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This paper examines the experiences of three Canadian teachers beginning their formal careers in international schools. International mindedness is taken up as a sensitivity that international schoolteachers both bring to their international teaching assignments and further develop in the transnational spaces of international schools. As such, the internationally minded teacher is able to respond and learn from the intercultural complexities of teaching and living overseas. Findings suggest some elements of international mindedness are more readily appreciated and practiced by these novice teachers while others require greater awareness and effort to attain. The findings also suggest that ‘cosmopolitan learning’ (Rizvi, 2009), foregrounding the importance of critically reflecting upon one’s ‘locatedness’ in the world, represents a generative orientation for teachers wanting to deepen their international mindedness.

An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.

Research in higher music education acknowledges a persistent divide between performance studies and the realities of musicians’ work. Alongside this is global pressure for curriculum that is more supportive of students’ metacognitive engagement, experiential learning and career preparation. However, scholars assert that the provision of these curricular elements is insufficient unless students recognise their value and engage in them at a deep level; this is because career-long employability in precarious industries such as music is underpinned by strategic, lifelong and self-regulated learning. The study reported here featured a scaffolded employability intervention located within the existing curriculum and trialled with seven student musicians at a European institution. The study had three aims: to understand the students’ career-related thinking and confidence; to determine whether such an intervention might be scalable; and to gauge the intervention’s potential efficacy in helping students to become conscious of their learner identity. Results indicate that many student musicians are aware of the need to extend their essential professional capabilities but unaware of how to address these deficits. Participants realised that ‘learning how to learn’ would help them achieve personal and professional goals. The findings suggest that similar in-curricular interventions are achievable at scale. Furthermore, they have the potential to foster a more holistic vision of performance education and practice such that aspiring musicians might graduate as both skilled professionals and agentic learners.

This study uses ethnographic narratives of a Santa Clara Valley community of urban gardeners gathered from 2012 to 2016 to investigate the lived realities and struggles of creating an actually existing home garden commons. Many of these gardeners are recent immigrants for rural Mexico, Central American, and South East Asia, and many descend from rural traditions of commoning. Nevertheless, the current conditions in the urban centers of developed countries are far different from their dislocations. I argue that this multi-ethnic, multi-lingual group of home gardeners makes use of their marginality as an inventive force to create an actually existing commons. A home garden commons is a place of contradiction that is both neoliberal and radical. The findings suggest that marginalized, oppressed, and displaced peoples use resistance to reconstruct the basis of their social interactions. The growing, sharing, and consuming of food together produces forms of social life that enable people to envision new ways of being and becoming in post-capitalist futures.

As the 2020 Tokyo Olympics approached (though now tentatively postponed to 2021), Japan stepped up on its nationwide kokusaika (“internationalization”) campaign to prepare for the big moment. This frenzied internationalization movement is not a new trend for Japan, particularly in the education sector where since the 1980s, the government has advanced a number of megaprojects in the name of kokusaika. Having completed my PhD in the United States on the internationalization of Japanese higher education, and having returned to Japan to begin working as a faculty member at a national university, I look into the development of my transnational identity through incidents, moments, and practices against the rhetoric and realities of kokusaika. This article argues that my analysis of the kokusaika phenomenon has shifted along with the changing tenor of my transnational experience from being a PhD student in the United States to becoming a Japanese female professor back in Japan. My transnational experience, as demonstrated in the article, helps put my own theorization of kokusaika in perspective, while also posing questions regarding “shifting transnationality” in knowledge production.

This is NOT an article about Alice in Wonderland. It is about the figure of Alice-the-child and an exploration of the contemporary theoretical research field of Child Studies. What if, I ask, Lewis Carroll’s Alice had been one of the sources drawn upon when forming child research theories? The idea is to explore how the fictive child character Alice in Wonderland enacts key theoretical concepts in Child Studies. Out of this exploration grows the idea of Child Studies Multiple.

