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We offer here a metaphor of the university as an "infinite game" in which we bring to life insight, imagination, and radical inclusion; and resist the "finite games" that can lead us astray. We suggest that keeping the infinite game alive within universities is a much-needed form of academic activism. We offer four vignettes that explore this further: our responsibility to be "critic and conscience of society" and how that responsibility must also turn inwards onto our own institution, the dilemmas of being a woman with leadership responsibilities in an institution that proudly shows off its "top girls," the opportunities we have as teachers to "teach the university" and be taught by our students, and the contradictions we face as activist scholars in our relentlessly audited research personas. We draw on the infinite/finite game metaphor, our own affective experiences as tenured academics, and feminist critiques.

Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers, and those whose work is reviewed. This paper, produced by the Editors' Collective, examines the past and future of peer review in academic publishing. The first sections consider how peer review has been defined and practised in changing academic contexts, and its educational significance in the development of scholarship. The paper then explores major historical and contemporary issues around identity, diversity, anonymity, and the review process, and the related power of editors versus reviewers in academic publishing. Finally, the paper discusses the case of new scholars as reviewers engaging in neoliberal labour, before concluding with some brief recommendations based on our analysis.

This article results from a collaborative investigation into Antipodean theory in education by members of the Editors' Collective (www.editorscollective.org.nz). The Prologue contains a brief personal account of the South Project (www.southernperspectives.net), as an example of the contemporary projects and activities falling under the banner of "Antipodean" ways of working and thinking. The Introduction briefly reviews the history of (mainly Western) ideas about the Antipodes, from classical Greek philosophy through to the contemporary globalised era. This is followed by a synopsis of the motivations, purposes and benefits of Antipodean theory, with more detailed examinations of equality, indigeneity, replication and creation as some of its central elements. We consider the role of Antipodean thinking as a located critical theory for education, and a way to defend our aspirations for equality and social justice against the incursions of neoliberalism, today and in the future.

In his book "Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice," Paul Woodford issues an invitation for shared dialogue and debate regarding the state of music education in developed countries. Through an appropriation of John Dewey's thoughts regarding a democratic society, Woodford sees great hope for the position and function of a democratic type of music education, with wider implications for a more democratic society. This essay explores what democracy in music education means for Woodford via Dewey, and the extent to which music education is democratic in contemporary societies. The author seeks to bring clarity to the question of "complexity, diversity and confusion" in the postmodern world as advanced by Woodford. She builds her discussion around the notions of the "postmodern condition," "performativity," and "ethical judgment" drawing on the work of the French theorist J. F. Lyotard. As the crisis of grand narratives extends to the postmodern condition of music education, she argues that narratives such as the maintenance of "serious music" as the legitimate field in music education are in crisis mode--they can no longer sustain the "absolute certainty" on which they were promulgated. She also asserts that a more insidious grand narrative--performativity--draws together notions of efficiency, reason and instrumentality and helps explain the predominance of technical rationalism in contemporary education. Since music is both open-ended and indeterminate, the author suggests, music teaching methods and approaches need to be ethically indeterminate in as much as they are critically responsive to changing musical/political circumstances and actions.

An introduction is presented in which the editor discusses various reports within the issue including feminist entanglements with capitalism and patriarchy, gender-based violence and rape culture.

Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers, and those whose work is reviewed. This paper, produced by the Editors' Collective, examines the past and future of peer review in academic publishing. The first sections consider how peer review has been defined and practised in changing academic contexts, and its educational significance in the development of scholarship. The paper then explores major historical and contemporary issues around identity, diversity, anonymity, and the review process, and the related power of editors versus reviewers in academic publishing. Finally, the paper discusses the case of new scholars as reviewers engaging in neoliberal labour, before concluding with some brief recommendations based on our analysis. [ABSTRACT FROM AUTHOR]

An editorial is presented on how highlighted and magnified multiple inequities within our communities, as COVID-19 has wreaked havoc on the world. Topics include research reports and interviews that consider gender and sexuality in Aotearoa/New Zealand and beyond from a number of fascinating perspectives; and Lim-Bunnin argues that Indigenous sovereignty remains an unachievable goal until there is greater recognition that colonial violence against all Indigenous people.

The article examines the concept of democracy in music education for Paul Woodford, author of the book "Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice," and John Dewey. It views on the level in which music education has been considered as democratic in contemporary societies. It discusses the notions of the postmodern condition, performativity, and ethical judgment. It also indicates the need of music teaching methods and approaches to be ethically indeterminate as they have been responding to the changing musical or political actions.

The article presents an introduction in which the editor discusses articles in the issue on topics including feminist theory, the ethics of care and the value of support networks in fostering activism.

An essay is presented in the enactment of the possibility of a repetition in the Juke Joint of Ideas which is a space where a blues song can be sung. Topics discussed include the call of the author to thinks the blues' harmonic structure, the breaking the teacher and student's hierarchy in teaching with voice, and the presentness quality of the voice.

