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This article takes up Bonnie Honig’s notion of ‘public things’ to conceptualise schools as sites of attachment and meaning that draw people into the relationships of care and concern that are crucial for democratic life. By linking this with Sara Ahmed’s theorisation of affective relations and use, we develop Honig’s idea that communities cultivate public things through their use of such things, at the same time as the things themselves shape the communities that care for them. Drawing on focus groups conducted with predominantly white Australian mothers, we examine how relational attachments and affective relations of care and concern circulate through the object of the school, shaping boundaries between self and Other, and experiences of community and public space. The article identifies two broad themes. First, it identifies white mothers’ desires for alignment between themselves and the school, articulated as seeing oneself reflected in the values of the school and community. Second, it argues that mothers’ affective relations with schooling were also expressed as racialised concerns about the potential risks of ‘Other’ communities attaching to the school, in ways that involved demarcating ‘self’ and ‘Other’. We argue that the analytic lens of public things draws attention to the ways that schooling imbricates parents in relational and mutually constitutive affective environments that speak to the collective power of public things.

This paper considers the policy problematic of state–citizen relationships, reflecting on renewed calls for citizen collaboration and codesign in the provision of public services in ‘new public governance’. Analysing this through recent policy reform in Australian public school governance, we examine how existing policy architectures–in this case school boards/councils–are being rearticulated in relation to such calls. Drawing on in-depth interviews with a range of policy stakeholders, we examine the diverse policy translations of citizen involvement in school governance. Our analysis highlights the contradictions and limitations of a school board/council structure for policy aspirations of citizen collaboration. While stakeholders welcomed school board member (i.e., parent) involvement in governance, this was strongly mediated by distinctions between strategic and operational decision-making, questions about the possibilities for meaningful participation, and tensions surrounding the need for skilled expert board members and community representation–particularly in disadvantaged contexts.

Disadvantage in schooling is often constructed as a crisis in need of fixing. Global policy reforms tend to emphasise that solutions for disadvantage often lie beyond the capacity of the state, necessitating private/philanthropic intervention. This paper seeks to contribute to this line of analysis by investigating the rise of philanthropy in Australian public schooling. Our analysis focuses on the intermediary organisation, Schools Plus, which works to connect donors to disadvantaged public schools. Through qualitative content analysis and stakeholder interviews we demonstrate how philanthropy has come to be seen as a solution to the complex problem of disadvantage, or more specifically in this case, the perceived inadequacies of public education provision. The consequence of this, we suggest, is the changing of responsibility for addressing disadvantage from government to individual schools that have been able to establish an entrepreneurial culture to market their disadvantage.

Children infected with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) develop less severe coronavirus disease 2019 (COVID-19) than adults. The mechanisms for the age-specific differences and the implications for infection-induced immunity are beginning to be uncovered. We show by longitudinal multimodal analysis that SARS-CoV-2 leaves a small footprint in the circulating T cell compartment in children with mild/asymptomatic COVID-19 compared to adult household contacts with the same disease severity who had more evidence of systemic T cell interferon activation, cytotoxicity and exhaustion. Children harbored diverse polyclonal SARS-CoV-2-specific naïve T cells whereas adults harbored clonally expanded SARS-CoV-2-specific memory T cells. A novel population of naïve interferon-activated T cells is expanded in acute COVID-19 and is recruited into the memory compartment during convalescence in adults but not children. This was associated with the development of robust CD4+ memory T cell responses in adults but not children. These data suggest that rapid clearance of SARS-CoV-2 in children may compromise their cellular immunity and ability to resist reinfection.

Internationally, major policy reforms seek to deepen parent and community engagement in schools. Whilst pervasive in policy documents, however, discourses surrounding ‘parent engagement’ are often elastic and imprecise, ultimately gaining meaning through the technologies of governance that shape policy enactments in schools. In this paper, we argue that contemporary schooling reforms are constructing a new ‘governing parent-citizen’ through which the parental labour of social reproduction is being extended, valorised and rearticulated. We examine how one major reform movement in Australia is articulating new roles for parents and community members in schools: the Independent Public Schools (IPS) initiative in Western Australia. Our analysis demonstrates the intensive policy intervention required to produce this new form of parental labour and the subsequent divisions of labour it is producing.

This article questions the diverse and, in some cases, contradictory ethical forms present in contemporary neoliberal policy frames. In particular, we analyse the demands of responsibility – as a form of ethical commitment – requested of parents by education policies in the contexts of Chile and Australia. Assuming neoliberalism as a contextualised and multivocal form of governing, we applied a policy sociology approach to study the ethical implications for parents of two recent educational reforms developed in the national contexts of this research. Our analyses show that the emerging demands on parents for responsibility in the educational field exceed univocal forms of individual responsibilisation, encompassing expressions of responsibility that respond to collective and public goals.

