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With the increasing use of video recording in social research methodological questions about multimodal transcription are more timely than ever before. How do researchers transcribe gesture, for instance, or gaze, and how can they show to readers of their transcripts how such modes operate in social interaction alongside speech? Should researchers bother transcribing these modes of communication at all? How do they define a 'good' transcript? In this paper we begin to develop a social semiotic framework to account for transcripts as artefacts, treating them as empirical material through which transcription as a social, meaning making practice can be reconstructed. We look at some multimodal transcripts produced in conversation analysis, discourse analysis, social semiotics and micro-ethnography, drawing attention to the meaning-making principles applied by the transcribers. We argue that there are significant representational differences between multimodal transcripts, reflecting differences in the professional practices and the rhetorical and analytical purposes of their makers.

This article interrogates the notion of Web 2.0, understanding it through three related conceptual lenses: (1) as a set of social relations, (2) as a mode of production, and (3) as a set of values. These conceptual framings help in understanding the discursive, technological, and social forces that are at play in Web 2.0 architectures. Based on research during a two-year period, the second part of this article applies these lenses to the case of the Human Rights Portal, a Web portal designed to leverage the participatory knowledge production ethos of Web 2.0 for human rights organizations. This section discusses the design process and the ways in which the discourse of Web 2.0 as parsed through the three lenses described informed this process.

This article discusses the origins of video-based approaches to social research and their continuation up to the present moment. It begins by considering early studies employing silent cinema film and audio recording, followed by the unification of audio and visual recording in sound cinema film. Special emphasis is placed on the perspectives and methods initiated by the 'Natural History of an Interview' research group; the first systematic study of verbal and nonverbal behavior together, as these occur in immediate social interaction in face-to-face encounters. The discussion then continues autobiographically as I recount my own early research experience of the development of video-based research approaches. This is followed by an overview of current work to show the wide range of contemporary research that uses video. The article concludes with a few speculations concerning likely futures for video-based approaches in social research.

Popular-education programmes conducted by social movements are reshaping politics and education in Latin America. Negotiating with governments, they promote social justice while educationally challenging 'neo-liberal' educational standardisation. Moving from a defensive towards an offensive strategy, some movements support themselves economically while developing new educational strategies. They encounter both support and opposition from the social democratic governments in the region. They are at odds with the international bilateral and multilateral organisations that promote neo-liberal top-down policies, and some of these new social movements have moved beyond social action in specific regions and national borders creating regional alliances for their struggle.

"The past 25 years have brought upheaval to the indigenous people of Mexico due to two opposing forces: modernization and globalization, on the one hand, and indigenous uprisings on the other. Suddenly, the topic of indigenous languages and education was brought into official discussions at the national level. This paper examines the tensions that emerge between the political discourses which emanate from within the indigenous communities and from the national government, and the actual implementation of educational policy models. The political-educational discourse shifted from Spanishization [castellanización], assimilation, and integration to bilingualism, interculturalism, and participation. We demonstrate that this shift was not a smooth transition, but rather an abrupt change that occurred in the early 1990s. Further, despite the shift to new discourses that respected indigenous languages and cultures, institutional factors have not been altered sufficiently to improve the conditions of indigenous education or their well-being in Mexico. Thus, ultimately, the new discourse of bilingualism and interculturalism in education serves to obfuscate the socio-political-economic work that must be done to truly allow the indigenous people to participate in the nation's political life."

"Throughout the history of film, plots have required that a character be rendered unconscious for a finite period with no explanation of the process and with no other consequence, to which end, the medium invented the "magic-single-punch." All one character has to do is say: "I hate to do this but . . ." then throw a swift punch to jaw, and the recipient agrees to pass out for however long the plot requires. More significant than this compliant character is the equally compliant viewer, who accepts this miracle of anesthesia, that works to perfect effect even on a character who, in other scenes, might have a chair broken over his head or receive several karate chops to the trachea with barely a blink or stagger. Although I believe that car chases were the reason God invented "fast-forward," even more bewildering than the apparent popularity of this screen event is the fact that audiences have failed, over the last two decades, to wonder why not one of the cars involved has a working airbag. Such thoughts, of course, disrupt the pleasure that has been paid for with money, time, and attention, in the same way, for example, that disputing the comparably absurd tenets of Reaganomics disrupts the myth of satisfaction purchased with (low) taxes, lip-service patriotism, and self-serving citizenship.1 In 1984-in the middle of Reagan's reign over morning in America-federal law required that all cars have passive restraints by 1989. Since Reagan's second term, in other words, in defiance of legality and common sense, the premises of Reaganomics and of movie car chases have remained unchallenged. Fueled on the one hand by pleasure industries, and on the other, by think tanks and talk radio, the speeding of the economy and of the movie-chase car, along parallel courses toward disastrous crashes could be glossed by saying that, as usual, American mass media had disabled the wrong airbags. Although we do not n

