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Copyright of Bibliothek Forschung und Praxis is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Soziologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the educational context of the earlier writings of John Henry Newman. Through a detailed analysis of the character of Oxford University it traces the development of his educational theory in his practice of teaching. Oxford, which remained a wholly Anglican institution until the 1870s, functioned as a microcosm for the broader issues of church and state which dominated the writings of the leaders of the Tractarian, or Oxford, Movement in the 1830s. The article helps explain why English theology developed completely differently from theology in continental Europe. For Newman, education was a pastoral and religious task where faith and life were connected through a common 'catholic' ethos: the quest for truth was a religious duty. This idea, where the intellect and will were mutually determinative of one another, remained central to his theology and theory of education after his conversion to the Roman Catholic Church, especially in his plans for the University of Dublin, published in The Idea of a University. The insight of Newman was that authentic education required a religious disposition, and learning was a moral and spiritual task. This may still be of some relevance in educational policy in the present day. [ABSTRACT FROM AUTHOR]

In this article we consider organisation, gender and higher education, and what we term the routinisation of inequality, drawing on an empirical research investigation in Sweden and England. We understand the idea of universities as historically contingent human creations that reflect an imagined past as well as the interests, values, hopes and intentions of present members as they converge and diverge on specific issues at different times and in different places. We argue that the reproduction of inequality is an assumptive process, largely unchanging and not seen as exceptional or out of the ordinary in universities and that this is connected in the present period with increasing neo--liberalism in conjunction with the new managerialism. The main conclusion is that whilst inequality is experienced negatively by those it affects adversely and who would wish otherwise, it has become ingrained in every day life as a part of our present taken for granted assumptive world. Consideration is given to future prospects. [ABSTRACT FROM AUTHOR]