Este artigo reflete sobre o que significa fazer sociologia crítica das políticasna mudança de contextos teóricos, empíricos e metodológicos da educação. Concentramos nossas lentes analíticas em duas considerações principais.Em primeiro lugar, refletimos sobre a política da criticidade, examinando diferentes afirmações e debates sobre o que significa fazer pesquisa crítica e ser um pesquisador crítico da política educacional, prestando atenção especial a como os sociólogos das políticas posicionam seu trabalho em relação ao poder da elite e às redes de políticas.Em segundo lugar, apoiamo-nos sobre essas bases para considerar a tendência de pesquisar mobilidades dentro da sociologia crítica das políticas, de modo a argumentar que a pesquisa “siga a política” contemporânea corre o risco de orientar os pesquisadores para os problemas e as agendas já estabelecidas por agentes políticos de elite e organizações, enquanto obscurece as forças não tão móveis que continuam a definir as políticas e as práticas educacionais.Também levantamos questões sobre as redes de elite e os níveis privilegiados de recursos normalmente necessários para conduzir esse tipo de pesquisa. Em conclusão, convidamos a uma discussão mais aprofundada sobre a política de produção de conhecimento e os desafios para os sociólogos das políticas que buscam ser críticos em contextos de mudança.

SETTING: The Eustachian tube plays a vital role in middle ear physiology. There has been evidence that Eustachian tube (ET) and angle are correlated with middle ear function. The measurements of these Eustachian tube features are now made possible with computed tomography and multiplanar reconstruction techniques. However, there has not been a standardised protocol devised to these measurements in limited window cone-beam CT scans of temporal bones. OBJECTIVE: The primary object of the present study is to establish and validate a new landmark in closer proximity to the middle ear that is consistently captured, thereby allowing ET angle and length to be measured from the majority of cone-beam CT scans. Secondarily, the ET anatomies of patients with middle ear dysfunction manifesting as acquired cholesteatoma are analysed with this new method of measurement. METHODS: This study undertook a step-by-step method to first validate the methods of ET measurement with Reid's standard plane, then identifying an alternative landmark, thus a new plane visible on limited window cone-beam CT scans of temporal bones and lastly, validating the application of this new plane in the measurements of ET angle and length. This new method of measurement was coined the Ku-Copson plane and was applied to 30 cochlear implant patients and 30 patients with acquired cholesteatomas. Their ET anatomies were analysed and compared. RESULTS: It was found that the new Ku-Copson mandibular fossa plane was a reliable and accurate plane for the measurement of ET angle and length. Furthermore, it was found that patients with acquired cholesteatomas have statistically significant smaller ET angles and shorter ET lengths when compared with patients with cochlear implants, of normal middle ear function. CONCLUSION: The newly proposed method utilising the right mandibular fossa as an anatomical landmark for ET angles and lengths measurement appears to be viable. The close proximity of this landmark to the mi

The disconnect of the rusted-on Labor voter and the rise of far-right politics suggest there is an urgent need to examine the contemporary functions of class relations. Class analysis in Australia has always had a contested position.

Class is an enduring problematic, both as a descriptor, heuristic device or theoretical framework. This collection aptly responds to this problematic, engaging with class across multiple intersections including gender, race and space.

Background: On 31 December 2019, the World Health Organization recognised clusters of pneumonia-like cases due to a novel coronavirus disease (COVID-19). COVID-19 became a pandemic 71 days later. Aim(s): To report the clinical and epidemiological features, laboratory data and outcomes of the first group of 11 returned travellers with COVID-19 in Australia. Method(s): This is a retrospective, multi-centre case series. All patients with confirmed COVID-19 infection were admitted to tertiary referral hospitals in New South Wales, Queensland, Victoria and South Australia. Result(s): The median age of the patient cohort was 42 years (interquartile range (IQR), 24-53 years) with six men and five women. Eight (72.7%) patients had returned from Wuhan, one from Shenzhen, one from Japan and one from Europe. Possible human-to-human transmission from close family contacts in gatherings overseas occurred in two cases. Symptoms on admission were fever, cough and sore throat (n = 9, 81.8%). Co-morbidities included hypertension (n = 3, 27.3%) and hypercholesterolaemia (n = 2, 18.2%). No patients developed severe acute respiratory distress nor required intensive care unit admission or mechanical ventilation. After a median hospital stay of 14.5 days (IQR, 6.75-21), all patients were discharged. Conclusion(s): This is a historical record of the first COVID-19 cases in Australia during the early biocontainment phase of the national response. These findings were invaluable for establishing early inpatient and outpatient COVID-19 models of care and informing the management of COVID-19 over time as the outbreak evolved. Future research should extend this Australian case series to examine global epidemiological variation of this novel infection.Copyright © 2021 Royal Australasian College of Physicians