Giacalone and Promislo’s essay on the menace of misinformation usefully discusses problems arising from faculty misstatements. However, it falls short of identifying a deeper malaise in management education where a lack of critical and reflexive consideration of the nature of truth and the use of empirical facts; of the role of values and ideologies; and of the nature and objectives of management education leads to an impoverished educational practice that does not empower but instead limits learners. Successful management education that unequivocally and uncompromisingly places the learner’s independence, self-responsibility, and self-formation at its heart will have little to fear from the unintended mistakes and the unavoidable misinformation that will always be part of any educational practice.

This brief article traces the intersecting lines and stories of this special issue on Deleuze and intimacy. It offers a take how it found its way onto these pages after nearly 2 years and through two conference symposia, and outlines how the contributions—variously and differently—make a case for intimacy, through Deleuze, as an approach to, a subject of, and/or a necessary and vital affective force in, research—and beyond.

The theory of belonging as it arises in the theme of the Australian Early Years Learning Framework suggests a complex arrangement of philosophical concepts, which deserve rigorous explication and interrogation. In this article, the author draws out some of the most pertinent implications of ‘belonging’ for the theory of early learning in Australia. In particular, the author addresses the risks associated with simplifying the term as a kind of knowledge that arises through social experience, without a meticulous explanation of what is meant by the ‘social’. The author also unpacks the possibilities surrounding ‘belonging’ if it is possible to think it outside vernacular definitions of property, with which the idea of belonging may easily be conflated. The aim is to provide a preliminary outline of philosophical approaches to ‘belonging’ to demonstrate that the Early Years Learning Framework may provide an important platform through which to think a new range of issues arising from the task of educating young children in Australia.

Saskatoon has nearly half of the diagnoses of HIV in Saskatchewan, Canada, with an incidence rate among Indigenous populations within inner-city contexts that is 3 times higher than national rates. Previous research does not adequately explore the relations between HIV vulnerabilities within these contexts and the experiences of illness disclosure that are informed by identity transformations, experiences of stigma, and social support. From an intersectionality framework and a constructivist grounded theory approach, this research involved in-depth, semistructured interviews with 21 Indigenous people living with HIV and/or AIDS in Saskatoon, both male and female. In this article, we present the key themes that emerged from the interviews relating to experiences of HIV disclosure, including experiences of and barriers to the disclosure process. In the end, we highlight the important identity transformation and role of being and becoming a “helper” in the community and how it can be seen as a potential support for effective community health interventions.

In this autoethnographic essay, I will deconstruct my own being and becoming of a female researcher with a spinal cord injury (SCI) in the first half of my doctoral research on the sexual well-being of women with SCI, more specifically in the aftermath of a 1-month internship at a rehabilitation hospital where I assisted the health care team and had informal conversations with residents. Following Barad’s plead for diffractive methodologies, I aim to track interference patterns of the range of relationalities—imagined or mobilized by myself or by others—that I embraced or shied away from during my fieldwork based on field notes and memory to discover from them the constant process of my own becoming-in-the-world with a “broken body.”

Introduction Internationally, an increasing number of occupational therapists are making the transition from clinical practice to academia. Many make this transition with strong practitioner identities, limited academic skills, and inadequate preparation for a competitive academic environment. A group of 13 Australian occupational therapy academics participated in blogs as part of a 12-month action research project, with the aim of being and becoming more scholarly academics. Method Throughout an action research project titled Growing Scholarship, co-participants/researchers participated in a closed blog for sharing experiences of being and becoming more scholarly academics. In the present study, qualitative data from the blogs were analysed through an iterative and inductive process and themes generated by the research team. Findings Constructing and reconstructing identity emerged as a key theme during analysis of the blogs, with the sub-themes striving to reach one’s potential and growing through collaboration and support emphasising the significance of individual and macro factors in shaping academic identity formation. Conclusion This study demonstrated how the occupation of blogging can be used to support the scholarly identity and practice of occupational therapy academics. Other professionals facing change and uncertainty in the workplace could consider a similar approach to support the process of identity reconstruction.

