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This paper develops a predatory theory approach to understanding state failure. Predatory theory expects that state revenue extraction is central to the ability of states to engage in any other activities. States that are able to maximize their revenue extraction subject to well-known constraints are therefore likely to avoid state failure. On the other hand, when state failure occurs, it should reduce state revenue extraction. These hypotheses receive mixed support in several two-stage least-squares time-series analyses that control for the endogenous relationship between state fiscal capacity and state failure. While state failure reduces state fiscal capacity, state fiscal capacity does not deter state failure onset or incidence. In the sub-Saharan African subsample, state fiscal capacity does reduce the incidence of state failure despite a reciprocal negative effect.

This article links HE neoliberalisation and 'lad cultures', drawing on interviews and focus groups with women students. We argue that retro-sexist 'laddish' forms of masculine competitiveness and misogyny have been reshaped by neoliberal rationalities to become modes of consumerist sexualised audit. We also suggest that neoliberal frameworks scaffold an individualistic and adversarial culture amongst young people that interacts with perceived threats to men's privilege and intensifies attempts to put women in their place through misogyny and sexual harassment. Furthermore, 'lad cultures', sexism and sexual harassment in higher education may be rendered invisible by institutions to preserve marketability in a neoliberal context. In response, we ask if we might foster dialogue and partnership between feminist and anti-marketisation politics.

This is part one of a two-part interdisciplinary paper that examines the various forces (discourses and institutional processes) that shape prisoner-student identities. Discourses of officers from a correctional website serve as a limited, single case study of discourses that ascribe dehumanized, stigmatized identities to "the prisoner." Two critical concepts, performative spaces and identity enclosures, are purposed as potential critical, emancipatory terms to explore the prisoner-student identity work that occurs in schools and elsewhere in prison. This paper is guided by the effort to assist teachers to act as transformative intellectuals in prisons and closed-custody settings by becoming more aware of the multilayered contexts--the politics of location--that undergird their work. Seeing the "bigger picture" has implications for how and what educators teach in prison settings and, perhaps, why education works to facilitate reentry. This paper is grounded in normalization theory. Normalization theorists believe prisons can facilitate reentry when they mirror important dimensions of outside life. The performance of multiple, contextualized identities, considered here and examined in more detail in a forthcoming article, serves as an example of how educators mirror "normal" life by facilitating the performance of different roles for prisoners on the inside.

The future of further education is under challenge in the United Kingdom. The government appears to see further education solely in terms of supporting the economy through the provision of an improved skills base. An alternative approach would be to bring coherence into the governance and management of further and higher education to create a tertiary education system. Implicit in adopting such an approach would be some decentralization of policy to regions, away from central government.

This study examines the current state of special education provision and resources in Finland after the extensive reform of the government transfer system and Basic Education Act implemented in 2010–2011. Data were collected from a survey of compulsory school principals and from interviews with the highest-ranking officials in municipal education administration. The results show that participants viewed the Basic Education Act as having a more significant impact on the provision of special education than the reform of the government transfer system. Partly due to the reforms, local authorities have targeted the resources of special education differently and used resources more effectively. Continued efforts are needed to ensure the provision of resources for part-time special education and the use of other forms of early intervention in general education classrooms. ; peerReviewed

We focus on how standardized testing in American education has reflected, reproduced, and transformed social inequalities. We begin by describing inequalities in test score distributions by race/ethnicity, social origins, and gender over time. We then define learning, cognitive ability, and opportunity to learn, each of which influences the results of standardized tests. Next, we offer a brief history of standardized testing's role in American education. We then discuss the relationship between social stratification and measurement issues that arise in the context of standardized testing and the contemporary uses and misuses of standardized testing for diagnostic purposes, accountability, and gatekeeping. We conclude by reflecting on the past, present, and future role of testing in social stratification.

In Nigeria, as in most African countries, girls' school attendance is low, as records have shown that fewer girls go to school than boys. Despite the provisions of the Universal Basic Education Act and the Child Rights Act aimed at ensuring the right to education for all children, the girl-child continues to lag behind in the education system. Research shows majority of them drop out for various reasons before completion of basic education. Consequently, they cannot raise their socio-economic standard and therefore cannot contribute to nation building. Why has the situation persisted despite efforts by governments, international organizations and NGOs to boost female education over the years? It appears the real issues have not been appropriately addressed. One area that seems to have not been well explored is the issue of gender stereotypes. This paper therefore examines how stereotypic beliefs against female gender can affect the girls-child's attitude toward education and educational aspirations. It considers attitude as significant because attitudes determine behaviour, which in turn combine to affect girls' access to education. Gender stereotypes in the paper refer to socio-cultural beliefs and practices, which tend to limit the girl-child's rights to education. The paper starts with a review of gender role development in African society. It discusses the patriarchal nature of African society and the Nigerian perceptions regarding the girl-child. It reviews some examples of commonly held stereotypic beliefs that pose threat to female gender and presents concern on the plight of the African girl-child who is caught up in the struggle for self-determination and the patriarchal system, which seems to limit her rights and expectations of herself. The paper argues that such a system increases the burden of the developmental tasks for the girl-child thereby causing a setback to her development. A nation that endangers the development of a critical segment of its own population puts itself at risk. The paper further argues that until we address the challenge of gender stereotyping and the impact it imposes on the girl-child, the mere provision of laws, conventions, charters, as the panacea, though laudable, remains futile. To this end, the paper considers how ODL can be used as a strategy to counteract the impact of gender stereotypes and socio-cultural beliefs that pose threat to female gender thereby increasing girls' access to education. // Paper ID: 19

