Bureaucratic, corporate/market and network governance : shifting spaces for gender equity in education

Education as a field of policy, research and practice has been reconfigured over four decades by economic, social and cultural globalization in conjuncture with neoliberal policies premised upon markets and new managerialism. One effect has been shifting boundaries between, and understandings of what constitutes the public and the private with regard to the role of the state vis-á-vis the formation of gendered subjectivities and civil society and the gendering of public– private relations in and between family and work. Drawing on feminist readings of Bourdieu and critical policy sociology, I consider the implications of a move from bureaucratic educational governance framed by state welfarism to corporate or market governance framed by the post-welfare state, and consider whether particular constructions of globalization and corporate/market governance lead to network governance. Network governance, it is argued, is premised on new forms of sociality and institutional reconfigurations of knowledge-based economies and a spatialized state that coordinates rather than regulates multiple public– private providers. The question is how each mode of governance frames various possibilities and problems for gender equity in education.

A generalized data windowing scheme for adaptive conjugate gradient algorithms

The performance of the modified adaptive conjugate gradient (CG) algorithms based on the iterative CG method for adaptive filtering is highly related to the ways of estimating the correlation matrix and the cross-correlation vector. The existing approaches of implementing the CG algorithms using the data windows of exponential form or sliding form result in either loss of convergence or increase in misadjustment. This paper presents and analyzes a new approach to the implementation of the CG algorithms for adaptive filtering by using a generalized data windowing scheme. For the new modified CG algorithms, we show that the convergence speed is accelerated, the misadjustment and tracking capability comparable to those of the recursive least squares (RLS) algorithm are achieved. Computer simulations demonstrated in the framework of linear system modeling problem show the improvements of the new modifications.

Semi-hyperbolic mappings in Banach spaces

The definition of semi-hyperbolic dynamical systems generated by Lipschitz continuous and not necessarily invertible mappings in Banach spaces is presented in this thesis. Like hyperbolic mappings, they involve a splitting into stable and unstable spaces, but a slight leakage from the strict invariance of the spaces is possible and the unstable subspaces are assumed to be finite dimensional. Bi-shadowing is a combination of the concepts of shadowing and inverse shadowing and is usually used to compare pseudo-trajectories calculated by a computer with the true trajectories. In this thesis, the concept of bi-shadowing in a Banach space is defined and proved for semi-hyperbolic dynamical systems generated by Lipschitz mappings. As an application to the concept of bishadowing, linear delay differential equations are shown to be bi-shadowing with respect to pseudo-trajectories generated by nonlinear small perturbations of the linear delay equation. This shows robustness of solutions of the linear delay equation with respect to small nonlinear perturbations. Complicated dynamical behaviour is often a consequence of the expansivity of a dynamical system. Semi-hyperbolic dynamical systems generated by Lipschitz mappings on a Banach space are shown to be exponentially expansive, and explicit rates of expansion are determined. The result is applied to a nonsmooth noninvertible system generated by delay differential equation. It is shown that semi-hyperbolic mappings are locally φ-contracting, where -0 is the Hausdorff measure of noncompactness, and that a linear operator is semi-hyperbolic if and only if it is φ-contracting and has no spectral values on the unit circle. The definition of φ-bi-shadowing is given and it is shown that semi-hyperbolic mappings in Banach spaces are φ-bi-shadowing with respect to locally condensing continuous comparison mappings. The result is applied to linear delay differential equations of neutral type with nonsmooth perturbations. Finally, it is shown that a small delay perturbation of an ordinary differential equation with a homoclinic trajectory is ‘chaotic’.

Repressed spaces : the poetics of agoraphobia

In this intriguing and witty survey, Paul Carter tours the cultural history of agoraphobia. By analyzing the way people have negotiated open spaces from Greek and Roman times to the present day, he finds that "space fear" ultimately results from the inhibition of movement, and shows how this discovery can provide lessons for today’s urban planners and architects. Along the way, he asks why Freud repressed his agoraphobia, and examines the work of various theorists including Le Corbusier, Benjamin, and R.D. Laing, as well as artists such as Munch, Lapique, and Giacometti.

Heteroglossic spaces : interrogating academic literacies in teacher education

This paper explores the challenges of implementing critical writing pedagogy in conditions of increasing cultural and textual uniformity of literacy and emphasises the need for a pedagogy that takes into account the heteroglossic nature of writing space and its relation to the multiple textual practices of students. In practical terms, we argue for such literacy practices in teacher education that would require students not only to understand the complexities of language and literacy but to actively engage them in a diverse range of textual practices that would both stretch their repertoires as language users and sensitise them to the cultural-semiotic diversity of contemporary classrooms. This task becomes more urgent in the current era of standards, accountability and classroom pedagogies that are not attuned to the particularities of students’ textual practices and the communication networks in which they participate.

Playing with reggio spaces in higher education for teacher education

In its attention to how space can be thoughtfully arranged, Reggio Emilia has “reconceptualised space as a key source of educational provocation and insight” (Strong-Wilson & Ellis, 2007, p. 40). Such an approach advocates that educators pay close attention to the myriad of ways that space can be made to speak and invite interaction. Theorists recognise eight key principles (aesthetics, transparency, active learning, flexibility, collaboration, reciprocity, bringing the outdoors in, and relationships) which are considered essential to the notion of environment as third teacher. Drawing upon a successful capital rebuilding grant, this presentation outlines the process of reconceptualising and building a space for flexible research, teaching and learning within higher education. This presentation interrogates the successes and challenges which arise when innovating within a traditional space.

Hope of a nation - experiences of social exclusion giving rise to spaces of inclusion for people living with HIV and AIDs in South Africa : a reflection

South Africa has one of the highest rates of HIV/AIDS in the world. No one particular group is affected by the virus – rather, it is indiscriminate. Responses to HIV are diverse, and can be starkly contradictory. This author lived among the Xhosa people in rural Eastern Cape, working in community development. The program was a population-based youth empowerment program around HIV prevention. The work involved engaging youth in a range of civic participation activities, and networking with other community based groups and organisations, health and social services, and government departments. This reflection out a narrative of the lived experiences of social exclusion and social connectedness for people living with HIV/AIDS in rural Eastern Cape. It draws out the paradox of how the high prevalence of stigma and discrimination towards those with the illness, and their subsequent experience of social exclusion, actually creates opportunities for social connectedness through support group participation. This in turn is fashioning an emerging social movement breaking down barriers of stigma, and contributing to broader social change to support HIV action.

The reflection begins by outlining the current context and underlying determinants of the proliferation of HIV in the Eastern Cape, including a discussion of exclusion as a determinant. An exploration of how exclusion is also experienced as an outcome of positive HIV status follows. Finally, an explanation of how the experience of exclusion can be transformed into spaces of connectedness, and implications for health promotion practice in this context is also presented.