This article advances knowledge on the significance of engagement and leadership for five Latino and Black male student leaders at a Hispanic-serving institution. By exploring their experiences in a male-centered initiative, identity and masculinity emerged as salient frames to understand students’ engagement on campus. Individual and focus group interviews yielded that relationships and male peer-to-peer bonding built on students’ cultural wealth by providing unique opportunities for learning and self-growth. Implications are offered as well.

In this article, we explore the arts/market dualism in jazz from a fresh methodological, empirical and theoretical perspective in which post-structuralist thought on performativity, relational space and actor–networks is used to interrogate the ecology of jazz production and consumption we call ‘the jazz constellation’. In this, we trace the positioning(s) and movements of an increasingly well-known jazz musician via an analytic auto-ethnographical account of being and becoming an authentic jazz musician in the United Kingdom. By this, we give a rich, first-hand account of how the jazz constellation operates at and through the individual level. We then consider the extent of the negative grip the arts/market dualism has on jazz musicians, and ask if it can be overcome or eased in practice. Finally, we provide pointers towards future research that might draw on the post-structuralist approach adopted here.

Written from the perspectives of a tenured high school teacher/researcher, an out bisexual sophomore, and a transgender senior, this article discusses the challenges of being and becoming an out lesbian, gay, bisexual, transgender, questioning (LGBTQ) student in a large, Midwestern high school. Through counternarratives, the authors explore what they call the school-to-coffin pipeline, a system that (un)intentionally positions LGBTQ teens in what has become a horrific, yet normalized, epidemic of queer youth suicide. The authors use the framework of this pipeline to examine what it means to live with/in the in-between of school rhetoric and a dearth of enacted school policy that could literally be life-saving for queer youth. Through an examination of the everyday challenges queer youth encounter, the authors argue that all adults involved in schooling—including teachers, teacher educators, administrators, counselors, and school psychologist—are necessarily (un)knowing participants in the school-to-coffin pipeline, contributing to institutional homophobia and, by extension, LGBTQ youth suicide. The authors argue that by attending to the school-to-coffin pipeline, those who contribute to it can begin to interrupt the current, and possibly continuing, cycle of self-inflicted violence on queer youth bodies.

In this essay, we study the emergence of the Islamic State of Iraq and the Levant (ISIL) from the theoretical perspective of the “rhizome” coined by Gilles Deleuze and Félix Guattari. We understand organizing in general and conflict emergence in particular through the becoming of the rhizomatic ontology of organizing. In our view, the emergence of organizing is a manifestation of a rhizomatic basis of things, seen in nomadic strategies of pursuing revolutionary aims and resisting power hegemonies. We discuss how armed resistance groups relate to time and duration, and their stark contrast to Western professional, expeditionary armies operating in a clearly defined space and time. We complement the established philosophical and organizing-theoretical approaches to being and becoming in understanding conflict emergence with the rhizomatic perspective. We conclude our essay by discussing both theoretical and practical implications for understanding and managing conflict.

This article discusses the processes and outcomes of inviting a group of undergraduate students to inhabit and then reflect upon peripheral learning spaces in university through a “publishing with students” exercise during an Undergraduate Research Summer School. The students engaged in conversation, discussion, reflection, and writing related to their experiences of realizing that they could become researchers. The emergent collegial dialogues crossed and intertwined traditional pathways and signposts for usual academic progression, reaffirming the value of creating alternative and irregular opportunities where transformative learning can occur.

In reflecting on categories of childhood, youth and adolescence, this article challenges the emphasis on linearity that often emerges within and between these representations of different life stages. It is argued that the focus on the linear dimension of children’s lives can act to hide some of the more vital, nonlinear and situated aspects of children’s becoming. In a context where children will inevitably be required to navigate increasingly complex local/global tensions and uncertainties, a shift towards the nonlinear can help us to better understand ways of living with/in this world that are both responsive and attentive. Through this, it is possible to see why these nonlinear dimensions of becoming hold a transformative potential; one that can help overcome the inertia that ironically arises within the frenetic pace often associated with contemporary childhoods.

