Social justice in a market order: graduate employment and social mobility in the UK

Framed within a Gramscian analytical perspective, this article contrasts the ‘transparent neoliberalism’ of one of its leading organic intellectuals, Friederich Hayek, with one of the key discourses of ‘euphemized neoliberalism’ in the UK: higher education’s promise of social justice through social mobility. The article discusses the disjunctions between ideology and discourse but also between discourse and the reality of class-based unequal graduate employment outcomes in the UK. I then consider some recent policy proposals to redress such inequalities and scrutinize these in the light of Hayek’s views on social justice within a market economy. In the final section, I return to Gramsci to re-evaluate the continuing relevance of the concept of organic intellectuals in the light of debates around the shifting position of intellectuals within contemporary society

Narratives from the road to social justice in PETE: teacher educator perspectives

Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined and practiced. As a professional group, teacher educators seem largely hesitant to expose themselves to the researcher's gaze, which is problematic if we expect preservice teachers to engage in messy, biographical reflexivity with regard to their own teaching practice. By engaging in self- and collective biographical story sharing about ‘our’ teacher educator struggles in England and Norway, we hope that the reader can identify ‘her/his’ struggles in the narratives about power and domination, and the spaces of opportunity in between

The Global Ambitions of Irish Universities: Internationalizing Practices and Emerging Stratification in the Irish Higher Education Sector

As higher education is increasingly harnessed to national economic goals and as funding shifts from public to private sources, Irish universities are under unprecedented pressure to “internationalize.” Yet the way they mediate national policy is constrained by funding and market forces as well as by their own organizational features and position in the field. Analysis of bilateral non-EU partnerships reveals competing logics of prestige, finances, and alignment with national ambitions in the global economy. Historical hierarchies between Irish third-level institutions are thus reinforced, while internally, status distinctions emerge between the various types of partnerships and student exchange programs. The shape taken by internationalization may reinforce various strands of inter-institutional and intra-institutional inequality, without guaranteeing that Irish universities succeed in their ambitions to achieve “world-class” status

Coronary Atherosclerotic Precursors of Acute Coronary Syndromes

Cardiolog

Implicit Microfoundations for Macroeconomics

A large market economy has a huge number of degrees of freedom with weak microlevel coordination. The 'implicit microfoundations' approach considers this property of micro-level interactions to more strongly determine macro-level outcomes compared to the precise details of individual choice behavior; that is, the 'particle' nature of individuals dominates their 'mechanical' nature. So rather than taking an 'explicit microfoundations' approach, in which individuals are represented as 'white-box' sources of fully-specified optimizing behavior ('rational agents'), we instead represent individuals as 'black box' sources of unpredictable noise subject to objective constraints ('zero-intelligence agents'). To illustrate the potential of the approach we examine a parsimonious, agent-based macroeconomic model with implicit microfoundations. It generates many of the reported empirical distributions of capitalist economies, including the distribution of income, firm sizes, firm growth, GDP and recessions

The Hidden Internationalism of Elite English Schools

Analyses of UK higher education have provided compelling evidence of the way in which this sector has been affected by globalisation. There is now a large literature documenting the internationalisation of British universities, and the strategic and economic importance attached to attracting students from abroad. Within the schools sector, it has been argued that parents are increasingly concerned about the acquisition of valuable multicultural ‘global capital’. Nevertheless, we know little about whether ‘internationalism’ and/or the inculcation of ‘global capital’ is an explicit focus of UK schools. To start to redress this gap, this article draws on an analysis of websites, prospectuses and other publicly available documents to explore the extent to which internationalism is addressed within the public face that schools present to prospective pupils, and the nature of any such messages that are conveyed

'Creating a modern nursing workforce’: nursing education reform in the neoliberal social imaginary

This paper explores how nursing education both exemplifies the contradictions of neoliberalism alongside its seemingly all-encompassing influence. We conduct a feminist critical policy analysis to trace the histories of nursing as a feminised vocation located outside the academy, and how this is reflected in recent policy. We then critically explore widening participation and social mobility in relation to nursing education, and demonstrate how a discourse of fairness is used to justify market solutions. The ‘special case’ of nursing is considered through an analysis of how ‘the nurse’ as subject is constituted in education policy discourse. Our discussion focuses on the effects of these reforms and demonstrates how historical discourses that centre on women as carers are assimilated into the ‘neoliberal social imaginary’. The paper’s scope is both local – the gendered history of nursing education in England – and global – the force of neoliberal globalisation in education policy