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The paper engages in 'paradigmatic talk' about public outcomes of higher education (HE). We were drawn to this paradigmatic discussion because of its inherent 'cultural' dimensions and the opportunity for us to be self-reflexive about the ontological values underlying 'cultures' that shape the articulation, representation, and enactment of HE's public outcomes. While we agree with Marginson and Yang (forthcoming) that comparisons of public outcomes of HE across cultures are not neutral, we argue that such comparisons are rooted in and driven by ontological values and commitments. We offer an analysis of how our understandings of 'public' and 'outcomes' may shift when ontological commitments and values consider representations of culture, public, affect, and temporality.

There is a growing body of literature discussing evidence-based education, practice, policy, and decision-making from a critical perspective. In this article, drawing on the literature and policy documents related to evidence-based education in the USA, Britain, and Canada, I join this critique and offer an anticolonial perspective. I argue that proponents of evidence-based education unknowingly promote a colonial discourse and material relations of power that continue from the American-European colonial era. I posit that this colonial discourse is evident in at least three ways: (1) the discourse of civilizing the profession of education, (2) the promotion of colonial hierarchies of knowledge and monocultures of the mind, and (3) the interconnection between neoliberal educational policies and global exploitation of colonized labor. I conclude with the decolonizing implications of revealing some of the colonial vestiges in educational policy, research, and neoliberal reform. (Contains 2 notes.)

Switchgrass (Panicum virgatum L.) has been identified as a potential feedstock for cellulosic ethanol production in United States for its high biomass yield and adaptation to marginal lands. Composition of the cell wall plays an important role in bioethanol conversion. A total of 209 pseudo‐F1 testcross progenies obtained from a biparental cross, AP13 × VS16, were grown at three locations from 2008 to 2011. Near‐infrared spectroscopy was used to estimate cell wall composition from biomass harvested at maturity. A linkage map of the pseudo‐F1 testcross was constructed with 8,757 SNPs developed by genotyping‐by‐sequencing. Quantitative trait loci (QTL) analysis was performed on eight lignocellulosic traits, namely, klason lignin, sugar, glucose, xylose, hexose, ethanol, hexosoic ethanol, and cell wall ethanol conversion percentage. A total of 327 QTL were recorded for the eight lignocellulosic traits. We have identified 111 major regions in the switchgrass genome that underlie these lignocellulosic traits. Scanning of the genome sequence for genes flanking the QTL peaks, we identified 45 important genes that are involved in lignin biosynthesis, carbohydrate and sugar metabolism, and other biological and cellular functions. Identification of valuable genes associated with QTL along with pleotropic effects of the significant number of QTL suggests that simultaneous selection and genetic improvement of these traits are possible using marker‐assisted selection. [ABSTRACT FROM AUTHOR]

The article reflects on racial domination related violence in the U.S. and feeling of desensitization. It mentions that whiteness continues to define violence among social groups due to colonial hegemony's history and black people suffer from incarceration, racial profiling and death. It informs that sharing of historically ignored stories with public pedagogy such as television, news, and counter media helps in understanding violence.

This essay argues that there is a need for higher education researchers to become aware of methodological nationalism (MN) and take steps to reframe their scholarship in new ways. It illuminates two characteristics of MN prevalent in higher education research and suggests that although a few researchers have attempted to move beyond MN in the higher education globalization literature, most remain encapsulated in a view of nation-state equates society. The authors address this gap by arguing for the expansion of analytic approach to some of the common phenomena studied within U.S. higher education (such as college student experience, diversity, and governance) and highlight how these typical objects of study would transform once we overcome MN. [ABSTRACT FROM PUBLISHER]