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The populist turn has produced contrasting conceptions of education. Research suggests that individuals educated to university level are unlikely to support populist discourses. Related to this, populism is often understood as a social illness – a disease – that needs to be addressed through education – its cure. In contrast, this article argues that both the populist and the anti-populist discourses are fantasies that utilise education as an ideological grip. In the populist fantasy, education is perceived as being ideologically controlled by the elite. In the anti-populist fantasy, education is seen as being inherently emancipatory, liberating us from irrationalism and economic inequality. The paper concludes not by showing how these ideological alternatives might be reconciled but by suggesting that we can only proceed by creating new discursive landscapes where emancipatory education can be understood differently.

Objectives This study addresses whether relative deprivation theory explains why some blacks perceive that the civil rights movement and black elected officials failed to improve the lot of the black community, including their own life chances. Methods We use data from a nationally representative survey of black adults, collected approximately 15 years after the passing of landmark civil rights legislation. Results Net of control variables, we find that relative deprivation associates significantly and positively with perceived inefficacy of black elected officials. However, relative deprivation does not predict perceptions of the civil rights movement as ineffective. Conclusions We know too little about mechanisms that produce variation in blacks’ perceptions of race-related social change. Today's economic and sociopolitical climate provides a unique opportunity to explore and explain such variation.

Objective To identify what New South Wales (NSW) farmers know about Q fever to inform preventive approaches. Design Thematic analysis of qualitative data gathered through semi-structured individual interviews, focus groups and a community meeting. Setting Rural communities in NSW, Australia. Participants A total of 25 farmers participated in individual interviews (n = 4) or three focus groups, each with seven participants (n = 21). A further 27 persons, were involved in a community meeting. Main outcome measures Themes derived from the interviews, focus groups and community meeting. Results Knowledge variations regarding Q fever risk and transmission highlight a need for improved risk communication. Vaccination was viewed as the preferred prevention approach; barriers were raised including time, costs, access to screening/vaccination and General Practitioner (GP) knowledge about Q fever. Local vaccination initiatives were supported. Conclusions Strengthening existing GP knowledge and services leading to expanded provision of screening/vaccination could improve the coverage of Q fever vaccine in endemic NSW farming and rural communities.

Issue addressed Alcohol-related harm is an issue of concern for African migrant communities living in Australia. However, there has been little information available to guide workers in developing culturally sensitive health promotion strategies. Methods A three-step approach, comprising a literature review, community consultations and an external review, was undertaken to develop a guide to assist organisations and health promotion groups working with African migrant communities to address alcohol-related harms. Discussion There was a high level of agreement between the three steps. Addressing alcohol harms with African migrant communities requires approaches that are sensitive to the needs, structures and experiences of communities. The process should incorporate targeted approaches that enable communities to achieve their resettlement goals as well as strengthening mainstream health promotion efforts. Conclusions The resource produced guides alcohol harm prevention coalitions and workers from the first steps of understanding the influences of acculturation and resettlement on alcohol consumption, through to planning, developing and evaluating an intervention in partnership with communities. So what? This paper advances knowledge by providing a precise summary of Australian African migrant focused alcohol and other drug research to date. It also describes a three-step approach that aimed to incorporate a diversity of community views in the creation of a health promotion and community capacity-building resource.

© 2015 British Educational Research Association. In England, adjustments to policy in teacher education have had implications for how subject knowledge is understood and for how job descriptions are defined. That is, the interface between teacher educator and subject knowledge representation has been changing. This paper reports on a wider study that considers the experience of university teacher educators adjusting to new academic and operational conditions. On the one hand, the teacher educators are confronted with their subject specialism being set according to new learning objectives and to new time and curriculum constraints. On the other hand, their professional identity is reshaped in response to structural changes to teacher education where earlier job definitions had been reconfigured or removed. The paper analyses resultant conceptions of subject knowledge and of teacher education emerging through this changing interface and how these conceptions are variously located across staffing arrangements. A Lacanian model of subjectivity provides a theoretical approach to depicting teacher educator and pre-service teacher identification with subject knowledge. The paper provides a theoretical account of how the teacher educator/trainee interface has been reshaped in line with the market-led terminology that governs current practices. Specifically, the analytical tools enable us to dismantle and restructure the prevalent symbolic order guiding current teacher practice and understanding, particularly our entrapment within specific discourses and identity constructs that shape our interactions with subject knowledge.