Contemporary childhoods have become strictly governed and narrowly defined by dominant discourses, policies, and laws to prescribe particular “normative” way(s) of being and becoming. Children across different geopolitical spaces are under multiple “gazes” that monitor their cognitive and emotional development and measure their academic achievement and performance through similar systems of assessment with universal standards. For example, how children are expected to become literate, to regulate their bodies, and to follow/obey the class or school rules are taken for granted as common understandings about “normal” development toward “normal” childhood. Thus, for children who do not seem to “fit” into such socio-cultural and political construction(s) of normality, they become the “abnormal others” who are at risk and in need of educational and social interventions. Working to problematize popular and global dominant constructions of “normality” in childhoods, the collection of articles in this edition comes from critical and poststructural theoretical positionings to discuss discourses of control in early childhood care and education systems across several geopolitical spaces. Burke and Duncan’s article draws on a comparative ethnographic study to help us understand how children’s bodies are regulated and surveilled differently/similarly between New Zealand and Japan. Focusing on children’s bodies as a culturally contested space in the field of early childhood education, their findings interrupt stereotypical (mis)perceptions of how Japanese children’s bodies would be heavily regulated and disciplined in early childhood settings. Rather, Burke and Duncan’s discussions suggest that New Zealand kindergartens have more limitations of physical touch between adults and children as children’s bodies are sites of struggle, whereas Japanese children’s bodies are conceptualized through a lens of nostalgia and innocence. Sharing similar concerns about constructions of normality in classroom settings, Dalkilic and Vadeboncoeur’s article looks into issues of inclusion and exclusion. Drawing on Derridian analytical tool of deconstruction, the analyses of early childhood educators’ talks reveal assumptions of exclusion and expectations for inclusion. Furthermore, the authors coined a notion of relational inclusion as an

Drawing from post-structural theoretical and conceptual frameworks, preschools and kindergartens are thought of as sociopolitical institutions where productions of values, rules and regulations are omnipresent. Highlighting a kindergarten in Hong Kong as an example, this article unpacks the production of a desirable childhood in which the making of young children as miniature students is a sociocultural construction in the early years. Seeking to destabilise such sociocultural production of miniature students as a normative way of being and becoming in childhood, this article de-naturalises the process of (pre)schooling while critically analysing the multiple discourses that come to shape the formation of children as school subjects to further unpack the cultural politics and imaginations of what shall count as a good student/child as well as a productive young citizen in the twenty-first century.

This article focuses on the notion of cosmopolitan citizenship as comprised of ‘roots' (belonging and local) and ‘wings' (becoming and global) to critically investigate how the concepts of local, global, belonging and becoming are held in tension in educational discourse in New Zealand and Australia. The complexities of thinking cosmopolitanism in early childhood discourse are explored through the following questions as a guide in the discussion: what is the historical relationship between concepts of ‘roots' and ‘wings' and cosmopolitanism in educational thought? Why might it be relevant to investigate how cosmopolitanism as a concept has shaped core aspects of the early childhood curriculum in New Zealand and Australia? How can the past help us to imagine possible futures as citizens of this planet? A key argument is that cosmopolitanism in educational policy has a tendency to diffuse foci on difficult issues around difference, which makes it a seductive discourse that ultimately supports global educational trends towards ‘learning societies’. It is argued that critical engagement with cosmopolitanism may generate new perspectives on how we may live together in a rapidly changing, diverse world.

