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"This article discusses findings from two case studies examining the impact of neoliberal education reform on the classroom practice of teachers and adult educators in Ontario, Canada. We asked educators to comment on the impacts of 20 years of policy shifts in their classrooms. Teachers in public schools and adult literacy programmes echoed each other on issues of managerialism, privatisation and punitive accountability mechanisms. Both schoolteachers and adult educators made references to a reduction in autonomy and to an emerging 'culture of fear' in educational institutions and programmes. The experience of teachers highlights contradictions between the promises of neoliberalism and the ground-level impact of policy."

Subjugated bodies continue to be missing from classrooms, faculty meetings, and educational structures everywhere. Where are the excluded bodies? Where is the untheorized visceral experience of everyday discrimination? Possibilities of inclusiveness must be viscerally felt, not simply disembodiedly spoken. Merely claiming to be a progressive teacher-writer isn't enough to achieve a decolonizing praxis. This claim needs to come from an embodied performance in the classroom, a place where teachers and students alike can perform the scars of oppression on their bodies. Teacher and student bodies, in-between the colonial and postcolonial experience, can then become more present in teaching and praxis.

"This paper draws on the theory of Basil Bernstein and on more recent applications of it by Rob Moore, John Beck and Michael Young to respond to recent calls for the replacement of discipline-based university faculties and departments with 'problem-based' curricula and programmes of study. It considers, particularly, the potential consequences of such a shift in higher education policy for the identities of university teachers, researchers and students, and suggests that these calls for reform are premised especially on the problematic assumption that, in Bernsteinian terms, 'regionalised' curricular inputs can be expected to produce 'generic' knowledge outcomes within the university."

"What has upped the stakes in this absurd drama is the cultural dominance of hope and success in a neolibera...l age, now the mandate, measure and mantra of the corporatizing university. We live in the depressive ruins of the university, an entity dedicated to the rabid pursuit of illusory success when any substantive mission that might give that success substance has long since been mortgaged to market values (see Readings 1996 and Werry and O'Gorman 2009). The fetishization of excellence and outcomes, the prevalence of 'audit culture' (Strathern 2000) and prevailing instrumentalism and vocationalism, all institutionalize, codify and restigmatize failure. Now the encompassing regime of the test eclipses all other ways of understanding and valuing schooling: through standardized testing, student evaluations and bureaucratic measures of school 'performance', the threat of failure is the defining condition under which we (not just students but also teachers and institutions) operate. In these contexts, accidental failure is perilous, and the strategic, emancipatory or experimental use of failure - however much it is still necessary - is freighted with risk, danger and difficulty. The right to fail (with all its promise of inclusiveness, generosity, freedom) can only be claimed at an ever-mounting cost."

"To ratify possibilities for worldly linguistic connectivities and critical theorising there is a need to forgo the exclusionary preoccupation with English and Western critical theories. The debates informing the international circulation of Bourdieu's (1977, 1993, 1999, 2004) ideas provide methodological lessons for moving from critical sociology of education to educational research for critique. This study reports on the use of Chinese metaphors to critically theorise evidence of Australian education. It provides an analysis of the translation of Chinese metaphors, their use as theoretical tools and the preempting of the antagonistic reception of Chinese metaphors by Western Anglophone educators. A worldly education of linguistic connectivities and critical theorising is shown to engage in the reflexivity necessary for making Chinese research students' bi- or multilingual competence a presence in Australian teacher-researcher education. At the, same time they are articulating claims for reconfiguring its internationalisation."

Educational outcomes related to sustainability often include affective attributes such as values, attitudes and behaviours. Educators in higher education who attempt to research, monitor, assess or evaluate learning of affective attributes can face a bewildering array of methodologies and approaches and a research literature that spans several fields of enquiry. This article provides an overview of affective learning in the broad area of education for sustainable development, guidance for university teachers and researchers contemplating measuring affective attributes and a frame-work of affective attribute measurement based on the Krathwohl et al. (1964) taxonomy.

Today's conservative movement for the reform of public education in the United States, and in much of the world, is based on the prevailing view that public education is in a state of emergency and in need of restructuring due to its own internal failures. In contrast, I shall argue that the decay of public education is mainly a product of externally imposed contradictions that are inherent to schooling in capitalist society, heightened in our time by conditions of economic stagnation in the mature capitalist economies, and by the effects of the conservative reform movement itself. The corporate-driven onslaught on students, teachers, and public schools-symbolized in the United States by George W. Bush's No Child Left Behind (NCLB) legislation-is to be explained not so much by the failure of the schools themselves, but by the growing failures of the capitalist system, which now sees the privatization of public education as central to addressing its larger malaise.