"The history and evolution of English in all its diversity is the subject of David Crystal's edifying new book, Evolving English: One Language, Many Voices, published by the British Library in conjunction with its acclaimed exhibition of the same name. Crystal is a highly regarded author of over a 100 books and is no stranger to anyone keenly interested in language, linguistics, and the history of English. Combining a hobbyist's enthusiasm with an academic's erudition, he has a knack for writing in a down-to-earth style that appeals to a wide audience regardless of how familiar they are with the subject matter."

"Academic disciplines in the school curriculum which engage explicitly with cultural identities pose a major dilemma for liberal, pluralist societies seeking to foster the dual imperatives of diversity education and social cohesion. This paper uses the case of Islam as school knowledge to analyse the relations between political stances and symbolic constructions in English religious education. For this purpose, the study applies an interdisciplinary theoretical framework, integrating diachronic concepts of the nation-state with cultural recontextualization theory from the sociology of the curriculum."

"Gayatri Chakravorty Spivak's long career as teacher, theorist and activist has been characterised by a sustained commitment to pedagogy, and in particular by an awareness of how the dilemmas and problems that teaching throws up - whether in the classrooms of subaltern communities in West Bengal or in the seminar rooms of Columbia University - can offer a beginning for theoretical reflection. Such problems, which often serve as anecdotal starting points in her essays as Spivak describes moments of problematic encounter with resistance, confusion, privilege and silence, often work to trip up, in enabling ways, the kinds of paradigms that theory might otherwise want to impose, whether onto notions of cultural, social or gender difference, or onto ideas of development and globality. They are occasions for Spivak to draw attention to the ideological conditions in which differing forms of education (elementary and tertiary, Southern and Northern, public and private) operate, sutured as they are in their different ways to the nation-state. Yet an equally longstanding insistence of Spivak's work, from earlier essays such as her review of Derrida's Limited Inc, 'Revolutions that as Yet Have No Model' (1980) through to later works such as Other Asias (2008) has been that the classroom, whether located in rural West Bengal or in New York, offers a crucial site for the training of the imagination into the possibility of a different, collective political life of the future."

"There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi-user virtual environments (MUVEs) and massively multi-player online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context."

"Intercultural bilingual education (IBE) has been discussed in Bolivia since the 1970s. The first Educational Act with a bilingual and intercultural curriculum adapted to cultural and linguistic diversity - Ley de Reforma Educativa - was passed in 1994 with implementation starting in 1996. However, discussions continued: when the Evo Morales government was installed in January 2006, it abolished the act initiating work on a new law - 'Ley Elizardo P rez y Avelino Si ani' (decolonised community education) - arguing that intercultural education is more than bilingualism; the new law would emphasise the main values of Amerindian communities. The article will focus on the contextual background of educational reforms in relation to IBE. How is IBE defined and related to an Amerindian context? Why did the government dominated by ministers of an indigenous background abolish an educational act that emphasised intercultural education? Why would a revision not have sufficed? As the historical process is the basis for the current situation, I will begin by presenting the country's history emphasising the state of education and progress."

"The time dimension has become increasingly important in organisational management studies. Various concepts have been developed: temporary work, temporary systems, projectification and temporary organisations. Many aspects have already been studied; for example, relationship structures, the characteristics of projects that temporary organisations (TOs) intend to implement and develop, legal forms, the different sectors in which TOs have been disseminated, and the degree to which they have been formalised. However, one aspect that has still not been studied in depth is the specificity of their temporariness and the specificities of the organisational, social and learning systems that this encourages."