Many Western countries around the world have been reviewing policy and practice aimed at enhancing the quality and professional practice of early childhood education. The response has been to establish government-sanctioned curriculum frameworks based on current research and the dominant discourses of educational provision. The successful implementation of a curriculum framework relies not simply on the policy or regulatory practice, but on educators; their interpretation, knowledge and understanding of the framework; and their ability to apply it to their pedagogical practices. Australia too has introduced a new national learning framework, the Early Years Learning Framework, titled Belonging, Being and Becoming. ‘Being’ is central to the framework but what does it really mean? Our Being is part of who we are and yet is difficult to describe. This article aims to provide insights into the meaning and importance of Being in the context of early childhood education and care settings. It draws on Heidegger’s ontological explanation of the concept of Being and offers clarification on what it means to Be and why it is significant for early childhood educators and children.

An institution is often considered to be a stable, taken-for-granted ‘being’. The consequence is that agency is primarily associated with the rather exceptional creation or disruption of a relatively stable structure. In this article, we suggest an alternative ontology for understanding an institution as something unstable and always ‘becoming’. This opens a range of new and distinct opportunities for theorizing and researching institutional work involved in the everyday practice of managing institutional complexity. It allows us, in this study, to contribute with a new form of agency in terms of the continuous, active work of managing novel contradictions. Further, it induces us to take a more fine-grained look at the accompanying dynamics of work, in addition to work itself, whereby we provide a novel way of accounting for whether work effort is amplifying or subsiding, and whether it is likely to result in greater or lesser volatility within – on the surface – an otherwise seemingly stable institution. The argumentation is supported by an ethnographic field study of the work of managing novel contradictions within a single South Korean credit card company in the aftermath of the Asian economic crisis in 1997.

THE PERSONAL EXPERIENCE OF educators from one Australian university in relation to boat people, comprising mothers and children in detention, is discussed within a Foucauldian theoretical framework. Media and political portrayal of refugees at times leads to ‘us-and-them’ conceptions of asylum seekers. This paper foregrounds the challenges of their lived experience while in detention, with a specific focus on children. The corollary highlights the pivotal role early childhood educators play when these children are granted visas and arrive in early childhood settings after years of incarceration. What belonging, being and becoming, as envisaged in the Australian Early Years Learning Framework, might mean for these children specifically as they become citizens of Australia, is examined through the findings of an action research study in a preschool and lower primary school with high refugee enrolment. Key to children's development is utilising play as the preferred pedagogy in the early years of formal schooling.

Who or what is a normative power? In response to this query the article suggests that normative powers are those actors that are recognized as such by others. This qualifies Ian Manners’s oft-quoted proposition that normative powers are only those actors that have the ability to ‘shape what can be “normal” in international life’. The proposition is that the definitions of the ‘normal’ are not merely undertaken by normative power, but they emerge in the context of its interaction with others. Recognition, in this setting, is indicated by the specific reactions of target states. In this respect, the issue is not merely about being and becoming a normative power, but also about being recognized as one by others. The article details this proposition through a parallel assessment of normative power Europe and normative power China. The intention of such comparison is to elicit the key elements of normative power in global life.

Habit is an integral concept for body studies, a hybrid concept and one that has\ud provided the bedrock across the humanities for considering the interrelationships\ud between movement and stasis, being and becoming, and process and fixity. Habits\ud are seen to provide relay points between what is taken to be inside and outside,\ud disrupting any clear and distinct boundary between nature and culture, self and\ud other, the psychological and social, and even mind and matter. Habit thus discloses\ud a paradox. It takes up a unique position in affect modulation, which encompasses\ud both regulation (in the form of discipline) and also extends the body’s potential for\ud engaging the new, change and creativity. In order to understand the basis of the\ud ambivalent duality governing understandings of habit it is argued that a genealogical\ud approach to this question is necessary. This will be located within the recent ‘turn\ud to affect’ and histories of conation within the psychological sciences, particularly\ud taking the writings of William McDougall as a focus.

