Pupil resistance to their schooling experience

The thesis explores the nature of pupil resistance; it investigates what constitutes it and how it can be explained. Various ethnic and national group, male and female working-class resistance if analysed in two secondary schools in Birmingham (England) and one school in Sydney (Australia). It focuses on the pupils’ experience of school. ‘Compressed ethnographies’ (Walford and Miller, 1991) were conducted in each school to examine pupil resistance. The research found that structural societal state factors, regional, community and formal, informal and physical characteristics of each school, together with the teachers and pupils characteristics and background all influence resistance. The class, gender, ethnic and national identity of each pupil shapes resistance. In all three schools that were involved with the research, girls were more likely to exhibit overt, collective forms of resistance, whereas lads were more likely to operate alone. Islander pupils in Sydney and African-Caribbean kids in Birmingham were more likely to display engaged forms of resistance. Girls tended to show more engaged forms compared to their male counterparts across all ethnic and national cultures. Resistance is complex and dynamic, the definition alters depending upon context. Dimensions of resistance are developed; including overt, covert; individual, collective; intentional, unintentional; engaged and detached forms. Resistance operates within a structure and agency framework, the pupils can shape their own schooling experience mediated within the structures of their school, community and society. Some pupils manage their resources and the structures better than others; how the pupil manages and operates within the structures influences their resistance response. Resistance is contradictory and can reinforce the status quo. To fully understand resistance, it must be contextualised.

Sustainable agricultural production:an investigation in Brazilian semi-arid livestock farms

This paper investigates the environmental sustainability and competitiveness perceptions of small farmers in a region in northern Brazil. The main data collection instruments included a survey questionnaire and an analysis of the region's strategic plan. In total, ninety-nine goat and sheep breeding farmers were surveyed. Data analysis methods included descriptive statistics, cluster analysis, and chi-squared tests. The main results relate to the impact of education, land size, and location on the farmers' perceptions of competitiveness and environmental issues. Farmers with longer periods of education have higher perception scores about business competitiveness and environmental sustainability than those with less formal education. Farmers who are working larger land areas also have higher scores than those with smaller farms. Lastly, location can yield factors that impact on farmers' perceptions. In our study, farmers located in Angicos and Lajes had higher perception scores than Pedro Avelino and Afonso Bezerra, despite the geographical proximity of these municipalities. On the other hand, three other profile variables did not impact on farmers' perceptions, namely: family income, dairy production volume, and associative condition. The authors believe the results and insights can be extended to livestock farming in other developing countries and contribute generally to fostering effective sustainable development policies, mainly in the agribusiness sector. © 2013 Elsevier Ltd. All rights reserved.