gaseous and supercritical CO2 are less dense than formation waters, providing a driving force for it to escape back to the surface. This buoyancy can be eliminated by the dissolution of CO2 into water prior to, or during its injection into the subsurface. The dissolution makes it possible to inject into fractured rocks and further enhance mineral storage of CO2 especially if injected into silicate rocks rich in divalent metal cations such as basalts and ultra-mafic rocks. We have demonstrated the dissolution of CO2 into water during its injection into basalt leading to its geologic solubility storage in less than five minutes and potential geologic mineral storage within few years after injection [1–3]. The storage potential of CO2 within basaltic rocks is enormous. All the carbon released from burning of all fossil fuel on Earth, 5000 GtC, can theoretically be stored in basaltic rocks [4]

Consumerisation in UK Higher Education Business Schools: Higher fees, greater stress and debatable outcomes

For many UK Higher Education Business Schools, the continued recruitment of UK, EU and International students is crucial for financial stability, viability and independence. Due to increasingly competitive funding models across the sector many institutional leaders and administrators are making decisions typical of highly marketised consumer environments. Thus, this paper explores, academics’ perceptions of the impact of consumerisation in UK Higher Education Business Schools. To achieve this 22 Business School academics were interviewed within three UK Higher Education institutions (HEIs) in the North of England. Participants had a minimum of three years teaching experience. Data was analysed using template analysis taking an interpretive approach. The findings indicate that academics perceived the introduction of tuition fees to have been the catalyst for students increasing demonstration of customer-like behaviour: viewing the education process as transactional, with the HEI providing a ‘paid for’ service. It is argued that these changes in UK Higher Education have created tensions between university leaders and academics, creating genuine dilemmas for those with decision-making responsibilities who must balance academic integrity and long term institutional financial viability