Under the sway of neoliberal forces, the university system is being reconfigured to produce certain types of knowledges, imaginaries, subjectivities, and practices informed by market imperatives. Considerable literature details the promises and perils of neoliberalism in higher education. In the past decade, this has included the growth of interdisciplinary scholarship that explores the potential of critical pedagogy as a site of contestation in the higher education sector. In this context, the notion of critical pedagogy provides a dialogical and imaginative starting point for opening up spaces for what is otherwise denied or ignored. Although critical pedagogy is a “big tent” movement, a number of cogent and hard-hitting critiques have emerged highlighting its theoretical and political limitations. Concerns include the need for more attention to the complexities of how critical pedagogies are embodied or performed. This article argues that the performative dimension of critical pedagogy is important for putting into place the production of everyday spaces capable of transforming the boundaries of what is regarded as valid or legitimate knowledge and culture. Hors des sentiers battus: favoriser l’ouverture aux pedagogies critiques du quotidien Sous l’emprise des forces neoliberales, le systeme universitaire fait presentement l’objet d’une reconfiguration qui vise a produire differentes sortes de savoirs, de representations, de subjectivites et de pratiques reposant sur les imperatifs du marche. Une litterature d’une grande envergure rend compte des promesses et des dangers du neoliberalisme dans l’enseignement superieur. Au cours de la derniere decennie, un nombre croissant de recherches interdisciplinaires ont porte sur les possibilites qu’offre la pedagogie critique en tant que lieu de contestation dans le milieu de l’enseignement superieur. La notion de pedagogie critique se presente ici sous forme d’un dialogue imaginatif servant de point de depart pour ouvrir des espaces a des sujets dont l’existence aurait autrement ete niee ou ignoree. Bien que la pedagogie critique soit un mouvement «fourre tout», un certain nombre de critiques penetrantes et mordantes ont ete formulees et elles mettent en evidence les limites de sa portee theorique et politique. Les preoccupations soulevees se rapportent notamment a la necessite d’examiner de plus pres les difficultes inherentes aux pedagogies critiques et comment celles-ci se traduisent concretement sur le terrain. Cet article souligne le grand role que jouent les pratiques performatives de la pedagogie critique dans la production d’espaces du quotidien capables de transformer les frontieres des connaissances et de la culture que l’on considere etre valides et legitimes.

Background Policy objectives for people with intellectual disabilities include day service modernization and the promotion of paid employment and quality of life. Quality of life is under represented as an outcome measure in vocational research. This research compares subjective and objective quality of life, and quality of work environment for adults with intellectual disabilities in supported employment, employment enterprises and day services with non-disabled workers in community employment. Methods Comprehensive Quality of Life Scale, and Work Environment Scale were collected for people with intellectual disabilities: 17 supported employees; 10 employment enterprise workers; 10 day service attendees; and 17 non-disabled work colleagues of supported employees. Results Supported employees reported higher objective quality of life than employment enterprise workers and day service attendees. Non-disabled co-workers reported higher objective quality of life and autonomy at work than the three groups of people with intellectual disabilities. Supported employees reported higher subjective quality of life than non-disabled co-workers. Conclusions The findings support the utility of supported employment as a means to provide constructive occupation and enhanced quality of life to people with intellectual disabilities. However, closing the gap with respect to non-disabled co-workers on objective quality of life measures represents a challenge and will require improving the quality of job finding and workplace support and the training provided.

