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"Horrible Science is a popular UK-based brand of books, toys and magazines aimed at 7-11 year olds. At first sight, the term 'horrible' might be taken as embodying a critique of science and technology. However, a closer look reveals Horrible Science quite playfully twisting between positive and negative uses of the word, often transforming the latter into the former in the process. The horrible of Horrible Science is clearly signalled as fun. It is domesticated to undermine any sense of fear associated with its imagery. Moreover, the horrible of Horrible Science becomes related to an imagery of truth which is deferential to the work and social standing of the scientific community; it draws analogies between the horrible and science in terms of granting hardness, exclusivity, and even an intuitive closeness to nature. Horrible Science's cultural critique of science and technology, as much as they exist, are accommodated within a traditional discourse of celebrating scientific achievements and deferring to its expertise. By sampling more irreverent discourses, Horrible Science offers a way to excuse a type of earnest reverence, delight and excitement for science that had become unfashionable by the end of the twentieth century. It packages science for sale to a 'public' who want to enjoy science and be seen doing so, but who are also aware of the advantages of their outsider identity. In Horrible Science, an irreverent deference is a form of quite 'late modern' science communication, one that feels the need to show awareness of critique and counter-arguments if it to be trusted by its critically aware audiences."

This article examines the way in which curriculum renewal in English teaching in the late 1960s was brought about largely through the democratic process of teacher participation. It describes the role that the newly formed National Association for the Tea

Changes related to globalization have resulted in the growing separation of individuals in late modern societies from traditional bases of social solidarity such as parties, churches, and other mass organizations. One sign of this growing individualization is the organization of individual action in terms of meanings assigned to lifestyle elements resulting in the personalization of issues such as climate change, labour standards, and the quality of food supplies. Such developments bring individuals' own narratives to the fore in the mobilization process, often requiring organizations to be more flexible in their definitions of issues. This personalization of political action presents organizations with a set of fundamental challenges involving potential trade-offs between flexibility and effectiveness. This paper analyses how different protest networks used digital media to engage individuals in mobilizations targeting the 2009 G20 London Summit during the global financial crisis. The authors examine how these different communication processes affected the political capacity of the respective organizations and networked coalitions. In particular, the authors explore whether the coalition offering looser affiliation options for individuals displays any notable loss of public engagement, policy focus (including mass media impact), or solidarity network coherence. This paper also examines whether the coalition offering more rigid collective action framing and fewer personalized social media affordances displays any evident gain in the same dimensions of mobilization capacity. In this case, the evidence suggests that the more personalized collective action process maintains high levels of engagement, agenda focus, and network strength.

Late last year Dr Robyn Gregson, Dr Susanne Gannon and Secondary Head of Program Allan Morton spent time at two extraordinary schools in northern England that are reimagining the future of secondary schooling. Both Cramlington Community High School, in No

Digital mediation is central to how children and youth grow up in the global North and in much of the global South today. In taking account of this situation, of late researchers have tended to draw on a sociology of the child in conjunction with an examination of how digitization is changing the experience of childhood itself. This article also begins by tracking key social, economic and cultural changes in young people's lives. We then link these changes to the immersive media life many children around the world are living today, and note the worries this raises among parents, educators and others. To conclude, we identify the paradox of participation that is shaping children's digital culture and forcing researchers and others to reconsider the relationships between consumerism and civic life.

This essay situates Fredric Jameson's theory of pedagogy within his larger project of the aesthetics of cognitive mapping in order to demonstrate the importance of teaching and learning for defining Marxist theory and practice. The article excavates James