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This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960's and the early 2000's. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.

Purpose: The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy. Design/methodology/approach: The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy. Findings: By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom. Practical implications: The role of emotion in entrepreneurship education is an emerging topic and the authors' synthesis of research supports further investigation. The authors' insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education. Originality/value: The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional "ecology" of teaching environments and highlighting how this might support future research agendas.

In 2006, the Department for International Development (DfID) of the United Kingdom Government issued a White Paper entitled "Eliminating World Poverty: Making Governance Work for Poor People." The DfID document observed that good governance requires attention to State capability, described at "the extent to which leaders and governments are able to get things done," and to responsiveness, i.e. "whether public policies and institutions respond to the needs of citizens and uphold their rights." Jutting, Corsi and Stockmayer similarly noted that while "in theory" decentralization can be a powerful tool to initiate improvements in instruments and policies for the poor, "the reality looks less promising." To some extent, renewed attention to the fundamental goals and characteristics of good governance has promoted a more balanced approach in policy analysis. Recent decades have seen much one-sided advocacy of decentralisation, which in some cases has been presented almost as a mantra regardless of the specific circumstances for which it is recommended. The financing of basic education is another domain in which more nuanced understandings are needed. Much of the advocacy of free education resembles a "one-size-fits-all" tool. Moreover, advocacy of free education may conflict with the parallel advocacy of decentralization, which often comes together in one package. Despite the good intentions of the advocates, more discerning power may be needed. This paper analyses some of the issues, with particular attention to the administration and financing of basic education.

This paper explores the organisation of scholarly articles in educational studies in the UK through an analysis of the outputs of six key journals. Using citation networks and text analyses it examines connections that are made between papers, journals, authors and the themes discussed in the six journals. Scholarly papers are particularly suitable for this kind of analysis because of the expectation that authors "locate" their work within existing knowledge, making explicit connections between their contribution and the field (or discipline) in which they are working. This analysis utilises these connections in order to understand how papers in disciplinary and non-disciplinary journals relate to one another in terms of the bodies of knowledge on which they draw, where papers are then cited, and the degree to which authors cross disciplinary boundaries or remain within their "parent" discipline. (Contains 10 tables, 7 figures and 10 notes.)

The contribution of the discipline of geography to the field of education is complex since they have both been dependent upon the contributions of other social science disciplines, particularly those in the mainstream of social sciences (economics, sociology and political science). Indeed, the number of researchers who would consider themselves as working within the sub-discipline of the geography of education is small, but apparently growing. While the paper suggests that to date there has been relatively little debate at the intersection of these two fields of enquiry it goes on to propose that the potential contribution this would have for both fields remains significant. The pivotal contribution of geography to all the social sciences, that of space (and place), has been central to UK education research since the early origins of a national education system and the roles education and curricular developments have played in nation building. The role of space has also featured heavily in analyses of territorial justice and governance at the level of local authorities and further down in scale to spatial analyses of the classroom. But in order to fully appreciate its contribution the paper utilises the related concept of "scale" to systematically explore the relationship between space and education, in terms of its analytical, theoretical and methodological uses. The paper also considers the recent "spatial turn" in education (and the social sciences more generally) and the equivalent focus on education matters within the field of human geography. In developing this approach it becomes apparent where interdisciplinary research across and between the disciplines of geography and education remains limited and what further contributions from geography would be beneficial to the field of education. (Contains 2 notes and 5 figures.)

The aim of this article is to reflect on and explore questions of truth and objectivity in the sociology of educational knowledge. It begins by reviewing the problems raised by the social constructivist approaches to knowledge associated with the "new sociology of education" of the I970s. It suggests that they have significant parallels with the pragmatist ideas of James and Dewey that Durkheim analysed so perceptively in his lectures on pragmatism. The article then considers Basil Bernstein's development of Durkheim's ideas. We argue that despite his highly original conceptual advances Bernstein seems to accept, at least implicitly, that the natural sciences remain the only model for objective knowledge. This leads us to a discussion of Ernest Cassirer's idea of symbolic forms as a more adequate basis for the sociology of knowledge. In the conclusion, the article suggests how an approach to knowledge in educational studies that draws on Cassirer's idea of "symbolic objectivity" can come to terms with the tension between the concept of truth and a commitment to "being truthful" that was left unresolved, even unaddressed, by the "new" sociology of education of the I970s. (Contains 18 notes.)

Why was Oxford the home of the mandarin and why has the era of the mandarin come to an end? The era of the mandarin was inaugurated by T. H. Green, who sought, through the gospel of citizenship, to provide a philosophy for an age of religious doubt. Green's moralism served in Oxford as a substitute for the social sciences, which came to be developed elsewhere. The Oxford mandarins benefited from patronage, which Disraeli regarded as the outward and visible sign of an inward and spiritual grace, namely power. All of the mandarins celebrated here believed in the role of the state in education. With the professionalisation of philosophy and the social sciences, and with growing skepticism towards the state, the era of the mandarin has come to an end. The philosophy of market liberalism sees no need for benevolent guardians. (Contains 74 endnotes.)

This paper identifies an emerging commonality between the professional spheres of planning, education and social or community work constellating around the concept of sustainable development (SD). It explores the contested nature of the concept of SD giving rise to a wide variety of sometimes conflicting "readings". It then goes on to advocate a "strong" reading of SD, namely "Just Sustainability", which lays particular stress on "social justice", "environmental justice" and inclusion. This, in turn, is understood to require a form of education which is empowering and is referred to as "Education for Just Sustainability" (EJS). A particular focus of such work is the empowerment of local communities to understand and take action in their home localities. Therefore, place-based education is presented as an orientation suited to progressing EJS. A number of illustrative examples are presented to demonstrate the potential for such an educational approach. Finally, some concluding observations are made as to the potential and requirements for place-based EJS in the UK and other contexts. (Contains 7 notes.)

"Women at Work," a collection of 15 essays, contributes to our understanding of women's working lives and presents a useful opportunity to view British evidence in this field. Although women's absolute lifetime earnings will always be lower than men's, educated women may enjoy a greater advantage than men and face less market discrimination than women with less education. (MLH)

This paper investigates the relationship between staff research and teaching in doctoral education with a special reference to disciplinary variations. The relationship between staff research (the 2001 RAE scores) and the effectiveness of doctoral education as perceived by students is analysed. On the whole, little relationship between departmental research performance (the Research Assessment Exercise scores) and effectiveness of doctoral education is found in Education and Chemistry, especially in the aspects of supervision. The results of research environment are more complex. Although the general findings--the absence of a significant relationship between research and teaching--apply to both Education and Chemistry departments, doctoral education is more favourably perceived by doctoral students in Chemistry than in Education. Finally, a theoretical diagram of Teamwork and Individualist research training structures in Ideal and Degenerative types is created to discuss these findings.