The Public Accounts Committee of the House of Commons

This chapter evaluates the Public Accounts Committee (PAC) of the House of Commons in light of recent changes to public audit and broader changes across United Kingdom governance. Structural and organisational features are analysed, as are working practices and relationships. The analyses confirm that the PAC remains a key oversight tool to Parliament and that its profile has increased under the leadership of its first directly-elected Chair. Heightened visibility contains risks for a non-partisan committee and the National Audit Office acts as a shield to deflect criticism. Traditional variables used to measure the impact of the PAC are likely to understate the committee’s actual influence.

How does a house remember? heritage-ising return migration in an Indonesian-Chinese house museum in Guangdong, PRC

This paper is an attempt to integrate heritage and museum studies through exploring the complex relationship between the materiality of architecture and social memories with a house museum of return migration in Guangdong, PRC as a case study. It unveils that the ongoing process of memory is intrinsically intertwined with spatial and temporal dimensions of the physical dwelling and built environment and the wider social-historical context and power relations shaping them. I argue that it is the house as ‘object of exhibit’ just as much as the exhibits inside the house that materialises the turbulent and traumatic migratory experience of Returned Overseas Chinese, embodies their memories and exposes the contested nature of museumification. By looking at the socially and geographically marginalised dwelling of return migrants, the house draws people’s attention to the often neglected importance of conceptual periphery in re-theorising what is often assumed to be the core of heritage value. It points to the necessity to integrate displaced, diasporic, transnational subjects to heritage and museum studies that have been traditionally framed within national and territorial boundaries.

Philosophies, traditional pedagogy, and new technologies: a report on a case study of EAP teachers' integration of technology into traditional practice

This chapter reports on a study of teachers in transition, developing their practice and their cognitions regarding the integration of learning technologies with traditional approaches to the teaching of English for Academic Purposes (EAP). Taking a case study approach, it examines developments in the practice of three teachers during and after a teacher education programme on the use of technology in the EAP classroom. This is a study of cognition, teaching philosophy, and the relationship between pedagogy, technology, and content, and how teachers situate these within their own practice. The setting is the rapidly changing UK higher education environment, where the speed of change is such that today's latest fashions and gadgets may well be yesterday's news tomorrow. Thus, this is not a tale of individual technologies or tools to make teachers' lives better. This is a story of people, of pedagogy's traditional values intersecting with technology, and the issues arising from this, alongside the evolution of strategies for dealing with these issues.