This study explores how siblings in Tanzania actively engage in their own socialization through the negotiation and local design of caregiving practices and control between younger siblings (age 1–3), older siblings (age 3–13) and adults. Analyses of moment-to-moment embodied, multimodal sequences of interaction illustrate how caregiving responsibility is negotiated. The analysis is multidisciplinary drawing on concepts developed in the traditions of sociology, language socialization and applied linguistics. The findings highlight the usefulness of a concept of socialization which recognizes the agency of the child and are discussed in relation to constructions of the caregiving child as both being and becoming.

Shaping a professional identity is an important process in learning to teach. Case studies of Natasha and Julia, two pre-service elementary classroom teachers, were analysed to explore how they developed identities for teaching physical education during a pre-service teacher education programme. By critically analysing their physical education experiences and engaging in inclusive pedagogies, both challenged their prior assumptions of what teaching physical education entailed and meant to them. While both cases did not necessarily form identities that they believed were required to successfully teach physical education, they engaged in processes that allowed them to make small but important steps to shaping positive professional identities as teachers of physical education. Implications for preparing elementary classroom teachers to teach physical education are discussed in light of the findings.

This paper offers a framework to redress the neglect of children in planning theory. Noting that children are viewed as both human beings and human becomings, attention is drawn to the role of planning in regulating both aspects of children’s lives through a construction of childhood that emerged in conjunction with planning’s modernist roots. A recovered history of childhood challenges adult-centric accounts that render children invisible or assume their dependence and helplessness. Drawing on Bourdieu’s concept of habitus, the constitutive elements of this recovered history are examined and contrasted with the spatial segregation and regulation of childhood that is the profession’s current normative framework. The paper concludes by identifying ways that planning theory can be further enhanced by a focus on children and childhood.

AUSTRALIA'S FIRST DOCUMENT TO articulate a national approach to learning for young children in care, Belonging, Being and Becoming: The Early Years Learning Framework for Australia (DEEWR, 2009) makes several references to the spiritual aspects of children's learning and their lives. It also assigns early childhood educators particular roles associated with that spiritual aspect. These are significant inclusions that deserve closer attention. What is the nature of the spiritual aspects of children's lives and learning, and further, what is the nature of educators' roles in responding to these spiritual aspects? This paper reports on research that interrogates how the Early Years Learning Framework refers to children's spirituality.

This article addresses concerns of being and becoming between father and son. The article uses performative and autoethnographic approaches to examine the poetics of memory and family construction. The piece centers on disability, fatherhood, and masculinity. The author produces a narrative engagement with his father that imagines a reflexive approach to the poetics of memory. The text spreads across various memories culminating in a recent journey to Sedona, Arizona. The memories and the journey demonstrate the growing distance between father and son and the process of mending such gaps through the recognition of the self in the other.

In this article, I propose a middle way between current process and substance theorizing as I argue that both ‘pure’ views are fraught with theoretical problems. I base my proposal on the ontologies of Aristotle and A.N. Whitehead, who both maintain that being and becoming are equally important for a comprehensive analysis of change processes. Drawing on their insights, I develop a conceptual frame that distinguishes between change and becoming, and proposes to use the pairs of potentiality-actuality and activity-relationality as notions that are less fraught with conceptual baggage and more relevant empirically than the distinction between substance and process.

The introduction of Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF) offers the potential for a change in collective thinking about the social and emotional capabilities of infants and toddlers. Classical theories of young children's development have held that infants and toddlers are egocentric in being and engage predominantly in solitary play. Common perceptions of important social behaviours such as social and emotional perception, action and understanding are thought to develop primarily in the preschool years. Grounded in an image of the child as able to contribute to his or her own learning, the strong theoretical base of the EYLF affords a view of infants and toddlers as intentional and active participants in their world. This article explores popular societal misconceptions of the social and emotional capacities of infants and toddlers, and uses both psychological and contextual research to put forth a more accurate view. Reflection on the philosophical grounding of the EYLF shows the place of infants and toddlers within it, while examples in practice of observations of children and interpretations of educators help support this. Discussion of a strengths-based view of using the EYLF to document and communicate the learning of infants and toddlers shows how early childhood professionals can act as advocates to reconceptualise towards a common view of infants and toddlers as active learners.