This study examines child, parent, and situational correlates of familial ethnic/race socialization using nationally representative data gathered as part of the Early Childhood Longitudinal Study, Kindergarten Class of 1998 - 1999 (ECLS-K). The ECLS-K sample (N = 18,950) includes White, Black, Hispanic, Asian, Native Hawaiian/Pacific Islander, American Indian, and multiracial kindergarteners, with survey data available at the child, parent/guardian, teacher, and school level. We find that child correlates such as race and gender, parent correlates such as education and warmth of parent-child relationship, and situational correlates such as percent of minorities at the child's school and cultural event participation influence how often family members discuss children's ethnic/racial heritage with them. We advocate for continued research of contextualized family dynamics. Key Words: family diversity, family psychology, intergenerational transmission, race and ethnicity. In a review of 1990s research on families with young children, Demo and Cox (2000) encouraged researchers to more routinely examine non-White families and to redouble efforts to explain family dynamics in ethnic, racial, and cultural context. Because few recent studies have purposively pursued them, these goals guide the present study as we address the following research question: What are the correlates of frequent familial discussions regarding children's ethnic/racial heritage? THE NATURE OF FAMILIAL ETHNIC/RACE SOCIALIZATION Familial ethnic/race socialization is the process by which families (i.e., parents/guardians, extended family members, siblings, and fictive kin) teach children about the social meaning and consequence of ethnicity and race (Banks-Wallace & Parks, 2001 ; Greene, 1992; Thornton, Chatters, Taylor, & Allen, 1990). Through this process, children learn about phenotypic or cultural differences, or both, their in-group's history and heritage, identity politics, or prejudice and discrimination, or both (Chesire, 2001; Hughes, 2003; Hughes & Chen, 1997; Peters, 1985). Although these topics may seem appropriate only to considerably older children, research suggests that young children must learn to manage racialized interactions, often in the kindergarten/ elementary school setting and in response to performed acts of racism or questions about their ethnic/racial identification (Katz & Kofkin, 1997; Lewis, 2003; Van Ausdale & Feagin, 2001). In fact, as Van Ausdale and Feagin remind us, cognitive biases cause adults to underestimate the facility with which young children perform race, learn privilege, and conceptualize phenotypic or cultural differences. But whether young children fully grasp the meaning of ethnicity and race may be irrelevant for the present study because we are interested in families' intent to socialize children to ethnicity and race. Such intent is important to researchers studying family dynamics and the development of ethnic/racial identity. Among non-White families, several authors (Phinney & Rotheram, 1987; Sanders Thompson, 1994; Stevenson, Reed, Bodison, & Bishop, 1997; Wong, Eccles, & Sameroff, 2003) emphasize that ethnic/race socialization creates a protective barrier against prejudice and discrimination and nurtures a positive in-group identity within a hegemonic White society. Considering White families, one study suggests that the main objective of ethnic/race socialization is to promote White children's tolerance of diversity (Katz & Kofkin, 1997). In contrast, another study finds that most White parents are indifferent toward socializing their children regarding cross-ethnic/racial friendships (Hamm, 2001). Although it may have differential meaning for non-White and White families with young children, we assert that the process of ethnic/race socialization occurs in all families and thus is universal (see description of enculturation and adaptation in Knight, Bernai, Cota, Garza, & Ocampo, 1993). …

The intergroup contact hypothesis holds that proximate, cooperative interactions on an equalized basis between Blacks and Whites can minimize Whites’ prejudice (Allport, 1954). This experiment investigated the effect of contact between White and Black high school teammates on White student athletes’ racial attitudes. Using the 1996 Social and Group Experiences (SAGE) survey (created by the authors and administered in the Fall of 1996) commissioned by the National Collegiate Athletic Association, the results indicated a significant relationship between amount of contact with Black teammates in high school and racial policy support and affect, depending on the type of sport played. White student athletes playing team sports who had higher percentages of Blacks as high school teammates expressed more policy support for and greater positive affect toward Blacks as a group than did their counterparts playing individual sports. The role of athletic experiences in changing racial attitudes is discussed.

