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This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly 'rich and varied literary heritage' it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long‐standing diversity of English society, as well as its present and long‐standing inequalities. ; Hi, unfortunately the publisher will not permit us to archive the published pdf. Do you have a previous version we could use? eg the version after review but before publisher formatting applied.

AbstractChild welfare (CW) professionals who provide direct services to families, referred to as 'caseworkers' in the USA, often have to act in ways that are inconsistent with their professional values, leading to feelings of guilt, anxiety and self-blame, referred to as moral distress. The conceptual basis for moral distress primarily comes from the nursing literature, leaving a theoretical gap in how CW workers experience moral distress. Hence, this study used qualitative system dynamics modelling to develop a dynamic theory of moral distress amongst US CW caseworkers (N = 25 focus groups, 192 participants). Results, presented in a qualitative system dynamics model, reveal that participants held strong values pertaining to CW casework and that moral distress was common. Participants described discrepancies between the services they wanted to provide and the services they were actually providing, and the distressing feelings that resulted. Study findings also highlight coping strategies and 'breaking points' related to moral distress. Overall, this study's dynamic theory provides a framework that illustrates the stock (accumulation) and flow (release) of moral distress specific to CW caseworkers and sheds light on the psychological distress and conflict experienced in this profession. Implications for social work education and CW organizational change are discussed.

Die Verfasser setzen sich kritisch mit der technokratischen Betrachtung der Jugendarbeit und der Erwachsenenbildung in der modernen Gesellschaft auseinander. Ihrer Meinung nach sind diese Berufsfelder keine einfache Rationalisierung der Gesellschaft oder Verkörperung einer abstrakten Moral: Sie sind spezifische Verarbeitungsformen der Herausforderungen der kapitalistischen Entwicklung im jeweiligen spezifischen kulturellen und politischen Kontext. Ihre Zielvorstellungen bzw. Professionalisierungsmuster spiegeln das Verständnis von sozialer Verantwortung in diversen sozialpolitischen Konstellationen wider. Sie bieten einerseits Fähigkeiten zur Anpassung an die jeweilige gesellschaftliche Situation und fördern andererseits das kreative und innovative Potenzial ihrer Rezipienten. In diesem Sinne beinhaltet das Konzept der Professionalität von Jugendarbeit und Erwachsenenbildung immer eine geschichtliche Komponente. (ICB)

This book offers a sociolinguistic analysis of 'low-fee private schooling'. It demonstrates that political economic transitions experienced as radical social mobility have led to intense parental desire for (low-fee) private English schooling. Rather than English schooling leading to social mobility, social mobility necessitates English schooling

The Purdue Teacher Opinionaire (PTO) was used to determine the morale of 238 teachers of the visually handicapped (VH) teachers. No significant differences in total scores were found in the total sample of VH teachers and the various subgroups when compared to the morale of regular education teachers, although some significant differences were found in subfactor scores. In general VH teachers in the high morale group, compared to those in the low morale group, were older; had more teaching experience; had higher salaries; lived in a small city; felt appreciated by administrators, parents, and students; and worked for administrators who exercised democratic leadship and who supervised the teachers frequently. Factors contributing to satisfaction and dissatisfaction are presented, as are implications for practice and recommendations for further research.

The Bologna Process represents a major example of a political and institutional convergence among Higher Education (HE) policies across European countries. The main fields which are explicitly targeted by such convergence process are: curricula structure, mutual recognition of academic degrees, evaluation procedures. The aim of this work is to evaluate whether it is possible to detect an influence of the Bologna Process on financial resources invested in higher education institutions among the EU-15 countries. We analyse the financial data of HE expenditure in the period 1998-2004 (as the Bologna Declaration was set out in 1998) and, specifically, after the wide implementation of changes in curricula structure in many countries of EU-15 (after 2001). Our approach uses two different techniques: (1) regression models - considering both fixed-effects and random-effects - were used to individuate an eventual "Bologna" effect; (2) then, traditional convergence models (sigma and beta convergence) were employed to analyse this effect in more detail, more specifically to test whether the HE expenditure is converging or diverging in recent years. Our findings suggest that the Bologna Process has had a positive influence on the trend of "expenditure per student" convergence across the EU-15 countries. The estimated speed of convergence is still quite low, and this fact supports a claim for more emphasis on the role of private funding and cost-sharing in terms of European-level policies. However, the EU-15 countries' different traditions and different socio-economic characteristics are strongly affecting this process, so that the European convergence is towards different steady-levels.

Intro -- Contents -- Chapter 1: Introduction -- 1.1 Structure of the Book -- 1.2 Limitations of the Study -- References -- Chapter 2: Defining Moral and Post-Moral Worldviews -- 2.1 Introduction -- 2.2 Defining Morality and Developing a Moral Worldview -- 2.2.1 The Ontic Quest for Truth-Itself -- 2.2.1.1 The Call for Interpretation and the Quest for Knowledge -- 2.2.1.2 The Call for Morality and the Quest for Happiness -- 2.2.1.3 The Call for Virtues and the Quest for Wisdom -- 2.2.1.4 The Call for Our Self-Identity and the Quest for the Meaning of Our Ontic Temporality -- 2.2.2 The Organizational Path Towards a Moral Worldview -- 2.3 Developing a Post-Moral Worldview by Criticizing Morality and Revealing the Emptiness of Ethical Values/Virtues -- 2.3.1 The Existential Need for Possibilities-to-Be and the Primacy of Interpretation -- 2.3.1.1 Existence and Phenomena/Events in-the-World -- 2.3.1.2 The Ontic Basis for Interpreting Reality and Identifying Possibilities-to-be -- 2.3.1.3 The Historical Situation and the Flow of Time -- 2.3.2 The Ontic Need for the Will-to-Power and the Primacy of the Free Mind -- 2.3.2.1 Sensations, Perceptions, and Sentiments -- 2.3.2.2 Reason and Thought -- 2.3.2.3 The Will-to-Power -- 2.3.3 The Ontic Need for the Transmutation of Values/Virtues -- 2.3.3.1 Moral Education, Ideas/Ideals, and Being-With-Others -- 2.3.3.2 Transcending Virtues of Traditional Moralities -- 2.3.3.3 Transcending Truth-Itself -- 2.4 The Organizational Path Towards a Post-Moral Worldview -- 2.5 Summary -- References -- Part I: The Paradoxical Path -- Chapter 3: Moral Education and Organizational Life: Deepening the Meaning and Scope of a Moral Worldview -- 3.1 Introduction -- 3.2 The Substance and Scope of Moral Education -- 3.2.1 Understanding the True Nature of Morality -- 3.2.2 Truths and Lies.

This book offers a practical guide to the most pressing ethical issues faced by those working in food manufacturing and associated industries. Early chapters look at the fundamentals of ethical thinking and how lessons of medical ethics might be applied to the food industry. The book then addresses some issues specifically relevant to the food industry, including treatment of animals; the use of genetically modified organisms; food product advertising; health claims and sustainability. Several further chapters present case studies which show how ethical thinking can be applied in real life