In this article, the authors interrogate the use of ‘belonging’ in Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and working with the EYLF in critical and transformative ways. In order to scaffold their interrogation, the authors develop a cartography of understandings of belonging drawn from diverse disciplinary and theoretical perspectives. The cartography highlights multiple, interconnected dimensions (ways of belonging) and analytical axes (dynamics and politics of belonging). The analysis indicates direct or implicit reference in the EYLF to many dimensions of belonging, but an apparent silence about the politics of belonging. The authors argue that the silences should not be interpreted as apolitical, but rather as a strategic response to political pressures shaping the EYLF's development.

This article explores the conditions under which the sociology of childhood was created, suggests some of the problems encountered in this effort and points to some possible remedies. It is argued that the construction of a sociology of childhood entailed a double task. First, space had to be created for childhood within sociological discourse. Second, the increasing complexity and ambiguity of childhood as a contemporary, destabilized phenomenon had to be confronted. It is argued that, whilst a space for childhood has been created, this was accomplished largely in terms of modernist sociology, a discourse that was increasingly unable to deal adequately with the destabilized world of late modernity. An important aspect of this problem is apparent in the reproduction within the sociology of childhood of the dichotomized oppositions that characterize modernist sociology. Three of these oppositions (agency and structure, nature and culture, being and becoming) are explored. It is suggested that moving the sociology of childhood beyond the grip of such modernist thinking entails developing a strategy for ‘including the excluded middle’. Inter alia this may necessitate greater attention to the interdisciplinarity and the hybridity of childhood; being symmetrical about how childhoods are constructed; attending to the networks, flows and mediations of its production, and the co-construction of generational relations.

This article articulates the appeal of different conceptualisations of community to the curriculum writers of Belonging, Being and Becoming: the Early Years Learning Framework for Australia and to the Council of Australian Governments that commissioned the Framework, and the tensions within and between those respective conceptualisations. It then traces shifts in conceptualisations of community and the work done by community across the first publicly released draft and the final version of the Framework. Attributing these shifts, at least in part, to the Rudd government's risk averseness, it concludes that despite the severely contained nature of community in the final version of the Framework, there remains space for what Rose terms ‘radical ethico-politics' and for working towards a more socially just society.

This article explores what the concept of epistemic community can contribute to studies of science and technology and to existing analytical frames of epistemic cultures, technosocial network and community of practice. Reviewing conceptions of epistemic community in political science, organisational studies and feminist epistemologies I suggest that heuristic dimensions include a focus on historical contingencies and timings; on particular epistemic projects and technologies that work as boundary objects; and on epistemic responsibilities and stratifications. These dimensions are further explored in two research vignettes. The first vignette follows the mobilisation and expectations of the Czech synchrotron user community at a funding event as a focal point for examining epistemic responsibilities and the genderings of community. The second vignette follows a biographical narrative about being and becoming a member of an epistemic community and amplifies the importance of different configurations of community. I argue that the contours, distributions and textures of an epistemic community cannot be studied at a single analytical site such as the laboratory and conclude by outlining what can be gained by using a refined concept of epistemic communities and sketching some strategies for further research.

Issues surrounding the full-inclusion and rights of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people are at the forefront of many political discussions. People who are straight-identified ally activists of LGBTQ people have been a part of many movements that aim to improve the plight of LGBTQ people. This article explores the stories of three straight-identified ally activists as transformative learning experiences. Three individuals were selected from among a number of people interviewed because of their clarity and the variety of characteristics they represent. The study demonstrates the two-tiered nature of transformation necessary to becoming and being an ally activist. First, the individuals must become allies. Second, they must be moved to action in order to begin advocating for LGBTQ people.

