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Drawing on our experience of creating an innovative co-edited book form, we consider the risks and possibilities of experimentation in high-stakes writing and editorial work. Writing and editing conventions that value parsimony, individuality and objectivity can result in sparse writing styles that disconnect authors from their texts. In applied disciplines, such as Education, academic writing can be a barrier to communication with practitioners and fail to connect research to practice. To foster a connection, academics, educators, practitioners and alumni were grouped to undertake dialogue-centred collaborative writing about equitable engagement in global citizenship education. We found that “critical and liberating dialogue” (Freire, 1993, p. 39) in this third space (Bhabha, 1994) challenged dominant writing conventions, and invited critical consideration of liminalities beyond the self as writing became linked to knowing differently. With large parts presented in dialogue format, our article reflects on the editorial challenges and pleasures of fostering dialogic, collaborative writing for equity.

This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices in higher education is made clear through a particular focus on the role research methods play in this process, Finally, a reorientation is proposed along with a framework of methodologies for epistemically-just research.

Recently, increases in numbers of international schools have been fuelled by a growth in numbers of aspirational families selecting them. The perception that international education affords children access to social advantages has been established in the school choice literature, but there has yet to be an examination of this trend in relation to parental engagement in international schools. Views of parents on this growing trend will be sought in a separate study, but in this paper we approach the problem through international school staff perceptions of issues relating to parents. These emerged during interviews with those responsible for implementing one part of the International Baccalaureate Diploma Programme: Creativity, Activity, Service. A communities of educational practice framework, adapted for parental engagement, indicated previously unidentified tensions in the international school/parent relationship. Conditions in international education markets create conditions that tip the balance of power, conventionally with the school, towards already-privileged international school parents, raising important questions about the relationship between international schools and social inequalities perpetuated by education.

Recent media reports of contemporary and historical rape and sexual assault cases have focused on the entertainment industry, particularly around the notion of the ‘casting couch’. This scenario, in which a powerful figure obtains sometimes non-consensual sexual acts from subordinate actors in exchange for employment, was used to explore the influence of rape myths and Sexual Economics Theory on mock-juror decision-making. Participant-jurors (n = 907) viewed video and written testimony of a complainant, accusing a male producer of rape. Complainant gender (male, female), delay before reporting the incident to the police (immediately, six months, ten years), and complainant casting in the production were randomly varied (acting role secured, not secured). The strongest effects were that females (79.7%) were significantly more likely than males (62.7%) to deliver a guilty verdict and to recommend longer prison sentences for the offence. When the complainant did not secure the acting role, and they delayed reporting the incident for six months, there was a trend for guilty verdict rates to be slightly higher when the complainant was male (80.5%) than female (64.5%). No interacting complainant gender effects on trial outcomes were found in the other delay conditions, or when the actor secured employment. Defendant guilt attributions to the male and female complainant were also differently influenced by rape myth belief levels and homophobic attitudes, but not beliefs in a just world. The casting couch euphemism, reported worldwide, suggests industry acceptance, and may sanitise the act of demanding sex and even committing rape. However, these results have important implications for any occupational setting in which men in positions of power may sexually exploit junior staff.

The extent to which educational efforts change the way students view themselves and the world is important to know, particularly if curricula have an international character and claim to develop attributes aligned with global citizenship. To our knowledge, there have been few, if any, longitudinal studies that assess the impact of programmes of global citizenship. Examining students, teachers’ and alumni perceptions of an experiential element of an international education curriculum designed with this aim, we found that some of the most marked effects stress individual benefits. This raises questions about the potential of an international curriculum, such as that offered by the International Baccalaureate, to disrupt existing attitudes and behaviours.

Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.

