Stacy Boldrick is a Lecturer in Art Museum and Gallery Studies at the University of Leicester, where she conducts research in iconoclasm and its significance for social groups and institutions. She is the author of "Iconoclasm and the Museum" (Routledge, 2020). In 2013, she collaborated with Tabitha Barber to curate Art Under Attack:…

The mooted development of a set of core British values demands a thorough re-examination of what it means to be British. The author argues that British people need to look at Britishness a bit more as others see them. For many the experience of Britishness was brutishness and it is still seen that way in the Middle East and not just by those in…

In this paper, the authors highlight features of the social and cultural context which surrounds services to children. Emphasis is given to the point that those who work with children exist within the same cultural landscape occupied by the children, parents and other parents. Whilst this landscape is diverse, it contains certain dominant,…

This paper takes a feminist perspective on the UK literature on mass higher education in the 21st century, building on US critiques about marketization, neo-liberalism and "academic capitalism". Concepts of equality and diversity have been transformed by neo-liberalism and how these changes have constrained democratic contributions to UK…

This article demonstrates that while the more obvious and visible forms of citizenship education (such as introducing it as a new subject on the timetable and a public examination option) are being endorsed and promoted in official discourse, less visible forms (such as attending to ethics and values across the curriculum or the impact of…

This article explores the implications of funding increasing numbers of religious schools on the children of minority communities. It argues that handing responsibility for schooling to religious bodies undermines transparency, democracy and accountability in educational provision. Far from promoting "inclusion" as the Government claims,…

This article explores the development of disability charities in the United Kingdom, especially Mencap, a charity to help people with learning disabilities and their families. Tensions between the need to sell an image that attracts financial support and the campaign for equal rights and dignity are explored. (DB)

This article argues that, in the United Kingdom, the discussion of quality in higher education reflects a conceptual confusion and is generating practical consequences that may be catastrophic for higher education. A distinction is made between two approaches to policy concerning quality, based on selection of appropriate ethical standards. (MSE)

The importance of motivational beliefs and, more specifically, religion, is identified as central for both citizenship and citizenship education. Whether they take an expressly religious form, or appear in a purportedly more open form, such as faith or world view, beliefs are at the core of human being. The tendency to speak more of shared values…

Aspects of outdoor adventure education such as sport and risk are increasingly commercialized, whereas the core value of connection--to community, the environment, or other people--is being lost. A shift from providing challenge to encouraging exploration may enable programs emphasizing connection to find a home in the "third sector"…

If the purpose of industry is the good of society or of the planet as a whole, then how does higher education meet the needs of industry, particularly in the United Kingdom? Industry needs a trained work force of high quality recruits who are both educated and morally and environmentally aware. However, in the current debate over moral training,…

This paper examines conflicts and collaboration between industry and universities regarding sponsored research and freedom of publication, particularly in the United Kingdom. An opening section notes that the values of the market and the university are in fundamental conflict which presents problems for institutions attempting to work in…

This paper argues that the values of industry and higher education are incompatible and that imposition of industrial values on universities must necessarily destroy traditional academic values. Any dialogue between industry and higher education must grapple with this value conflict. The industrial ethic is based on unlimited growth, exploitation…

Basic elements of the higher education system are considered, along with variations across nations (the United Kingdom, Sweden, Japan, Italy, France, the Federal Republic of Germany, Australia, Canada, the United States, Poland, Yugoslavia, Mexico, and Thailand). Three basic elements of the organization of higher education system are identified:…