Systems of education governance and cultures of justice in Ireland, Scotland and Pakistan

This chapter compares the issue of cultures of justice in the systems of education governance in three education systems: Ireland, Scotland and Pakistan. The focus for the comparison are the current policies which shape the regulation of education. These policies were reviewed to identify key issues relating to social justice and equality, decision-making and accountability. From the analysis of each system, three central issues were identified: firstly, the improvement of a state education system; secondly, the degree of decentralisation and centralisation in governance structures and thirdly, the expectations placed on school leaders. The chapter concludes by discussing the tensions between the drive for system improvement and opportunities for school leaders to build strategies to address issues of inequality in schools

Correlation of Global and Gene-Specific DNA Methylation in Maternal-Infant Pairs

The inheritance of DNA methylation patterns is a popular theory to explain the influence of parental genetic and environmental factors on the phenotype of their offspring but few studies have examined this relationship in humans. Using 120 paired maternal-umbilical cord blood samples randomly selected from a prospective birth cohort in Bangladesh, we quantified DNA methylation by pyrosequencing seven CpG positions in the promoter region of p16, four CpG positions in the promoter region of p53, LINE-1 and Alu. Positive correlations were observed between maternal and umbilical cord blood at p16, LINE-1, and Alu but not p53. Multiple linear regression models observed a significant association between maternal and umbilical cord blood at LINE-1 and Alu (LINE-1: β = 0.63, p<0.0001; Alu: β = 0.28, p = 0.009). After adjusting for multiple comparisons, maternal methylation of p16 at position 4 significantly predicted methylation at the same position in umbilical cord blood (β = 0.43, p = <0.0001). These models explained 48%, 5% and 16% of the observed variability in umbilical cord %5mC for LINE-1, Alu and p16 at position 4, respectively. These results suggest that DNA methylation in maternal blood was correlated with her offspring at LINE-1, Alu, and p16 but not p53. Additional studies are needed to confirm whether these observed associations were due to the inheritance of epigenetic events or the shared environment between mother and fetus. Future studies should also use a multi-generational family-based design that would quantify both maternal and paternal contributions to DNA methylation in offspring across more than one generation

School leadership, curriculum diversity, social justice and critical perspectives in education

In the face of changing demographics, reduced funding and more stringent accountability and performance measures, school leaders are required to make schools fairer for all students, and to equip them with critical skills for autonomous living in society. Simultaneously, financial and material resources from government to schools have been reduced, thus producing a mismatch between expectations and reality. This qualitative study of 12 principals in England, Jamaica and Spain interrogates international discourses on school leadership and curriculum diversity to identify and evaluate social justice practices of school leaders in small rural/remote schools. There was a shared understanding of social justice among principals, who saw the school curriculum as a social justice tool, and school context as providing both challenges and opportunities to doing social justice work, and who suggested a shared responsibility among stakeholders for a social justice curriculum

Epistemological journeys in participatory action research: alliances between community psychology and disability studies

This paper seeks to explore emancipatory disability research possibilities through the use of participatory action research and the cross-fertilisation of ideas between British disability studies (DS) and community psychology (CP). First, we consider the psychology in CP and suggest that it is far removed from mainstream psychology's pathological vision of disabled people. Second, we draw on Burrell and Morgan's (1979) model of paradigms to interrogate research practice in DS and CP. Third, we compare and contrast research narratives from DS and CP through reference to some examples of our own research. We argue that CP pays particular attention to the development of community selves and cultural identities within the participatory action research process: which we feel to be a key concern for the development of an emancipatory DS. We conclude that recognising the radical humanist element of participatory action research (PAR) permits us to navigate an enabling journey for disability research