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"How is belonging to nation and home inflected both by privilege and marginalization across borders? What identities and constructions of home are at stake in the process of inclusion and exclusion embodied by transnational Peruvians? Employing return as a critical lens, Paradoxes of Belonging: Transnational Peruvians, Exclusion, and Home examines processes of belonging and home-making specifically among middle and upper class transnational Peruvians in Peru, the United States, Canada, and Germany. This book includes both Peruvians who have returned to Lima with the intent of permanently living there and those who reject the possibility of a permanent return. At its core, this multi-sited study argues that to belong is to exclude, and that transnational middle and upper class Peruvians both directly experience and engage in subtle and more direct policing of borders of belonging. A multifaceted approach to return as desired, rejected, imagined, and physical brings to the forefront evolving constructions of and meanings associated with Peruvianness, belonging, and home"--

In her article "The 'We' in the Me: Solidarity in the Era of Personalized Medicine," Barbara Prainsack develops an earlier interest in the relationship between solidarity and autonomy and the way that these notions operate once passed through the lens of bioethical thought and practice. In his response to this article, Simpson introduces the perspective of two South Asian physicians on these issues. The piece highlights issues of personhood upon which the informed consent transaction is based and draws attention to the culturally specific versions of how people conceive of relationality, duty, care, and the obligations they feel they owe to others. The piece highlights the pronomial shifts between the "we" and the "me" and the way that these dispositions emerge in sociopolitically configured spaces. By paying careful attention to the settings and situations in which the movements between different positions actually take place, the ways in which the fabric of ethical life is made rather than simply given is revealed. Ethnographic inquiry is seen as crucial in understanding this process because it points to disjunctions between the categories that we are provided to apprehend the world and what it is actually like to live in that world.

AbstractIntroductionThe search for an HIV cure involves important behavioural and social processes that complement the domains of biomedicine. However, the field has yet to tap into the full potential of behavioural and social sciences research (BSSR). In this article, we apply Gaist and Stirratt's BSSR Functional Framework to the field of HIV cure research.DiscussionThe BSSR Functional Framework describes four key research domains: (1) basic BSSR (understanding basic behavioural and social factors), (2) elemental BSSR (advancing behavioural and social interventions), (3) supportive BSSR (strengthening biomedically focused clinical trials), and (4) integrative BSSR (building multi‐disciplinary combination approaches for real‐world implementation). In revisiting and applying the BSSR Functional Framework, we clarify the importance of BSSR in HIV cure research by drawing attention to such things as: how language and communication affect the meaning of "cure" to people living with HIV (PLHIV) and broader communities; how cure affects the identity and social position of PLHIV; counselling and support interventions to address the psychosocial needs and concerns of study participants related to analytical treatment interruptions (ATIs); risk reduction in the course of ATI study participation; motivation, acceptability, and decision‐making processes of potential study participants related to different cure strategies; HIV care providers' perceptions and attitudes about their patients' participation in cure research; potential social harms or adverse social events associated with cure research participation; and the scalability of a proven cure strategy in the context of further advances in HIV prevention and treatment. We also discuss the BSSR Functional Framework in the context of ATIs, which involve processes at the confluence of the BSSR domains.ConclusionsTo move HIV cure regimens through the translational research pathway, attention will need to be paid to both biomedical and socio‐behavioural elements. BSSR can contribute an improved understanding of the human and social dimensions related to HIV cure research and the eventual application of HIV cure regimens. The BSSR Functional Framework provides a way to identify advances, gaps and opportunities to craft an integrated, multi‐disciplinary approach at all stages of cure research to ensure the real‐world applicability of any strategy that shows promise.

Jurgen Habermas's early attempt to distinguish between natural science & social theory on the basis of an account of "knowledge-constitutive interests" is criticized, & its difficulties are shown to persist in his later work. Two central problems are identified: (1) his "quasi-transcendentalism" requires him inconsistently to assert the existence of a "nature-in-itself" independent of human interests, & his account of natural science fails to acknowledge its discursive & hermeneutic character; & (2) the second arises because, fearing relativism, he wants to push the "interests" back into prehistory, but this generates the first problem: the relativist's dilemma about how science could be both socially interested & true turns into the quasi-transcendentalist's dilemma about how the species could both constitute nature & evolve from it. Both problems result from the impossible dream that Habermas shares with his Western Marxist predecessors of combining a Marxist commitment to materialism with a Hegelian view of knowledge as social. AA

This article focuses on the development of soft and hard infrastructures to support a life science ecology in a peripheral European city region. Liverpool City Region has received almost £1.7bn in capital investment through EU Cohesion Policy to redevelop the city region and reinvigorate its economy towards knowledge based industries. The analysis of the city regions life science ecology highlights the uneven development of hard and soft infrastructures. Due to the diversity of firms within the region it has proven difficult to establish soft infrastructure related to scientific knowledge. The outcome has led to soft infrastructures being more business support orientated rather than scientific knowledge based, reducing inter-firm connections on a product or service basis. The evidence shows that not all types of soft infrastructure emerge as an outcome of investment. Hence, policy makers need to provide a clearer narrative on their investments, focusing on fewer core competencies rather than breadth of activities.

Classroom discussion constitutes a unique opportunity for student deliberation and is often believed to be a desirable attribute of Social Science teaching. Yet, despite its potential, large scale observational research on discussion in Nordic classrooms is scarce. To address this shortcoming, the present study investigated the prevalence and contexts of classroom discussion in a Nordic sample of 375 teaching segments (each lasting 15 min). The sample was gathered through video observations, and discussion was measured by an element from the Protocol for Language Arts Teaching Observations. Discussion was present in 39.2% of the investigated segments but was very unequally distributed across classes. While this study found classroom discussion to be most likely during small group work, in the middle of a 45-min lesson, and in schools with high achieving students, more research is needed to determine the sources of inequality in social science students' opportunities for classroom deliberation.

AbstractHobson v. Hansen(1967) is best known as the first federal court case to rule against discriminatory use of standardized tests in the context of educational tracking. It was also significant as one of the first desegregation cases afterBrown v Board of Education(1954) to use psychological evidence in its ruling. This essay briefly examines the debates over ability testing beforeHobson,the contexts of post-desegregation D.C. educational politics that shaped the case, the social scientific evidence presented in the case, and its application to the court's ruling. It argues that while scholars have correctly acknowledged the court's mistaken assumptions about testing, the evidence presented of testing bias nevertheless cogently illustrated a broader constellation of discriminatory District practices. A review of the testimony suggests that while the psychological evidence was central to the court's ruling, the opinion rested less on the resolution of social scientific debates over testing bias than it did on the need to determine the justification of ability testing in the context of District tracking practices. Although sweeping in scope, the decision did little to resolve long running disputes over ability testing. Instead, it only helped inaugurate a more heated and contentious legal environment for educational testing in the coming decades.