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This paper addresses a particular gap in the further education (FE) literature offering an analysis of Incorporation within a theory of social change developed by Fligstein and McAdam, in their work "A Theory of Fields". The authors argue that FE was subjected to the introduction of a quasi-market in advance of wider neoliberal reforms in the English public sector. The paper analyses the development of Incorporation arguing the marketisation of the sector developed a logic of its own which the authors term the "logic of Incorporation". This logic overdeveloped areas of "market" interest while neglecting other crucial areas such as teaching and learning, professionalism and the curriculum. These neglected areas are explained using the concept of "unorganised social space" (taken from an undeveloped concept in Fligstein and McAdam's work) which remain unstable and unresolved because the very logic of Incorporation blocks the discussion of other logics, discourses or alternatives. The paper concludes that the logic of Incorporation leaves many important areas underdeveloped including the strategic place or purpose of FE itself. It proposes that FE has yet to find the stability of a "strategic action field" needed to maintain itself and should be returned to some form of local or regional government ownership and control.

Addresses the issue of diverse literacies and the problems of privileging a dominant form of literacy at the expense of those from non-mainstream cultures. Illustrates how the literacy practices of working-class families and communities can be incorporated into learning programs. Stresses the need to legitimate the vernacular literacies of the home and community. (CMK)

This article reveals the diverse threats violent masculinities pose to human rights, especially females, in view of the idea that 'all things are equal now' between the genders. In the UK the Human Rights Act (1998) has sustained existing safeguards for the mainly male perpetrators of violence, but the needs of some female victims of domestic violence remain unmet. Contemporaneously, mainly female crime victims are vulnerable to violations of their basic human rights. The analysis in this paper identifies and interrogates the negative consequences of the principles of modernisation and six drivers of crime control underpinning government approaches since the late 1990s to dealing with violence against women in the context of general approaches to victimisation. Alongside issues relating to the receding influence of the state our argument is that a human rightsinformed approach reveals not only the deficiencies and contradictions of government policy affecting change, but provides a vehicle for embedding a more comprehensive way of safeguarding human rights in practice. [ABSTRACT FROM AUTHOR]

This article focuses on the relevance of the idea of community justice for understanding the policing of drugs in England and Wales. It considers from an historical perspective the regulation of drugs in Lambeth, focusing in particular on the Lambeth policing experiment conducted in 2001. It is shown that elements of this twenty-first century experiment had been carried out on an informal basis for twenty years previously. Moreover, it is suggested that communitarian values have influenced police work in relation to drugs and that there is considerable emphasis on community consultation and community engagement. It is argued that schemes such as the Lambeth experiment go some way towards countering criminalisatlon processes and satisfying the requirements of the ethos of new public management (NPM). However, the organised criminal gangs responsible for distributing hard drugs will remain relatively unaffected as the safety and security of law abiding citizens continues to be threatened by the escalating violence between rival suppliers. [ABSTRACT FROM AUTHOR]

The article presents the views of lecturer Michael Binder and teacher Christopher Crowther regarding the relationship between science and religion in classrooms in Great Britain. Binder discusses religious education (RE) departments, the evolution guidelines in the National Curriculum, and intelligent design. Crowther reflects on his experience teaching science to Muslim students and states that he does not believe creationism should be taught within a scientific context.