Tropical limestone forest resilience and late Pleistocene foraging during MIS-2 in the Tràng An massif, Vietnam

In this paper we present a multi-proxy study of tropical limestone forest and its utilization by human groups during the major climatic and environmental upheavals of MIS-2 (29-11.7 kBP). Our data are drawn from new field research within the Tràng An World Heritage property on the edge of the Red River Delta, northern Vietnam. Key findings from this study include 1) that limestone forest formations were resilient to the large-scale landscape transformation of the Sunda continent at the end of the last glaciation; 2) that prehistoric human groups were probably present in this habitat through-out MIS-2; and 3) that the forested, insular, karst of Tràng An provided foragers with a stable resource-base in a wider changing landscape. These results have implications for our understanding of the prehistoric utilization of karst environments, and resonance for their conservation in the face of climate and environmental change today.

We need to talk about managerialism: On the Importance of values dialogue and renewal within Catholic schools

Whilst reports of value tensions between new managerialism and Catholic education have emerged as a key theme in the academic literature there remains little empirical understanding of how teachers negotiate these complex terrains in Catholic schools. Drawing on qualitative data from teachers in two Catholic post-primary schools in Northern Ireland, this paper sought to explore how Catholic teachers developed a distinctively Catholic ethos against a culture of ‘creeping managerialism’. The paper has shown that despite the predominance of managerial practices, tensions between managerialist values and the ‘Catholic ethos’ did not emerge in either context: in one school managerialism permeated the school and the Catholic ethos was constructed within this context. In the other school a staff process of spiritual renewal had consolidated a commitment to the Catholic faith and social inclusion. It was argued that the dialogical engagement around Catholic values may help Catholic schools defend against the harsher manifestations of managerialism without compromising the pupils’ capacity to realise their academic potential