Is Service-Learning the Kind Face of the Neo-Liberal University?

The emergence of service-learning pedagogies in Canada has received a variety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to academic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or governance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future research and educative engagement with the politics of post-secondary service-learning that is informed by a multi-faceted analysis of neo-liberalism.  L’émergence au Canada de la pédagogie d’apprentissage par le service communautaire a suscité une grande variété de réactions. Certains y voient une opération de relations publiques de la part des universités et des collèges, d’autres un mouvement à l’encontre du corporatisme académique, d’autres encore un volet d’un vaste projet culturel ayant pour but de former des citoyens entreprenants, et responsables envers eux-mêmes et la société. Dans cet article, nous avançons que chacune de ces réactions repose sur une critique particulière du contexte néolibéral de la formation postsecondaire, découlant elle-même de conceptions diverses du néolibéralisme : comme politique, comme idéologie ou comme gouvernance (Larner, 2000). Plutôt que de tenter de résoudre les contradictions qui opposent ces concepts, nous en faisons le cadre qui permet de mieux comprendre les réactions divergentes face à l’apprentissage par le service communautaire. Nous illustrons ce cadre en donnant l’exemple d’un cours populaire du premier cycle, puis soulignons le besoin d’entreprendre des recherches et d’étayer, par une analyse du néolibéralisme à multiples facettes, la politique de l’apprentissage postsecondaire par le service communautaire

Candidate chiral twin bands in the odd-odd nucleus 132 Cs : Exploring the limits of chirality in the mass A ≈ 130 region

High-spin states in the doubly odd $N=77$ nucleus ${}^{132}\mathrm{Cs}$ have been studied. The known positive-parity structures have been extended. \ensuremath{\gamma}-ray linear-polarization and angular-correlation measurements have been performed to establish the spin and parity assignment of these structures. A new chiral partner of the \ensuremath{\pi}{h}_{11/2}\ensuremath{\bigotimes}\ensuremath{\nu}{h}_{11/2} band has been proposed. Three-dimensional tilted axis cranking model calculations have been performed and compared with the experimental results

Individual Liberty and the Importance of the Concept of the People

UID/FIL/00183/2013Through publically agreed laws that correspond to a common set of public restrictions, the ‘people as a sovereign body’ serves to protect against violations of individual liberty and despotic power. Where no such common body exists, individuals are deprived of this protection. In such cases, individuals must obey without liberty, while those in power command under a state of license. Neoliberal theorists maintain that any common personality, with its corresponding set of public and arbitrary positive and negative restrictions on liberty, undermines individual liberty. Neoliberal theory only allows for private restrictions on liberty. Against these neoliberal assumptions, we argue that rejecting public restrictions on liberty does not promote individual liberty. To the 1᢫ ᢬ ᢭ ᢮ 1 contrary, it creates conditions in which free individuals become servile and political inequality becomes entrenched, where citizens are divided into those who obey and those who command. Tracing the consequences of neoliberalism, we argue that unless we take seriously both the people as a political category and the right to equal and reciprocal coercion, individual liberty will be at risk. We also argue that neoliberalism ultimately leads to the total exclusion of certain citizens under the veil of full liberty. With the vanishing of the people’s will comes the utter disappearance of certain citizens, who live in the spontaneous society as if they were stateless or lawless persons. To better understand the connections between the rejection of the concept of the people, private restrictions on liberty and the fostering of the servile citizen, this paper considers the political philosophy of Hayek and Nozick. It also considers key ideas from Locke and Kant—theorists who, despite the differences between their philosophical perspectives, and despite the fact that they both provided crucial inspiration for Hayek’s political economy and Nozick’s libertarianism, stressed the protective role of the people with regard to individual liberty.publishersversionpublishe

Confirmation of triple shape coexistence in 179Hg: Focal plane spectroscopy of the α decay of 183Pb

The α decay of 183Pb has been studied in detail at the focal plane of the RITU gas-filled separator. The four previously known α decay branches have been ordered into the decay of two isomers in 183Pb. The deduced decay scheme and the interpretation of the inferred α decay hindrance factors and γ rays observed at the focal plane are strongly in favor of the recent suggestion of triple shape coexistence-oblate, prolate, and near-spherical in the daughter nucleus 179Hg

Beyond professional boundaries : the reflective practitioner, identity and emotional labour in social work

Reflective practice is advocated within social work academic literature as a means of improving practice. It is enshrined in requirements for practitioners to achieve qualifying and post qualifying awards. This research explores reflective practice with individuals who contribute to social work education as students, academics, practice teachers and practitioners. The study considers factors which have influenced the adoption of Schön’s theories and analyses respondents’ perceptions of relationships between reflective practice, development and social work practice. Through reflexive research methodology it emerges that reflective practice has a more fundamental link with people who are engaged with social work than previously considered. However, rather than being primarily utilised as a process for written assessment and addressed through social work theory, it is regarded by respondents as a useful and honest method of problem-solving and sharing concerns with others. The research demonstrates respondents’ deep commitment to self-development and improvement to enhance the lives of users of social work services, which motivated their entry into the profession. Reflective practice offers emotional support and a safeguard for social workers. The research leads on to explore how it is used as a personal process, as well as how it connects with feelings and emotions generated by the role. Reflective practice is used not just to present written work for assessment; it is a phenomenon which primarily takes place informally and spontaneously and in formal supervision. It is used as professional socialisation, to develop and maintain good and safe practice, emotional self-protection and to reinforce professional values. This research explores how the concept is linked to emotional labour and personal identity for social workers. The overall perception is that social work is not just a job; being a social worker permeates all aspects of respondents’ lives.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Beyond professional boundaries : the reflective practitioner, identity and emotional labour in social work

Reflective practice is advocated within social work academic literature as a means of improving practice. It is enshrined in requirements for practitioners to achieve qualifying and post qualifying awards. This research explores reflective practice with individuals who contribute to social work education as students, academics, practice teachers and practitioners. The study considers factors which have influenced the adoption of Schön’s theories and analyses respondents’ perceptions of relationships between reflective practice, development and social work practice. Through reflexive research methodology it emerges that reflective practice has a more fundamental link with people who are engaged with social work than previously considered. However, rather than being primarily utilised as a process for written assessment and addressed through social work theory, it is regarded by respondents as a useful and honest method of problem-solving and sharing concerns with others. The research demonstrates respondents’ deep commitment to self-development and improvement to enhance the lives of users of social work services, which motivated their entry into the profession. Reflective practice offers emotional support and a safeguard for social workers. The research leads on to explore how it is used as a personal process, as well as how it connects with feelings and emotions generated by the role. Reflective practice is used not just to present written work for assessment; it is a phenomenon which primarily takes place informally and spontaneously and in formal supervision. It is used as professional socialisation, to develop and maintain good and safe practice, emotional self-protection and to reinforce professional values. This research explores how the concept is linked to emotional labour and personal identity for social workers. The overall perception is that social work is not just a job; being a social worker permeates all aspects of respondents’ lives.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Ethnic communities and the libraries services

TFPL report. Produced for Camden LibrariesAvailable from British Library Document Supply Centre-DSC:m00/43659 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Skills and competencies in the corporate sector

SIGLEAvailable from British Library Document Supply Centre-DSC:2327.6831F(162) / BLDSC - British Library Document Supply CentreGBUnited Kingdo