Whose Knowledge Counts? Development Studies Institutions and Power Relations in a Globalised World

Development studies is an uneasy discipline. It has a relatively short history that is linked particularly to decolonisation and the rise of overseas aid. It is associated almost exclusively with certain geographical locations and a political economy of resource transfer, rather than with a particular body of knowledge or theory. It is thus founded on the very dichotomies it seeks to overcome – of North and South and the massive imbalances in access to resources that produce ‘haves’ and ‘have-nots’ in the knowledge economy. This article draws on discussions at the IDS40 Roundtables and conference to outline the key elements of a vision for the future role of development studies institutions which would begin to address these inequities and challenges

Collecting and classifying data on audience identity: The cultural background of festival audiences

This article investigates the issues and tensions involved in collecting data from audiences to describe their diversity. It uses data collected as part of a survey of festival audiences to examine (1) how people choose to describe their identity in an open-text question and (2) how classifying complex responses to questions about ethnic or cultural background has implications for analysis. First, data provided through an open-text question in the festival survey were used to establish two classification systems. The results show patterns in the relationship between how people choose to identify themselves and their arts knowledge and appetite. It also shows patterns between what they identify about themselves and their arts knowledge and appetite. The article helps researchers better understand the implications of providing open opportunities for audience members to report the way they choose to see themselves, and of establishing classification systems based on this data for analysis

Students' attitudes to the communications employed during an outbreak of meningococcal disease in a UK school: a qualitative study.

BackgroundFollowing an outbreak of meningococcal disease in a school in the North West of England, the communication methods employed by the Health Protection Agency (HPA) were evaluated in order to explore ways of improving communication with the public.MethodsQualitative questionnaires were distributed to Year 12 (sixth form) students. The Framework approach was used to analyse the data, which were coded, and emergent themes identified.ResultsIn the absence of clear communication from official sources, many participants suggested that circulating rumours caused confusion and anxiety in the student population. Rumours were spread through informal networks in person or through text and MSN messaging. It was generally perceived that accurate information in this period would have been useful to allay potentially unfounded anxiety. Most students surveyed reported that they were sufficiently aware of the situation prior to receiving official announcements. The information provided by the HPA through the school was generally perceived as being useful, but it came too late.ConclusionIn outbreak situations, rumours will spread rapidly in the absence of early communication, and this can be a significant cause of anxiety. The use of digital communication strategies should be considered, since they can seed dependable information that will disseminate rapidly through peer groups

Rodent malaria-resistant strains of the mosquito, Anopheles gambiae, have slower population growth than -susceptible strains

<p>Abstract</p> <p>Background</p> <p>Trade-offs between anti-parasite defence mechanisms and other life history traits limit the evolution of host resistance to parasites and have important implications for understanding diseases such as malaria. Mosquitoes have not evolved complete resistance to malaria parasites and one hypothesis is that anti-malaria defence mechanisms are costly.</p> <p>Results</p> <p>We used matrix population models to compare the population growth rates among lines of <it>Anopheles gambiae </it>that had been selected for resistance or high susceptibility to the rodent malaria parasite, <it>Plasmodium yoelii nigeriensis</it>. The population growth rate of the resistant line was significantly lower than that of the highly susceptible and the unselected control lines, regardless of whether mosquitoes were infected with <it>Plasmodium </it>or not. The lower population growth of malaria-resistant mosquitoes was caused by reduced post blood-feeding survival of females and poor egg hatching.</p> <p>Conclusion</p> <p>With respect to eradicating malaria, the strategy of releasing <it>Plasmodium</it>-resistant <it>Anopheles </it>mosquitoes is unlikely to be successful if the costs of <it>Plasmodium</it>-resistance in the field are as great as the ones measured in this study. High densities of malaria-resistant mosquitoes would have to be maintained by continuous release from captive breeding facilities.</p

Having Our Say: Examining Career Trajectories of Black Male Educators in P-12 Education

Achieving a diverse and inclusive workforce within P-12 education is critical to ensure that students receive a robust, quality educational experience. However, overcoming the shortage of educators of color has been a major dilemma for our nation's schools for decades. And, despite students of color comprising over 50% of current classroom populations and the United States Census Bureau's prediction that people of color will become the "majority-minority" in the overall United States population by 2043, these trends fail to correlate with representations of educators of color in P-12 education, especially for new cohorts of Black male teachers. In fact, according to the National Center for Education Statistics (NCES), male educators comprise only 23% of the public school workforce and, more troubling, Black male teachers represent less than 2% of the total teacher population

What do we want to get out of this?:a critical interpretive synthesis of the value of process evaluations, with a practical planning framework

BACKGROUND: Process evaluations aim to understand how complex interventions bring about outcomes by examining intervention mechanisms, implementation, and context. While much attention has been paid to the methodology of process evaluations in health research, the value of process evaluations has received less critical attention. We aimed to unpack how value is conceptualised in process evaluations by identifying and critically analysing 1) how process evaluations may create value and 2) what kind of value they may create. METHODS: We systematically searched for and identified published literature on process evaluation, including guidance, opinion pieces, primary research, reviews, and discussion of methodological and practical issues. We conducted a critical interpretive synthesis and developed a practical planning framework. RESULTS: We identified and included 147 literature items. From these we determined three ways in which process evaluations may create value or negative consequences: 1) through the socio-technical processes of ‘doing’ the process evaluation, 2) through the features/qualities of process evaluation knowledge, and 3) through using process evaluation knowledge. We identified 15 value themes. We also found that value varies according to the characteristics of individual process evaluations, and is subjective and context dependent. CONCLUSION: The concept of value in process evaluations is complex and multi-faceted. Stakeholders in different contexts may have very different expectations of process evaluations and the value that can and should be obtained from them. We propose a planning framework to support an open and transparent process to plan and create value from process evaluations and negotiate trade-offs. This will support the development of joint solutions and, ultimately, generate more value from process evaluations to all. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12874-022-01767-7

The Globalization of Science Curricula

Globalization is a powerful force with far reaching impacts on education and education policy. The growth of large scale international surveys of student achievement and the increasing role played by intergovernmental agencies in education means that the influence that globalization exerts on education is likely to increase even further in the future. This open access book provides a significant and timely investigation into the impacts that globalization has exerted on science curricula in a diverse range of countries using extensive data sets collected by the IEA between 1995 and 2015. Using a combination of quantitative and qualitative methods, this book considers the extent to which there have been changes to the intended and implemented science curricula in different countries over the last 20 years. Consideration is then given as to whether science curricula are becoming increasingly similar across countries over time. Finally the issue of whether the basis of an international core curriculum can be identified is addressed. Readers will gain a unique insight into the extent to which globalization and large scale international assessments have influenced science curricula in the last 20 years within both the primary and secondary phases