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This paper offers an interpretation of the role of emotions in understanding the transitions that young people make to university. I draw on qualitative research with a group of non-traditional students, entering elite universities, to argue that youth transitions are emotional as well instrumental affairs. I argue that choice-making processes incorporate both trust in, and fear of, the transitions infrastructure, and that these emotions infuse more instrumental judgements about the economic benefits of higher education. I also demonstrate that emotional aspects of class - including feelings of entitlement to education and the rejection of normative student identities - constitute the experience of 'being' or 'doing' a student. A broader understanding of how young people become university students then depends not just on developing a new identity but on the complex interaction between emotion and infrastructure. [ABSTRACT FROM AUTHOR]

Foucault's view of the body as a detailed text from which can be read a system of power is used to consider some aspects of contemporary teacher work. In particular, this paper considers the impact on primary school teachers of social anxiety about touching children. One effect has been an intensification of self-surveillance by teachers, and increased experience of child-touch and child-proximity as 'uncomfortable'. Paradoxically, teachers' need for visibility so they can be seen as innocent has the effect of constituting teachers as always and already guilty—as potential sexual abusers. This guilt is now enacted in the everyday common sense actions of 'safe' teachers. The argument is developed with reference to teacher union policy texts and interview data from teachers in a range of New Zealand primary schools. [ABSTRACT FROM AUTHOR]

This paper is a response to Harker & May 1987 which rejects as inaccurate and misleading their 'exposition' of the theory, the analysis of the place of rules in the theory, the analysis of what is taken to be its structuralist base, and shows how forms of the practical sense may be realised in, and described by, the theory. [ABSTRACT FROM AUTHOR]

Directions in schooling for tribal Aborigines in Australia have long been influenced by psychological and anthropological perspectives. This paper argues that these are inadequate and cannot account for the frequent failure of school to meet community expectations. It is argued that there is a need for new directions based on analysis of the social relations of Aboriginal education. The possibilities opened up by such an analysis are discussed with reference to recent Aboriginal initiatives. [ABSTRACT FROM AUTHOR]