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In attempting to understand and prevent fare evasion, existing research and policy have often categorised fare evaders based on passenger 'types' or profiles. However, such categorisations of 'malicious' or 'virtuous' behaviours rely on underlying moral claims which often go unexamined. In this paper, we study how different actors construct such moral claims as part of everyday interactions. We demonstrate that the everyday moralities of not or under-paying are diverse, locally occasioned, and emotionally charged. Drawing on social media and video data from Chile and the UK, we examine interactions between passengers, by-standers, transport workers, and transport operators. We highlight the diverse resources that actors draw upon to construct moral claims around fare evasion, including the mobilisation of alternative moral categories; attempts to produce exceptions to formal rules; and the foregrounding of moral emotions. The paper engages with an interdisciplinary body of work which reassesses existing policies and societal responses to fare evasion, while also contributing to a nascent literature on everyday morality and mobilities. [ABSTRACT FROM AUTHOR]

Taking the idea of refugee 'journeys to health' (Newbold and McKeary, 2018) as a point of departure this paper examines the case of Chilean exiles in the UK. Reflecting on interviews conducted with Chilean exiles the analysis highlights how the health-related challenges that many people have experienced change over time. For some the passing of time has enabled people to make sense of what happened to them following the military coup in Chile in 1979 and this has helped them to 'move on'. For others, on-going challenges remain, for example a number of people still experienced PTSD. The paper also reflects on the difficulties encountered by refugees when dealing with formal health providers. While all of the respondents had full entitlements to NHS services the paper reflects on the informal barriers that continue to shape refugees' engagement with health care providers and limit their ability to address health concerns. [ABSTRACT FROM AUTHOR]

Gestures have been shown to reflect speakers' embodied thinking about mathematical concepts and play a role in conveying understandings in teaching/learning interactions. However little research has been done to consider the similarities and differences in the functions that a particular gesture might have in mathematics classrooms in different parts of the world. In this paper, the occurrence of a metaphorical gesture to do with addition in a bilingual mathematics classroom in the UK and two Spanish-speaking classrooms in Chile is investigated. To do this, we elaborate on Systemic Functional Linguistics to consider how the gesture is integrated with other modes of communication to reflect the immediate context of situation as well as a wider mathematics education context of culture. An analysis of the interactions in three classrooms illustrates how the gesture seemed to convey extra meanings, sometimes complementary and sometimes contradictory, to what was expressed through other modes. Besides adding meaning to the mathematical ideas conveyed verbally, the gesture could potentially convey meanings to participants in the interactions about interpersonal relationships which were not as evident in the verbal communication. [ABSTRACT FROM AUTHOR]