'Transition' was identified by cultural anthropologists in the early twentieth century as the liminal stage of a 'rite of passage'. Contemporary anthropology challenges the structural nature of these classic interpretations of ritual and analyses them as 'performance theory': 'social drama' (Turner), 'dramatism' (Burke), 'interaction rituals' (Goffman), and 'ritualisation' (Bell). In applying a contemporary anthropological lens to initial teacher training, we identify the transition not as a linear progression but as a complex process of extended and ambiguous 'in-betweenness' that involves play, performance and ordeal. We depict pre-service teachers enmeshed in the performance of symbolic acts and the undertaking of 'ritual ordeals'; and report how they narrate their passage as a complex 'game' of 'being' and 'becoming', and portray the holistic experience metaphorically in terms of 'play'. We explore, in particular, students' perceptions of the Numeracy Skills Test, the most recently imposed 'ritual ordeal': a 'rite of intensification' characterised by government as a device to police the boundaries of the teaching profession.

Predictors of immigration policy attitudes were investigated among members of receiving societies in large national probability samples in 15 Western European countries. We found that a considerable proportion of the variation in immigration policy orientations toward outgroups could be explained by self- and group interests and independent measures of perceived threat. Self-reported racism also contributed independently and significantly to these policy positions. It was concluded that a general framework of proximal self- and group-position indicators (Allport, 1954), perceived threat, and prejudice/racism was useful in predicting the immigrant policy orientations of dominant members of receiving societies across Western Europe. The meaning of these findings for future research on immigration policy orientations across, and especially within, European countries is discussed.

This article sets out to examine the nature of time and how it is constructed within reflective teacher research. The article is motivated on the one hand by a belief in evolving identity but on the other acknowledges a world where such identities are collapsing into interweaving discourses where notions of such evolution are not tenable. It draws on a classic debate between Gadamer and Habermas concerned with how we experience our living in the present, either as a 'being in the world', or as an 'endgainer' aspiring to a new structural framework within which life will be unconstrained by reifications of oppressive relations. After questioning the notion of human agency these views presuppose, the article pursues a resolution offered by Ricoeur and his subsequent work on the close relation between time and the stories we tell about it. Some work arising from a course for teachers is described in which attempts are made to reconcile practice with descriptions of it. In particular, issues of the teachers working with their own earlier writings are discussed. It is suggested that such writings can be used to form a reflective/constructive narrative layer that feeds whilst growing alongside the life it seeks to portray.

1. The aim of the present study was to characterize functional responses to ropinirole, its major metabolites in man (SKF-104557 (4-[2-(propylamino)ethyl]-2-(3H) indolone), SKF-97930 (4-carboxy-2-(3H) indolone)) and other dopamine receptor agonists at human dopamine D2(long) (hD2), D3 (hD3) and D4.4 (hD4) receptors separately expressed in Chinese hamster ovary cells using microphysiometry. 2. All the receptor agonists tested (ropinirole, SKF-104557, SKF-97930, bromocriptine, lisuride, pergolide, pramipexole, talipexole, dopamine) increased extracellular acidification rate in Chinese hamster ovary clones expressing the human D2, D3 or D4 receptor. The pEC50s of ropinirole at hD2, hD3 and hD4 receptors were 7.4, 8.4 and 6.8, respectively. Ropinirole is therefore at least 10 fold selective for the human dopamine D3 receptor over the other D2 receptor family members. 3. At the hD2 and hD3 dopamine receptors all the compounds tested were full agonists as compared to quinpirole. Talipexole and the ropinirole metabolite, SKF-104557, were partial agonists at the hD4 receptor. 4. Bromocriptine and lisuride had a slow onset of agonist action which precluded determination of EC50s. 5. The rank order of agonist potencies was dissimilar to the rank order of radioligand binding affinities at each of the dopamine receptor subtypes. Functional selectivities of the dopamine receptor agonists, as measured in the microphysiometer, were less than radioligand binding selectivities. 6. The results show that ropinirole is a full agonist at human D2, D3 and D4 dopamine receptors. SKF-104557 the major human metabolite of ropinirole, had similar radioligand binding affinities to, but lower functional potencies than, the parent compound.