As higher education increasingly aligns with the ideology of the marketplace, we argue that conditions of corporate competition have contributed to the invisibilization of collective work in UK higher education. Drawing on the work of Wa Thiong’o, N. (1986. Decolonising the mind: The politics of language in African literature. Nairobi, Kenya: East African Publishers) and Giroux, H. A. (2011. On Critical Pedagogy. London: Bloomsbury), we theorise the conditions under which tensions between collective and individual work play out and examine the impact on academic work through 207 surveyed UK academics’ perceptions of priorities and motivations. These were collected as part of a funded study to critically examine the teaching-research nexus in the humanities and social science. Findings show how systemic tensions reflect individual perceptions of competing demands, resulting in daily compromises to meet priorities that are strongly influenced by individual motivation. We conclude that highly-visible individuals are supported by invisible collective endeavours that contribute to the mystification of knowledge production, inequalities of representation, and research into matters of collective concern.

‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualitative and quantitative data from questionnaires and interviews with teachers, students and parents at an English comprehensive school were collected. Analysis reveals that understandings of ‘effort’ are not uniform. Rather, ‘effort’ is a shorthand term, which can be used variably, therefore can be construed as a tool of negotiation, or a form of investment in a set of aims distinctive to each group or individual case. There is a strong case for more sustained research into the operationalizing of such key concepts in schools and other professional and workplace set...

This article considers a passage in George Chapman's The Revenge of Bussy D'Ambois in which the hero of the play defends his patron, the Duke of Guise, for his participation in the St Bartholomew's Day Massacre. Investigating why Chapman would have his protagonist make such a controversial utterance, it argues that he was responding to earlier reports of the same period in news-books, pamphlets, Marlowe's Massacre at Paris and his own earlier tragedy Bussy D'Ambois. It is suggested that the faction of Clermont and the Guise consistently voices opinions that might be understood in light of Andrew Hadfield's description of literary republicanism. Therefore, Chapman's reminder to the audience is part of an ongoing attempt to construct a double vision of the Guise: from one perspective he is an admirable character who virtuously resists a tyrannical monarch, but on the other hand echoes of his villainous reputation remain, as a defensive strategy on Chapman's part, to prevent him clashing with censors over the political opinions expressed by this character. Finally, the article suggests that this play constitutes a cautionary warning to Prince Henry not to heed the pro-war voices urging him to attack Catholic Europe.

This essay surveys criticism of George Chapman from 1975 to 2009. 1998 saw the publication of a Penguin edition of some of his major works, and the inclusion of The Revenge of Bussy D'Ambois in the Oxford University collection Four Revenge Tragedies. It also marked the beginning of the reissue of the Homeric translations in three volumes of affordable paperback editions, completed in 2008 with the publication of the final volume. At the same time, there has been a small but noticeable upsurge in scholarly publications treating his work. Central to much of this work is Chapman's engagement with political theory, particularly as it is conducted through his imagining of France. Other major strands in recent criticism include several pieces on economic themes in Eastward Ho, as well as a debate as to the nature and significance of the collaborative authorship of that play. The Widow's Tears has also attracted some significant attention, with critics often focusing on the representation of the widow fi...

Caloric restriction in mice can trigger gorging behaviour, which is characterized by periods of excessive food ingestion in a short time. Animals that gorge are thought to have a reduced metabolism compared to those that nibble their food over a longer period and might therefore be more able to compensate for reduced energy intake. We examined whether mice that gorged showed less weigh loss during restriction. We placed female mice (n=60) on a restriction of 75% of their ad libitum food intake (FI) for 22 days. FI and body mass (BM) were measured at 1, 2 and 24 h after food provision. Ten controls remained feeding ad lib and we selected the 10 strongest gorgers and 10 strongest non-gorgers for comparison. Mice had BM, FI, resting metabolic rate (RMR), body composition, body temperature, daily energy expenditure (DEE) and circulating levels of the regulatory hormones leptin and ghrelin measured. Gorgers had a significantly lower BM at the end of restriction than non-gorgers or controls, indicating that they were less able to compensate for the reduced energy. Both groups of restricted mice had reduced RMR, however reduced activity was only used as an energy saving mechanism in non-gorgers. Gorging mice had a significantly lower level of circulating leptin than controls and non-gorgers but no differences in ghrelin levels. Gorging mice were, in fact, less able to compensate for reduced energy intake, as they reduced RMR by a similar extent as non-gorgers, but did not reduce activity compared to non-gorgers on the same restriction level. The reduced leptin levels may drive the gorging behaviour.