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The article discusses England-based Economic and Social Research Council-funded five-year research programme compiled in the report "Identity, Ethnic Diversity and Community Cohesion." It analyzes key findings in the report including a slight shift away from a British identity to separate Scottish and Welsh identities, the lack of salience of Englishness as a point of attachment and the significance of high quality contact in ethnic and religious affiliations.

As part of an extensive series of interviews about men and masculinity, small groups of 17 to 18‐year‐old male students were invited to look forward to their future romantic and domestic lives. Their responses were analysed using the approach and methods of discourse analysis in order to examine both the interpretative resources used within their accounts and to look at how the young men attempted to manage the ‘ideological dilemma’ (Billig, Condor, Edwards, Gane, Middleton & Radley, 1988) that was framed by these cultural themes. The analysis describes three such strategies while paying particular attention to the ‘action orientation’(Heritage, 1984) of these constructions. Finally, the paper moves on to discuss, albeit briefly, the broader implications of this research.

This paper responds to the critical points raised by Morgan (1998) about Discourse and Social Psychology.She suggests that the book is organized around basic binaries (inner/outer, representation/reality, nature/culture) which reflect and reproduce logocentricism and thereby phallogocentricism, and she proposes that the phenomenon of silence is one which is simultaneously of particular concern to women and beyond the limits of a discourse approach. The response takes issue with the philosophical idealism and gender essentialism of these arguments, stressing that binaries are madesexist or progressive in the context of specific ideological practices. We disagree with both her identification of binaries in Discourse and Social Psychologyand their claimed consequences. The paper ends by outlining some ways in which silence can be approached from conversation analytic and discourse analytic perspectives, and raising some reflexive questions about Morgan's own construction of gender and silence.

A personal narrative is presented which explores the author's experience of knowing the equality in education between vocational schools and academic schools.

Several letters to the editor are presented in response to articles in previous issues including "Winning the War of Independence," in the September 3, 2009 issue, "Prepare to Meet Your Trainer," in the August 27, 2009 issue, and "Stitches Through Time," in the August 27, 2009 issue.