"The article introduces the path, the actors and the contexts of the Reflect-OR Project. Reflect-OR is a Leonardo da Vinci Transfer of Innovation (TOI) project developed in the framework of the Lifelong Learning Programme (LLP) and promoted by the European Commission. Reflect-OR aimed at sustaining the empowerment processes of career guidance practitioners by supporting a major awareness and use of their individual, organizational and networking resources. The Reflect-OR project is the transfer of a previous Leonardo da Vinci project called Reflect which experimented with reflective methodologies with teachers and trainers. The path was characterized by an active process of transfer of innovation, constantly constructed and negotiated with the various life-long career guidance (LLCG) practitioners and agencies and based on a creative methodological approach called Participatory and Appreciative Action and Reflection (PAAR). Another important aspect was constituted by the peculiarities of the different contexts involved in the transfer process (Italy, Switzerland and Bulgaria) which allowed a deep reflection on LLCG systems and created a common background for reframing and empowerment."

"Why and how do issues expire? This paper applies the concept of path dependency to issue-life cycle and argues that the manner in which an issue dies is closely associated with how it comes to life. This paper argues that, on the Access to Medicines issue, the first actors (1) to have called attention to a legal problem, (2) to have capitalised on the HIV/AIDs crisis, and (3) to have used the example of Africa, were also the first to have felt constrained by their own frame in their attempt to (1) look for economical rather than legal solutions, (2) expand the list of medicines covered beyond anti-AIDs drugs, and (3) allow large emerging economies to benefit from a scheme designed by countries without manufacturing capacities. In order to escape an issue in which they felt entrapped, issue-entrepreneurs worked strategically to close the debate in order to better reframe it in other forums."

"Learning processes are closely connected to the contexts in which professional and day-to-day practices are conducted, and to the characteristics of those contexts. These processes develop through and between different systems of activities, established by actors operating on the basis of explicit and implicit rules in order to achieve certain goals. They do so through the use of artefacts and knowledge, within a system of labour sharing, role definition and specific power mechanisms. What happens when the rules of these systems, or the roles, artefacts or knowledge, change? What happens to learning processes if the contexts in which the practices are implemented happen to be online, for example in a blog or a virtual community of practice (VCoP) or on social networking platforms? When we speak of learning in Web 2.0 environments created ex novo within a project, we are speaking of a type of participation and precise presence that does not manifest itself through a nomadic, solitary journey around the web. It is, rather, considered as one of the ways of being, learning and working together within a given project. This is, therefore, a very powerful option: learning together online through the use of ICT and in a given space of time."

It is now well recognized that public pedagogies help to inform the ways in which people engage and transform both culture and politics. But the roles of globalization and of emotions are under-researched in the literature on such pedagogies. Through a discussion of the notion of emotional geography and the emotional dimensions of globalization we argue that globalized emotions are central to such pedagogies. In so-doing we introduce our notion of "emoscapes". This helps us to consider the diverse and intersecting scales and flows of the emotional geographies of globalization. Through the case of the global financial crisis, we show how emotions enter and influence mediascapes, ideoscapes and financescapes. Using cameo studies of YouTube videos (film, anime, videos) and performance protest, we identify a range of emotional registers involved. We point to the mobilization of the greed creed and consumer Darwinism, both of which involve selfish desires, distraction and political inaction. But we also show how the public pedagogies associated with the global financial crisis can involve other emotions that challenge such emotional geographies mobilizing mood as a form of resistant political intervention.

"This article suggests that linguistic anthropology offers useful analytical tools to documentary studies because both fields wrestle with questions that emerge from the circulation of indexical representations that are putatively constructing truths. Linguistic anthropology is deeply concerned with the ways that texts circulate, and how this circulation affects how indexical representations are structured and how constructions of reality are produced. The question this article tackles is: how can insights that linguistic anthropologists have been developing about circulation, indexicality, and the construction of facts be usefully mobilised to think about documentaries?"

"In this essay I reflect on the role of intercultural education in an emerging global crisis. Education systems are characterised by both divergent and convergent impulses. Divergent impulses include tradition, nationalism and religion. Convergent impulses (isomorphism) include science and technology, culture (including the English language), system compatibility and examinations and mobility (including the movement of ideas and the internet). The crisis of globalisation now seems to have four distinct elements: the economic recession, the new international order, hydrocarbon and other resource depletion, and climate change. Crisis is an over-used word but these are all fairly potent forces. What are the implications of these current and impending changes for intercultural education? Can schools and universities ever adapt and can they adapt quickly enough? The necessary curricular changes in schools and universities will involve the interaction of political power at crisis point with often traditionalistic epistemologies. It is possible to predict further international convergence and increased isomorphism but not how, or indeed whether, the crisis will be resolved."