An introduction is presented in which the editor discusses various reports within the issue on topics including the pedagogical approach in early childhood in New Zealand, the ethical encounter of community, and early childhood education.

The article explores the notion of infancy associated to the formulations of an aesthetic soul that exists through affect in the essay entitled "Anima Minima" by French literary theorist Jean-Francois Lyotard. It notes that the notion aims to find the fragile but persistent impetus for art and the potential resistance art holds. It cites the description for aesthetic affectivity infancy due to the affective state of inarticulacy that take place before meaning and signification.

Sensory hair bundles in the inner ear are composed of stereocilia that can be interconnected by a variety of different link types, including tip links, horizontal top connectors, shaft connectors, and ankle links. The ankle link antigen is an epitope specifically associated with ankle links and the calycal processes of photoreceptors in chicks. Mass spectrometry and immunoblotting were used to identify this antigen as the avian ortholog of the very large G-protein-coupled receptor VLGR1, the product of the Usher syndrome USH2C (Mass1) locus. Like ankle links, Vlgr1 is expressed transiently around the base of developing hair bundles in mice. Ankle links fail to form in the cochleae of mice carrying a targeted mutation in Vlgr1 (Vlgr1/del7TM), and the bundles become disorganized just after birth. FM1-43 [N-(3-triethylammonium)propyl)-4-(4- (dibutylamino)styryl) pyridinium dibromide] dye loading and whole-cell recordings indicate mechanotransduction is impaired in cochlear, but not vestibular, hair cells of early postnatal Vlgr1/del7TM mutant mice. Auditory brainstem recordings and distortion product measurements indicate that these mice are severely deaf by the third week of life. Hair cells from the basal half of the cochlea are lost in 2-month-old Vlgr1/del7TM mice, and retinal function is mildly abnormal in aged mutants. Our results indicate that Vlgr1 is required for formation of the ankle link complex and the normal development of cochlear hair bundles. [ABSTRACT FROM AUTHOR]

Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers, and those whose work is reviewed. This paper, produced by the Editors' Collective, examines the past and future of peer review in academic publishing. The first sections consider how peer review has been defined and practised in changing academic contexts, and its educational significance in the development of scholarship. The paper then explores major historical and contemporary issues around identity, diversity, anonymity, and the review process, and the related power of editors versus reviewers in academic publishing. Finally, the paper discusses the case of new scholars as reviewers engaging in neoliberal labour, before concluding with some brief recommendations based on our analysis. [ABSTRACT FROM AUTHOR]

Purpose: Recent studies suggest that a global shape-discrimination task is sensitive to neural undersampling and/or irregular sampling, but is not affected by normal aging. In this study, the ability of patients with age-related macular degeneration (AMD) to perform the shape-discrimination task was examined., Methods: Twenty patients with AMD (age range, 66-81 years) were selected on the basis of Snellen visual acuity of 20/50 or better in at least one eye and prior clinical documentation. A control group consisted of 10 older subjects (age range, 61-93 years) with normal findings in a fundus examination. Radial frequency (RF) patterns were used as stimuli. A spatial paradigm and a temporal two-alternative, forced-choice (2AFC) staircase paradigm were used. In each trial, two RF patterns (one deformed and one undeformed) were presented, and patients were asked to identify the deformed pattern. The peak spatial frequency of RF patterns was 5 cyc/deg; the radial modulation frequency was 8 cyc/360 degrees; mean radii were 0.5 degrees, 1 degrees, 2.0 degrees, or 2.5 degrees; and stimulus contrast was 80%. Thresholds for detecting the deformation were estimated by a maximum-likelihood fitting procedure., Results: Thirty-five of 40 eyes with AMD had 20/50 or better acuity. Among them, 29 eyes had early AMD (drusen, hyperpigmentation, hypopigmentation), 5 had extrafoveal geographic atrophy, and 1 had exudative AMD. With the spatial 2AFC, 91% (32/35) of eyes with AMD showed significant elevation of the threshold for detecting radial deformation of RF patterns when compared with normal control eyes. With the temporal 2AFC, 97% (31/32) of eyes with AMD showed significant threshold elevations, and the degree of the deficit in the shape discrimination did not correlate significantly with visual acuity loss (r = 0.3, P = 0.094). Comparison of the severity of AMD with shape-discrimination performance revealed that the average detection threshold of the eyes with extrafoveal geographic atrophy was significantly higher than that of the eyes with drusen only (P < 0.01), even though average acuity showed no significant difference., Conclusions: Patients with AMD had significant deficits in performing the global shape-discrimination task. The dissociation of shape discrimination with visual acuity suggests that the shape-discrimination task may provide distinguishable information about the integrity of the photoreceptor mosaic in AMD.