The Trouble with Context

A discussion of the question of context, its boundaries and limitations in educational research - set against the backdrop of the Wittgenstein/Popper debate.

Identifying and addressing equivocal trouble in understanding within classroom interaction

Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble. Repair is found to be a recurrent frontline practice for addressing equivocal trouble, occasioning space for further information that might enable identifying a specific trouble source. Where further information is forthcoming, a range of strategies are subsequently employed to address the trouble. Where this is not possible or does not succeed, a secondary option is to progress a broader activity-in-progress. This allows for the possibility of another opportunity to identify and address the trouble. Given misunderstandings can jeopardise interactants’ ability to mutually accomplish courses of action, these practices defend intersubjectivity against the threat of equivocal trouble.

Ordering within moral orders to manage classroom trouble

This paper demonstrates how classroom trouble warranting teacher intervention can stem from transgressions in different layers of the complex moral order regulating classroom interactions. The paper builds from Durkheim’s treatment of schooling as the institution responsible for the inculcation of a shared moral order, Bernstein’s distinction between the instructional and regulative discourses in any pedagogic setting, and the concept of verticality in the instructional discourse to illuminate how curricular knowledge might apply across different contexts. This paper proposes a similar vertical dimension of moral gravity in the regulative discourse, such that some moral expectations apply across any context, while others are highly contextualized. This paper then applies this frame to data from classroom observations conducted in prevocational pathways for 16 years olds created under Australia’s “earning or learning till 17” policy. This paper describes the variety of moral premises teachers invoked in different teacher/class combinations, according to their level of moral gravity to display the dominant use of highly contextualized moral premises seeking institutional compliance, and minimal use of broader moral frames for these students on the brink of entry to the adult world.

Tarpon atlanticus in Colombia: a big fish in trouble

The natural history of Tarpon atlanticus (Valenciennes 1846) is reconstructed based on published information. Tarpon is a remarkable fish because of its peculiar larvae, large adult size, migration patterns and its capability to breathe atmospheric air. Destructive fisheries - some using dynamite - have much reduced the population of tarpon along the Caribbean coast of Colombia, and some catch data are presented which document this.

The trouble with antibiotics and pesticides is...

The paper discusses the output of the meeting on the use of chemicals in aquaculture in Asia. The effects of chemical use on cultured stocks in the farm, the immediate environment through discharges and effluents, surrounding areas, farm staff, consumers and drug resistance organisms are also discussed. It also shows how an antibiotic-resistant microorganism develops as the result of indiscriminate use of antibiotics.

‘The trouble with Year 10’: 13 – 16 year old school students’ attitudes to higher education

This study looked at the impact of Widening Participation interventions on the attitudes of young people towards higher education. A total of 2731 adolescents aged 13–16 years completed a self-report measure of their attitudes to higher education, general and academic self concept and identification with school, family and peers. This was matched with data on the students’ academic attainment and social backgrounds. As expected, attainment scores were significantly positively correlated with take up of Widening Participation activities aimed at increasing participation in higher education, attitudes towards going to university and academic motivation. However, attainment was negatively correlated with perceptions of family attending university and identification with family. Regression analyses found that perceptions of family views about attending university were not a predictor of taking part in Widening Participation activities but were a predictor of attitudes towards higher education. Students in Year 10 aged 14–15 were significantly more negative on most factors than either older or younger students.

Retinal drusen:Harbingers of age, safe havens for trouble

Drusen are small focal extracellular deposits underneath the retina, visible ophthalmoscopically as yellow dots. The more hard drusen there are, the greater the risk of developing soft drusen and retinal pigmentary changes, which in turn increase the risk of developing advanced age-related macular degeneration. Much remains to be discovered about drusen. For the patient with drusen, basic advice on diet and smoking and maintenance of a high level of vigilance for visual changes is appropriate management. © The Author 2009. Published by Oxford University Press [on behalf of the British Geriatrics Society]. All rights reserved.