This commentary focuses on affective structures and the main adaptive functions of shared narratives to fill the gaps of the Conviction Narrative Theory. The transmission of narratives among individuals in highly uncertain situations is irrevocably tainted by affects and anchored in collective memory. Narratives have important evolutionary functions for human beings under threat and act as the social glue that creates and strengthens social bonds among individuals.

There is constant pressure on governments and policy makers to raise the standard of education, and to develop appropriate curriculum and pedagogies for students. It is no easy task. This book presents eight specific case studies of education reform implementation which capture how the design and implementation choices of policy makers are shaped by national and historical contexts. They offer real examples of the choices and constraints faced by policymakers and practitioners. The cases are a mix of nationally and locally (...) mandated reforms with five examples from nations where the state initiated and guided reforms. The concluding synthesis chapter highlights commonalities and differences across the cases and disparate responses to shared concerns. Providing a breadth of real-world research, it will assist policy makers, practitioners and other stakeholders interested in system change. (shrink)

On August 29, 2005, the worst natural disaster in the history of the United States devastated the city of New Orleans and the Gulf Coast of Louisiana and Mississippi. Like many others in America and around the world, Chris McLaughlin watched the tragedy of Katrina unfold on a television screen from the comfort of her living room on Cape Cod in Massachusetts. In the devastation afterwards, almost 2,000 people and an estimated 250,000 animals had perished. Miraculously, many pets did manage (...) to survive. But in the months that followed the hurricane, thousands of them were fending for themselves in the ruins of devastated neighborhoods. They roamed the streets in feral packs or struck out alone. Their plight triggered a grassroots rescue effort unlike any this country had ever seen, and while relief organizations such as the Red Cross were tending to the human survivors, and movie stars and celebrities were airlifting food and endorsing seven-figure checks, a much smaller and meagerly funded effort was underway to save the four-legged victims. With no prior experience in disaster response and no real grasp of the hell that awaited them, scores of animal lovers, including McLaughlin, made their way to the Gulf Coast to help in any way they could. Including photos from four-time Pulitzer Prize-winning photojournalist Carol Guzy, Mississippi Barking spans the course of two years as McLaughlin and others ventured into the wreckage of the Gulf Coast to rescue the animals left behind. McLaughlin tells the moving stories of the people she met along the way, both those who lost everything to the hurricane and those working beside her rescuing and transporting animals away from the neglected, derelict conditions in which they barely survived. Within this story of tragedy and cruelty, suffering and ignorance, Mississippi Barking also bears witness to selfless acts of bravery and compassion, and the beauty and heroics of those who risked everything to save the animals that could not save themselves. (shrink)

A complement to _Researching Schools_ by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research. Illustrated throughout with case studies and including a full and detailed (...) literature review, this book will be a vital resource for all academics pursuing research into education. (shrink)

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others (...) who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools. (shrink)