Taking as its starting point the current debate over the significance of history in the National Curriculum for England, this article examines the place of the country's colonial past in its national culture of memory. In the context of debates about educational policy and the politics of memory concerning Britain's colonial heritage, the author focuses on the transmission and interpretation of this heritage via school history textbooks, which play a key role in the politics of memory. This medium offers insight into transformations of the country's colonial experience that have taken place since the end of the British Empire. School textbooks do not create and establish these transformations in isolation from other arenas of discourse about the culture of memory by reinventing the nation. Instead, they reflect, as part of the national culture of memory, the uncertainties and insecurities emerging from the end of empire and the decolonization of the British nation's historical narrative.
Molly Scott Cato
Whilst the importance of mainstreaming sustainability in higher education curricula is now widely acknowledged, the challenge for educators at university level is to develop and maintain authority and confidence in an area dominated by limited knowledge and uncertainty. This article suggests that the most empowering and authentic response is to adopt an approach of shared learning, but with the pedagogue demonstrating expertise and inspiration. I suggest that this is an approach to learning and teaching more familiar in areas of craft learning, characterised by apprenticeship and learning-by-doing. The article relies heavily on the work of Richard Sennett in providing a sociological account of craft learning, which is then applied to the field of sustainability. I explore how his three modes of instruction – 'sympathetic illustration', 'narrative' and 'metaphor' – are being used in the field of sustainability education, and draw parallels from the craft of basket weaving in particular, to show how these approaches might be developed. I conclude by suggesting that sustainability education is best undertaken within a community and in place, rather than abstractly and in the classroom.
Emory Morrison, Elizabeth Rudd, and Maresi Nerad
In this article, we analyse findings of the largest, most comprehensive survey of the career paths of social science PhD graduates to date, Social Science PhDs - Five+Years Out (SS5). SS5 surveyed more than 3,000 graduates of U.S. PhD programmes in six social science fields six to ten years after earning their PhD. The survey collected data on family, career and graduate school experiences. Like previous studies in Australia, the U.K., the U.S.A. and Germany, SS5 found that graduates several years after completing their education had mostly positive labour market experiences, but only after undergoing a transitional period of insecurity and uncertainty. Most SS5 doctoral students wanted to become professors, despite the difficult academic job market and the existence of a non-academic market for PhD labour. Many respondents' career pathways included a delayed move into a faculty tenure-track position, but exceptionally few moved from a faculty tenure-track position into another labour market sector. Respondents reported that their PhD programmes had not trained them well in several skills important for academic and non-academic jobs. Men's and women's career paths were remarkably similar, but, we argue, women 'subsidised' gender equality in careers by paying higher personal costs than men. We conclude with recommendations.
. The academic interest that accompanies the current proliferation of narratives centered on adolescent girls (see Driscoll 2002 ; Gonick et al. 2009 ) has approached girlhood as a state of transition and potential, a moment of uncertainty and becoming
Male West African Youth, ‘Waithood’ and the Pursuit of Social Becoming through Football
Christian Ungruhe and James Esson
triumvirate of economic uncertainty ( Gough et al. 2013 ), political unrest ( Diouf 2003 ), and the reconfiguration of established cultural practices ( Masquelier 2005 ) now obstruct social mobility and trajectories to become a somebody . Alcinda Honwana
The social construction of student activists and the limits of student engagement
academics being asked to leave EU-funded projects’ ( Sample 2016 ). In February 2017, just one month before the U.K. government triggered Article 50, Corbett and Gordon (2017) reported that: There is a great deal of uncertainty about what the government
Spectacle and Spectatorship in The Hunger Games
; and whether romantic love is real, or can be real for her” (56, emphasis in original). Authenticity, survival, performance, and drama merge, creating both pleasure and uncertainty for viewers. In the final chapter these authors look at the films and
Does Social Capital Shape Women's Lives?
Supriya Baily, Gloria Wang, and Elisabeth Scotto-Lavino
going back further in the second and third epochs (29 to 37) and (38 to 47) respectively. Annie, Carol, Lauren, Maya, and Rachel (18 to 28 years of age) The early epoch is characterized by the reinforcement of identity and the uncertainties that
A Portrait of Young Men's Sense of Belonging to the Street in Maputo, Mozambique
representation of an uncertainty regarding the future is certainly gender biased. The moral panic about youth in Africa concerns male youth specifically, and it is male youth, in turn, who seem to be the most visible victims and perpetrators of violence. How
. And it is useful and good that we don’t know’ (interview cited in Thompsett 2016: 61 ). It is ‘useful and good’ to create space for living with this open possibility because such uncertainty necessitates autonomous thinking and action. Learning in