Murdoch and the End of Ideology

Iris Murdoch had a lifelong interest in politics and she reflected upon the nature of ideology throughout her career. What she had to say on the subject developed during her career and relates to general academic discussions on the nature of ideology. At the outset of her career she was a committed socialist. She recognised that political ideology was in retreat after the Second World War but sought to contribute to socialist ideology. Later in her career she became sceptical of radical utopian ideologies, including socialism and developed a theory of politics that prioritised safeguarding individual liberty and security. However, she imagined that political thought would continue to develop and offer new possibilities and so she did not call for the end of ideology but continued to value political ideas

Falling for fake news: investigating the consumption of news via social media

In the so called ‘post-truth’ era, characterized by a loss of public trust in various institutions, and the rise of ‘fake news’ disseminated via the internet and social media, individuals may face uncertainty about the veracity of information available, whether it be satire or malicious hoax. We investigate attitudes to news delivered by social media, and subsequent verification strategies applied, or not applied, by individuals. A survey reveals that two thirds of respondents regularly consumed news via Facebook, and that one third had at some point come across fake news that they initially believed to be true. An analysis task involving news presented via Facebook reveals a diverse range of judgement forming strategies, with participants relying on personal judgements as to plausibility and scepticism around sources and journalistic style. This reflects a shift away from traditional methods of accessing the news, and highlights the difficulties in combating the spread of fake news

Linguistic incompetence: giving an account of researching multilingually

This paper considers the place of linguistic competence and incompetence in the context of researching multilingually. It offers a critique of the concept of competence and explores the performative dimensions of multilingual research and its narration, through the philosophy of Judith Butler, and in particular her study Giving an account of oneself. It explores aspects of risk, justice, narrative limit and a morality of multilingualism in emergent multilingual research frameworks. These theoretical dimensions are explored through consideration of ‘linguistically incompetent’ ethnographic work with refugees and asylum seekers, in contexts of hospitality and in life long learning research in the Gaza Strip, and of early attempts to learn new languages. The paper offers a prospect of a relational approach to researching multilingually and affirms the vulnerability at the heart of linguistic hospitality

The great ephemeral tattooed skin

The skin is always and already a series of planes which signify race, gender, age and such. Tattooing creates a new surface of potential significance upon the body. Tattooing can call into question concepts of volition in reference to the power to inscribe and define one’s subjectivity through one’s own skin, and the social defining of the subject. Skin is the involution or event between subject and object, will and cultural inscription, the social and the self. Feminism, particularly corporeal feminists, have attempted to think ways in which the female flesh may be recognized and self-defined without risking essentialism through reification of the meaning of ‘woman’s body’. Thinking the tattooed female body thus resonates with some of the risks and benefits feminism has found in theorizing a marginalized body. Using Deleuze, Guattari, Lyotard and other major influences on corporeal feminists this article explores ways in which significance is sought in skin and possible configurations of skin and world which challenge the desire to read the flesh as a legible incarnation of subjectivity

Anton Ehrenzweig, the artist teacher and a psychoanalytic approach to school art education

In the 1960s Anton Ehrenzweig devised an experimental course for school art teachers based on his deep knowledge of British psychoanalytic theory, especially Melanie Klein’s ideas of projection and introjection. Ehrenzweig’s early advocacy for the idea of an artist teacher, which formed a key element of his Art Teachers Certificate course at Goldsmiths, could be seen as ahead of its time, anticipating some of the ideas and practices of the past couple of decades. However, his claim that good teachers use their pupils as a medium for the teacher’s own creativity raises ethical questions that still resonate today. In this article, I will draw out some comparisons between Ehrenzweig’s theories of creativity and art education, and recent writing on the artist teacher. I will consider ways in which Ehrenzweig’s development of Kleinian psychoanalytic theory can both complement and challenge current thinking about the merging and differentiation of artist, teacher and student identities

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

Beyond 'Global Production Networks': Australian Fashion Week's Trans-Sectoral Synergies

When studies of industrial organisation are informed by commodity chain, actor network, or global production network theories and focus on tracing commodity flows, social networks, or a combination of the two, they can easily overlook the less routine trans-sectoral associations that are crucial to the creation and realisation of value. This paper shifts attention to identifying the sites at which diverse specialisations meet to concentrate and amplify mutually reinforcing circuits of value. These valorisation processes are demonstrated in the case of Australian Fashion Week, an event in which multiple interests converge to synchronize different expressions of fashion ideas, actively construct fashion markets and enhance the value of a diverse range of fashionable commodities. Conceptualising these interconnected industries as components of a trans-sectoral fashion complex has implications for understanding regional development, world cities, production location, and the manner in which production systems “touch down” in different places

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)