This chapter asks, How might racial justice be pursued in educational contexts? For example, do racial disparities in quality of treatment in schools require that all students experience the treatment previously reserved for the relatively (racially) advantaged, or should expectations be shifted toward some new standard for all? In order to better engage issues and appropriately address them with a mind to future interventions and continued progress, this chapter argues that it is necessary to clarify the confusions present in much of the discourse surrounding race and educational ethics.

The administration of Warren G. Harding represented a “return to normalcy.” He was followed by two other Republicans, Calvin Coolidge and Herbert Hoover. They all practiced a form of laissez-faire economics, and the US enjoyed a postwar economic boom, except in agriculture, which suffered its own postwar depression before the Depression because of overproduction and the loss of wartime markets. The US did not become “isolationist” during this period but instead entered its most intense period of international involvement. Secretaries of State Charles Evans Hughes and Frank Kellogg secured the Washington Naval Treaties, formulated the Dawes plan for war debt financial relief, the Kellogg–Briand Pact, and the Locarno Agreement, and the Young Plan. The US also fought a war in Nicaragua. Hoover launched what became known as the Good Neighbor Policy in Latin America, which his successor, Franklin Delano Roosevelt, pursued. The 1929 stock market crash and then the Great Depression began under Hoover’s administration and continued under Roosevelt. Both had little success using government intervention to revive the economy, and Roosevelt’s attacks on business slowed recovery as Cordell Hull lowered US tariffs. Roosevelt’s New Deal greatly expanded the role of government in US life.

The chapter is written by a PICU consultant following consultation with carers, patients and patient leaders. The purpose of the chapter calls for the principles of co-production and co-design to be truly embedded in service models, as opposed to dilution of the principle by terms such ‘inclusion’ or ‘participation’, which do not permit the same level of influence and respect for diverse experience. The chapter could have been titled ‘nothing about us without us’, a phrase adopted by the UN to describe the principle of full participation for persons with disabilities. The chapter points out that education and training of mental health professionals is lagging and research often does not include studies or data from the perspective of carers and patients. Levels of engagement are discussed, and engaging with patients and carers is acknowledged as an essential part of understanding and developing therapeutic approaches on service, community and individual levels to identify early warning signs, triggers and minimisation strategies with regards to violence and aggression. The chapter concludes with an important reminder that service users continue to experience violence at the hands of some staff and the psychiatric system.

The working life of educators ߝ whether in schools or universities ߝ has become dauntingly complex, with the relentless focus on standards and testing, pressure to ensure equitable outcomes, a managerialist working environments, ever-growing professional responsibilities and expectations, increasingly heterogeneous classrooms and fairly relentless media criticism, to name only a fewissues. The job requires continual self-reflection, a commitment to lifelong learning and an ongoing dedication to the profession in order to remain viable at all. Making sense of it all ߝ Making Sense of Mass Education ߝ is not an easy task. Hopefully this book can help a little.

This is the fourth edition of Making Sense of Mass Education. It continues the process of covering more issues than each preceding versions of the book: it updates aspects of the data, it discusses more recent research, it offers more nuanced assessment of specific problems and it does all this within a parallel digital environment ߝ one that provides additional ideas, activities and ways of seeing and understanding. While all these elements are significant, they do not really constitute the most important reason for writing a further edition of the book.

Changes to the field of education have not slowed since the publication of the third edition, which introduced new important discussions of Gonski and school funding equity, the debates over NAPLAN and school ranking tables, arguments over the Australian curriculum, the rise in interest in alternative forms of education and global concerns over the ethics of big data use. Of course, this edition offers an updated contemporary assessment of all these topics; however it also provides an extensive discussion of the important and rapidly changing area of schooling and sexuality, as well as a discussion of the field of children’s rights and the increasing marketisation of schools and its relationship with the professional life of teachers.

This chapter offers a narrative and descriptions of the plot, its participants and purposes, of the Cato Street locality and the conspirators’ weaponry, of the gathering in the Cato Street stable on 23 February 1820, of informers in the group.

This introductory chapter formulates the general aims of the book, namely to provide a new theory of antiracism and antiracist discourse, as well as a history of antiracist discourse from Antiquity to Black Lives Matter. The book is intended as a contribution to Critical Discourse Studies but within a multisciplinary