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Offers an account of how contemporary educational knowledge is put together and presented in the global knowledge economy, redefining the actors in the education process, including principally the child, pupil, and learner, but also the teacher, parent, inspector and policy-maker

AbstractThe meanings of responsive evaluation are critiqued and reinterpreted through the lenses of loyalty and betrayal, direction and indirection, openings and closures. The hidden and unspeakable aspects of responsive evaluation are thereby deconstructively revealed.

This brief article acts as an introduction to this special edition on Fundamental British Values (FBV). From the outset, it is important to state that we as a group of contributors believe it is fundamental to value Britain and all of its peoples in different and differing ways to those espoused in the Government Prevent Agenda, FBV, and the "media's moral panics" about the terrorist within.

Here we give shallow answers to the 'deep' questions raised in the title of this piece. We slight the question of 'value' as mainly 'interested commodities' and throw darkness rather than light on the now increasingly troubled question of 'British' identity. Our approach is not to define "Fundamental British Values" (FBV) (as we will show, that proved impossible) but to represent the multiplicity of contradictory contents that invest its form. In such a "performative agonistics", we anticipate a dissemination rather than an insemination of meaning in contrast with the ongoing neoliberal "rage for certainty". "Fundamental British Values," in Badiou's terms, is a polysemous "event," whose performances and contexts should be regarded within a series of theatrical metaphors—an "amphitheatre" of meanings, perhaps, in a "post-truth" world. Thus, these deconstructions should be seen as part of a more generic critique of neoliberal enclosures that seek for definitions, essences, identities, and quantifications.

This article sets out in two different directions. Its spine is a post-structuralist examination of 'touch' as a cultural, historical entity and as a contemporary taboo in audit cultures. It ends up in a Deleuzian notion of touch as a 'survol' (survey) of the senses, both reflexive and transformative — claiming the articulations of a double ontology. The second register or 'rib' of the article sets out to act as a disruption of that narrative, claiming that the 'survol' disguises an evacuation of the body from the text, a flight from engendered, embodied selves whose performances are flattened out in textual rationalisation. The overall intention is not to privilege one account over the other but to set them in a relation of critical adjacency, where the reading has to be 'with' rather than 'against' the other. Such an indetermination aims to recruit an active reading. So don't just read: join in!

This article discusses the discourses of disability through a parallel `disabling' of its own text. It draws on literary as well as sociological sources in order to interrogate the nature and relations of the `tragic', the `heroic' and the `comic'. The authors offer the conclusion that the comic is never quite absent from the discourse of tragedy (after Kundera), and turn that insight back on their own text, in an attempt to refuse the solemnities and closures of their own narrative.

This article traces elements of the learning of a doctoral student. It concerns attempts to bridge a number of gaps between supervisor and student in the process of studying for a PhD. In particular, it portrays differences in culture, gender, family, age, and experience and how those differences influenced the thinking of the student. A layered discourse of readings, misreadings, and rereadings is developed, drawing on the substantive literature on 'lone motherhood', on studies of doctoral supervision, and on anthropological insights into the nature of cultural differences. It is a case study in finding the 'missing' (or not yet known) person who is the lone mother and the lone researcher who 'reveals' herself to herself through interaction with her supervisors. The supervisors are also 'rewritten' in their situated self-understandings during this process.

This article looks at the intellectual and linguistic dilemmas of an international doctoral group and juxtaposes these with some of the existential challenges the group faces. The intention is to offer a kind of 'dialectical tacking' between doctoral thinking and doctoral experiences more broadly. The overall aim of the piece is to think in front of each other while developing a sense of 'equality' in relation to group contributions. Each of the excursions into research in this article enacts different approaches to research thinking – comparative, inductive, deductive, dialectical and deconstructive. In this piece, the voices of the tutors (Stronach and Frankham) are mostly dominant, but further publication will shift that balance significantly towards the voice of the doctoral student. We begin with an empirical detail that highlights the nature of some of the problems of cultural and linguistic translation.