Debates on theory have focused on the nature of good theories and the process of theorizing, but have failed to engage with the ontology of becoming emphasized by process philosophers such as Heraclitus, Bergson and James, and more recently by Cooper, Shotter and Chia. This paper argues that engaging with reality as becoming implies departing from any claims of `essence' in theories. Theories are not representations, better or worse, of a particular phenomenon, real or socially constructed. Instead, mobility, movement and creativity are the primordial qualities of theory. A becoming ontology also points to the non-sequential, imaginative and paradoxical `way' of theory-building. This paper argues that a processual approach which is reposed on introspective reality and the method of intuition is better suited to revealing a becoming reality.

Using the case of the Bhutias, the Lepchas, and the Limbus, who are defined as tribes in contemporary Sikkim, this article discusses the 'politics of identity' and the 'identity politics' of being and becoming tribal in India. The cultural politics transforming a group into a tribe and a 'Scheduled Tribe' reflects its political strength and power to influence the regime of representation in order to appropriate preferential entitlements and resources. Being tribal does not necessarily indicate indigeneity, oppression, or subaltern status; it signifies political assertion and empowerment in Sikkim.

This essay suggests ways to overcome what I take to be a widespread problem of a dichotomy between the knowledge of being and the practice of becoming and an emphasis on the former at the expense of the latter within contemporary Humanities at the university. First, I trace the genealogy of this dichotomy and its effects on contemporary Humanities' higher education, especially in the guise it takes as a dichotomy between contemplation and action – thinking and acting. Secondly, I elaborate an account of self-directed development as a process of bridging the gap between being and becoming. Thirdly, I point towards often undervalued and even neglected philosophical traditions that provide us with alternative resources to engage in effective processes of self-directed development, enabling us to develop our human potentiality.

Contents: Preface. M.E. Gorman, R.D. Tweney, D.C. Gooding, A.P. Kincannon, Editors' Introduction. N.J. Nersessian, Interpreting Scientific and Engineering Practices: Integrating the Cognitive, Social, and Cultural Dimensions. K.N. Dunbar, J.A. Fugelsang, Casual Thinking in Science: How Scientists and Students Interpret the Unexpected. D. Klahr, A Framework for Cognitive Studies of Science and Technology. S.B. Trickett, C.D. Schunn, J.G. Trafton, Puzzles and Peculiarities: How Scientists Attend to and Process Anomalies During Data Analysis. J. Shrager, On Being and Becoming a Molecular Biologist: Notes From the Diary of an Insane Cell Mechanic. R.D. Tweney, R.P. Mears, C. Spitzmuller, Replicating the Practices of Discovery: Michael Faraday and the Interaction of Gold and Light. P. Thagard, How to Be a Successful Scientist. D.C. Gooding, Seeing the Forest for the Trees: Visualization, Cognition, and Scientific Inference. M.F. Ippolito, Problem Representation in Virginia Woolf's Invention of a Novelistic Form. G. Bradshaw, What's So Hard About Rocket Science? Secrets the Rocket Boys Knew. T.P. Hughes, A Systems Ordered World. M.E. Gorman, Levels of Expertise and Trading Zones: Combining Cognitive and Social Approaches to Technology Studies. B. Allenby, Technology at the Global Scale: Interactive Cognitivism and Earth Systems Engineering and Management. M.E. Gorman, R.D. Tweney, D.C. Gooding, A.P. Kincannon, The Future of Cognitive Studies of Science and Technology.

The well-publicized current shortage of nurses and nurse faculty to teach future generations of nurses intensifies the need to recruit and retain nurses engaged in professional practice. This suggests the importance of being concerned with the quality of the work and professional life of the practicing professional nurse. In this column, the stories of 10 new graduates of baccalaureate nursing programs are explored, illuminating experiences of novice nurses. Themes of the new graduates were identified. The themes are: learning a new culture, sharing a journey, being unsure with changing views, considering the possibilities, and being respected. It is hoped that this column will further the dialogue and promote projects among nurses to explore possibilities in originating new ways of being and becoming in nursing practice.