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AbstractThe purpose of this investigation was to identify original insights into the educational social mobility conundrum in the UK via examination of the current body of empirical and existing literature associated with disadvantaged secondary school students. The lens of the 'psychosocial and academic trust alienation theory' (PATA) has been applied to explore themes of educational social mobility disadvantage, disengagement and alienation and trauma and trust. This systematic literature review followed PRISMA guidelines, with the SPIDER model adopted to demonstrate the search strategy employed which identified N = 58 publications for inclusion. The contribution of this research to the field of children, young people and society is three‐fold: Firstly, findings provide evidence of the additional educational psychological theory. Secondly, secondary education is identified as a pivotal milestone, where efforts to drive change for educational progress contributing to social mobility progress for disadvantaged students could be focused. Thirdly, the synthesis of current research and literature, identified that there is currently no existing literature related to the PATA theory positioned within the disadvantaged secondary school student context aligned to educational social mobility. This analysis shows that the issues experienced in the education system by disadvantaged students in secondary education correlate with the layered elements of the PATA theory, providing justification for further empirical research. Additionally, the insights reported here could be of interest to the children and young people sector, educational psychology community, educational policy‐makers and international groups who share similar social policy, social mobility demographics and educational systems.

While many contemporary television series offer young female protagonists agency in terms of physical, social, economic, and intellectual power, they often fail to pursue this progressive ideology in terms of these young women's sexuality. This article explores a cultural fascination with teenage girls as sexual (or asexual) subjects, particularly with their virginity, and the negative effects of that fascination in the experiences of first sex of teen protagonists in the popular television series Buffy the Vampire Slayer, Veronica Mars, and Gilmore Girls.

Most books about ethics focus either on the origins of ethics, or on the application of ethical thinking to a single form of therapy. This book sets out to span a range of very different forms of therapy and explores the similarities and the differences between the ethical thinking of the practitioners concerned. By looking at ethical issues in different therapeutic settings the reader is challenged to reconsider the working assumptions which underpin familiar therapeutic practice. Readers of Forms of Ethical Thinking in Therapeutic Practice are offered the unique opportunity to gain insights

Since the year 2000, artists have increasingly employed tools, methods, and aesthetics associated with scientific practice to produce forms of art that assert themselves as kinds of experimental and empirical knowledge production parallel to and in critical dialogue with science. Anthropologists, intrigued by the work of art in the age of its technoscientific affiliation, have taken notice. This article discusses bio art, eco art, and surveillance art that have gathered, or might yet reward, anthropological attention, particularly as it might operate as an allied form of cultural critique. We focus on art that takes oceans as its concern, tuning to anthropological interests in translocal connection, climate change, and the politics of the extraterritorial. We end with a call for decolonizing art–science and for an anti-colonial aesthetics of oceanic worlds.

Although globalization feels recent, questions directed at nationalism from a more worldly perspective were already being posed during the Great War. In 1916, for example, US legal scholar Randolph Bourne wrote an essay entitled "Trans-National America," in which he advocated for a cosmopolitan mixture of cultures rather than the "melting pot" that had long been promoted in the United States (BOURNE, 1916). Across the Atlantic (and within the enemy country), philosopher Franz Rosenzweig was rhapsodizing in Frankfurt about "world-historical spatial concepts" in his 1917 essay "Globus" (ROSENZWEIG, 1984). These prophetic intellectuals had no impact whatsoever on American art history, which remained, paradoxically, both provincial and fixated on Europe for at least the first half of the twentieth century, largely ignorant of universalist and transnational debates. The "global turn" happened in US art history most dramatically after the fall of Communism, when the giddy fantasy of a one-world economy galvanized thinking in the academy, spanning from the humanities to social science and political theory. This essay traces the stuttering history, and future potential, of global thinking in art history as the discipline evolved in the United States. We will begin with a brief summary of the development of the field in this country, and then review the contextual forces and historical scholarship that established the landmarks of a new art history aspiring to globality. In conclusion, we will offer a polemic: that it is with the histories of art and architecture in the Cold War that "the global" becomes a necessary analytical tool.