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PurposeThis article reflects on our joint experiences co-creating impact through a project in knowledge mobilisation – a website that disseminated resources and facilitated developmental activities for scholar-activists. We examine this project from the perspectives of the first author who created and ran the website and the second author who participated as a community member from the project's launch.Design/methodology/approachThe website attracted a scholarly activist community primarily comprising former and current women academics, who collaboratively informed the first author's creation of articles, newsletters and workshops, that sought to develop individual and institutional capacities for feminist leadership.FindingsThis project in co-creating impact revealed the yearning and potential academics had for support and belonging. They were drawn to the website because many struggled with overwork, burnout and violence within a system that they did not feel was built for them. They strove to build a community around the website and its associated activities and resources so that they could fill the perceived gaps and heal the felt harms of their institutions.Originality/valueOur reflections consider the different ways impact may be collaboratively generated through knowledge mobilisation in community, including how feminist redefinitions of impact may be designed and demonstrated in future projects. At the same time, we also critically examine the limitations of attempting to redress institutional issues as individuals without formal authority in those institutions.

Mobile technology presents opportunities within the justice system to support and promote behaviour change and the past decade has seen increased development and use of mobile applications for this purpose. This article aims to contribute to this burgeoning area by presenting the findings of research which scoped the utility of a mobile application (app) intended to support Indigenous people on bail or parole in the Australian Capital Territory. The project sought the views of 12 people with lived experience of the criminal justice system, as well as 23 professional stakeholders who engage with the justice system, to determine the utility of such an app.

The Commission on Justice in Wales concluded that Welsh people are being let down by the England and Wales justice system. It found that the "jagged edged" reservation of courts, probation, prisons, etc alongside devolution of social justice responsibilities does not meet people's needs in Wales. The Commission recommended legislative and executive devolution of responsibility for justice, accompanied by the transfer of financial resources. It also recommended that the law applicable inWales should be formally identified as the law of Wales, distinct from the law of England. Alongside the Justice Commission, our Nuffield Foundation funded research focused on administrative justice in Wales, including studying administrative law and dispute resolution in social housing and homelessness. Administrative justice concerns how bodies providing public services treat people, the correctness of their decisions, the fairness of their procedures and the opportunities people have to question and challenge decisions made about them.Here we present some conclusions and recommendations of our research concerning housing, and how these align with those of the Justice Commission.

Conducting a public consultation is a popular way to draw on wider expertise in framing legislation in the UK. In Wales, low scrutinising capacity of a relatively small legislative chamber and limited civil service resources to prepare legislation may contribute to the popularity of consultations. Public consultations may also resonate with themes of inclusion and participation in Welsh governance. The Social Services and Well-being (Wales) Bill was the first large legislative project of the Welsh Government since gaining primary law making powers in 2011. This case study investigated the public consultation (conducted at Stage 1) for this bill in 2013. It used a coding matrix to analyse the submissions to the consultation. The findings reveal that individuals and organisations may struggle to effectively influence legislation. Using van Damme and Brans' interpretative framework, the article locates the findings within the context of citizen participation, consultation techniques and discusses the usefulness of analysing submissions as part of consultation evaluations. In addition, the article makes a case for triangulating a documentary analysis of submissions with conventional qualitative evidence in future consultation research.

This article examines an instance of contained violence during the 2011 riots in London, when Turkish and Kurdish 'shopkeepers' in Dalston, East London prevented rioters from entering the area. Introducing a 'peaks' and 'troughs' approach to the sociological study of violence, the article argues that we need to look at the troughs of non-violence in order to understand the peaks of violence and vice-versa. Based on a small-scale empirical study, this article also shows that contrary to the dominant representation of social actors playing fixed roles during social unrest, we found shifting positions and blurred boundaries in the drama of the 2011 riots. The paper demonstrates that the instance of contained violence in Dalston was informed by three types of reverberations. Firstly, we identified anticipatory reverberations, as the shopkeepers were aware of concurrent events elsewhere in London and, as a result, anticipated rioting in Dalston. Secondly, we saw experiential reverberations, as they used their own experience of unrest in Turkey to inform their behaviour. Finally, the representation of the action of the shopkeepers in traditional and social media may have contributed to the containment of violence elsewhere in England, suggesting representational reverberations.

Downloading child pornography perpetuates the original act of assault, say Elena Martellozzo and Helen Taylor

Foreword -- Human rights and equality in education : introduction -- 1. Public rights and private schools : state accountability for violations of rights in education -- 2. The dynamics of regulating low-fee private schools in Kenya -- 3. Education at the margins : the potential benefits of private educational initiatives for disadvantaged groups -- 4. Calling the farce on minority schools -- 5. The challenge of Afrikaans language rights in South African education -- 6. Women and education : the right to substantive equality -- 7. Equality and the right to education : let's talk about sex education -- 8. Conceptualising and enforcing the right to quality education for minorities and disadvantaged groups : reflections of the Campaign for Fiscal Equity litigation -- 9. From the classroom to the courtroom : litigating education rights in South Africa -- 10. Human rights and equality in education : conclusion.