Teaching and learning are profoundly personal experiences, yet systems of education often prioritize disembodied and decontextualized approaches that continue the historical marginalization of the lives they seek to represent. Re/centring teachers and learners places individuals at the heart of education and, in so doing, re/positions knowledge as contextual and constructivist. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place too often characterized by what is missing to a place of presence. Through critical, qualitative, creative, and arts-integrated approaches, this collection explores the co-curricular capacity of lived experience to re/centre human being in education

This essay advocates for the reinvigoration of imitatio pedagogy to reestablish disciplinary commitment to civic education in perilous democratic times. I argue that imitatio offers a needed response to several contemporary democratic challenges. After mapping out three theoretical relations of imitatio, I describe one approach for inculcating democratic citizenship via imitatio designed for undergraduate education. Finally, I conclude by reflecting on the specific affordances of imitatio education in the digital age and call on educators of rhetoric and communication to once again perceive democratic well-being as a disciplinary responsibility.

In den letzten 70 Jahren haben sich allgemeine und berufliche Bildung von Randthemen zu Prioritäten der EU entwickelt. Zuerst im Rahmen allgemeiner Integrationspolitik und Personenfreizügigkeit, entstand langsam eine europäische Dimension von Bildung und Lernen, die aus den Aktionsprogrammen für Lernendenmobilität und Bildungskooperation hervorgegangen ist. Heute entfaltet sich ein europäischer Politikraum für Bildungsfragen, der Themen und Akteure vereint die zu Wettbewerbsvorteil und sozialer Kohäsion beitragen sollen. Die Forschung behandelt Ereignisse, Persönlichkeiten und Entscheidungen, die zur Herausformung politischer Schwerpunkte und Steuerungsarrangements beigetragen haben. Mittels eines historischen Zugangs werden Rechtsakte und politische Papiere untersucht und mit ExpertInnen Interviews ergänzt. Auf Basis dieser Untersuchungen argumentiere ich, dass die prioritäre Stellung allgemeiner und beruflicher Bildung eine Reaktion auf den steigenden gesellschaftlichen Bedarf an gut (aus)gebildeten Personen darstellt. Seit den späten 1970er haben allgemeine und berufliche Bildung dazu gedient, die Auswirkungen wirtschaftlicher Krisen und arbeitsmarktrelevanter Probleme, sowie jene sozialen Wandels und europäischer Werte auszubalancieren. In Bezug auf Erwachsenen-/Weiterbildung zeigt sich erst seit den 1990er Jahre die Herausbildung eines eigenen Politikfeldes. Aufgrund des transversalen Charakters der Erwachsenen-/Weiterbildung, überschneidet sich ihre Geschichte mit der anderer Bereiche wie der beruflichen Aus-/Weiterbildung und der Hochschulbildung. Um diese Entwicklungen komprimiert darzustellen, präsentiere ich am Ende meiner Dissertation eine graphische Zeitleiste. ; In the last seventy years, education and training have evolved from a side issue to a political priority of the EU. Initially promoted in the context of European integration to make mobility of people in the internal market work, slowly a European dimension of education and training has emerged from the action programs for learner mobility and stakeholder cooperation. Today, a European policy space of education and training is unfolding which assembles many topics and actors vital for the competitive advantage of, and the social cohesion in Europe. In this dissertation I deal with events, personalities and political decisions that have shaped todays policy focus and governance arrangement. With a historical approach, I examine legislative acts and policy documents and support myself on expert interviews. Based on this examination I argue that the EU has recognized education and training as a priority in reaction to the ever increasing demand in society for well-educated and trained individuals. Since the late 1970s, education and training have served to balance out the implications of repeated economic crises and labour market turmoil on one side, and of social change and European citizenship on the other side. As concerns adult and continuing education, I suggest that only in the second half of the 1990s, the policy sub-field of called 'adult learning began to take shape. However, I postulate that because of the transversal character of adult and continuing education its history in the European Union is intertwined with that of other areas such as vocational training or higher education. To summarize all my findings in one single illustration, in the end of the dissertation, I present a timeline diagram. ; Assinger, Philipp, Mag.phil., Bakk.phil ; Zusammenfassung in Deutsch und Englisch ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Karl-Franzens-Universität Graz, Dissertation, 2018 ; OeBB ; (VLID)2845631