This article reports on research into primary student teachers' understanding of mathematics and its teaching undertaken at the Manchester Metropolitan University and funded by the Economic and Social Research Council. The research set out to investigate the ways in which non-specialist student teachers conceptualise mathematics and its teaching and how their views evolve as they progress through an initial training course. The study has shown how the mathematical understanding of such students is, in the first instance, embedded in a strongly affective account of their own mathematical experiences in schools, where mathematics was often seen as difficult and threatening. College training successfully nurtures a more positive attitude to mathematics as a subject, albeit couched in a pedagogically oriented frame. In later stages of training however, their conceptions of mathematics and its teaching are subsumed within the organisational concerns of placement schools and school experience tutors, and shaped by commercial schemes. It is suggested that alternative conceptions of mathematics assumed at different stages of this training appear incommensurable. A theoretical framework is offered as an approach to reconciling this conflict. This demonstrates how three potential dichotomies, phenomenological/official versions of mathematics, discovery/transmission conceptions of mathematics teaching, and perceptual/structural understandings of the mathematics teacher's task can be seen as productive dualities harnessing both qualitative and quantitative perspectives.

Clearances, interpreted from pollen records during the Mesolithic and Neolithic of Europe, are generally ascribed to purposive deforestation which is compatible with the transition model, whereby early Neolithic economic strategies are a development of late Mesolithic intensification of wild plant food husbandry. This paper considers the role of natural processes in creating clearings and the role of inadvertent impact of human activity on forest processes, including woodland regeneration. The role of climate, wind-throw and lightning strikes in creating clearings and forest instability is emphasised and the evidence discussed from sites which may be interpreted as resulting from opportunistic human use of natural clearings. Unfortunately, regional pollen diagrams lack sufficient spatial resolution to detect the size of isolated clearings or establish the spatial variation in forest composition that was intimately related both to forest ecology and the effects of subtle human impacts. This may be the major reason for an apparent contradiction between pollen evidence of Neolithic impact and the archaeological record. Moreover, early Neolithic agricultural activity may have been concentrated in valley bottoms, which is undetectable in regional pollen diagrams. Alternative models need to be considered, which include culturally specific exploitation of the local environment, along with the inadvertent ecological repercussions of pre-agricultural and early-agricultural human activities in naturally dynamic woodlands.

A chalcogenapyrylium dye 8b, which is under investigation for the photodynamic therapy of malignant gliomas (brain tumors), was evaluated for inhibition of mitochondrial function both before and after exposure to laser light of 800 nm. Neoplastic and normal cells forced to use mitochondrial substrates were killed by the light-activation of intracellular 8b as well as exposure to classic mitochondrial inhibitors, rotenone and sodium azide. Correspondingly, cells in glucose-rich media showed little decrease in viability due to the photolysis of intracellular 8b or the presence of mitochondrial toxins. The toxicity of 8b without light activation was found to be the same regardless of the cell's energy source. Measurement of cellular ATP generated during treatment also showed the photolysis of intracellular 8b to be more inhibitory towards mitochondrial function than the unactivated parent compound. We conclude that the chalcogenapyrylium dyes localize to the mitochondrion and that photoactivation results in mitochondrial injury.

The time course of uptake, retention and clearance of the cationic lipophilic dye, rhodamine 123 (Rh123), within the central nervous system was qualitatively evaluated in rats. Weanling rats were injected intracerebrally with avian sarcoma virus, which induced malignant gliomas in situ before injection of Rh123. Comparison was made of the amount of fluorescence of Rh123 within the normal cerebral cortex, myelinated tracts of the brain, meninges, choroid plexus, and neoplastic foci at 1, 4, 8, 12 and 24 hours after intravenous injection. Fluorescence microscopy was utilized to identify tissues containing the dye. Normal neuropil did not contain Rh123 at any of the time periods studied. Gliomas retained the dye at 1, 4, 8 and 12 hours, with increasing uniformity of distribution and decreasing intensity of fluorescence over this time period. Fluorescence was not detected at 24 hours within the neoplastic tissues, but was evident at all time periods studied within the choroid plexus. The specific retention of Rh123 by malignant glioma and by the choroid plexus in vivo suggests that Rh123 may be useful for photochemotherapeutic treatment of brain neoplasms and disorders of the choroid plexus.