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Community participation is a vital component of the educational decentralisation policies that are now widespread in Nigeria. In this paper, we explore school-community relations in different localities in northern Nigeria, where there is both very little inter-generational experience of schooling and minimal engagement by local communities in social and political management processes. Drawing on ethnographic data in and around six primary schools in Adamawa State, northern Nigeria, we problematise school-community relations and highlight the complexities and tensions in their social interactions. This we do by focusing on the school boundary that both connects and distinguishes it from the surrounding community. In particular, we explore the agonistic spatial and temporal regulation that operates at the school boundary, with specific attention to the different ways that students, teachers and the community comply or resist such strategies of governmentality. In concluding, we argue that it is imperative to think through the implications for/of international education and development policies as they are launched in diverse localities. This would help to avoid accounts of local deficit that are so readily invoked when top-down policies reach communities.

Drawing on post-structural and post-colonial conceptions of gender, this paper explores multiple student masculinities and femininities in the classrooms of four junior secondary schools in Botswana. These gendered identities, it is argued, are negotiated within broader institutional constraints that have been socio-historically produced. Such constraints include the colonial legacy of heavily authoritarian (and inherently gendered) teacher-student relations, which in turn are sustained (and resisted) through the practice of English as the medium of instruction, and a punitive disciplinary regime, which has corporal punishment at its core. Three similar gender performances are identified for both girls and boys: "good classroom students", "classroom rebels", and "docile bodies", though these are discursively produced and interpreted differently, against the norms of masculinity and femininity, and within a pervasive and stereotypical binary gender ideology.

This study explored the ways in which schools addressed the needs of pupils in low-attainment class groups, or sets, in the context of multiple and contrary government policy directives and inconclusive research findings about setting. In this article we have focused on school and classroom practices as well as the organisational processes through which low-attaining pupils were identified, grouped and reviewed within schools. The empirical data reported here predominantly refer to case studies involving classroom observations and interviews with teachers, pupils and other staff in 13 schools--both primary and secondary--from four local authorities (LAs). In the latter part of the article, however, we also draw on survey data collected from a larger sample of schools in 12 LAs in England. Although the study found ample evidence of innovative school practices and efforts by individual teachers aimed at optimising the learning opportunities for children in low-attainment class groups, the findings also raise important questions about some of the processes of set allocation, the lack of mobility between sets, and the over-representation of particular social groups in low-attainment classes. We conclude with a discussion of the implications for equity and inclusion that moves beyond an emphasis on classroom practice to include questions about the in-school processes of social selection and educational mobility for pupils identified as low-attaining. (Contains 3 tables.)

In the last few years the Global Initiative to End All Corporal Punishment of Children has been gathering momentum, with a submission to "The United Nations Secretary General's study on violence against children" the most recent addition to the cause. Nevertheless, corporal punishment in schools is still condoned in many countries and its practice persists even where it is now illegal. However, it is usually discussed within a gender-"neutral" human rights framework rather than being more usefully considered as a gendered practice, pivotal in sustaining the gender regimes of schools. Drawing primarily on an ethnographic study in four junior secondary schools in Botswana, in conjunction with other related studies in Sub-Saharan Africa, it is argued that corporal punishment is gendered at the level of both policy and practice. Female and male students and teachers understand and experience the "giving" and "receiving" of corporal punishment differently as gender interacts with, and often takes precedence over, age and authority relations. Understanding corporal punishment as a gendered practice has important implications for how its persistence in schools might be more successfully addressed as part of the current drive to achieve the Millennium Development and Education for All Goals in relation to universal primary education and gender equality. (Contains 5 notes.)

This paper explores gender violence in schools in what is commonly known as the "developing world" through a review of recent research written in English. Violence in the school setting has only recently emerged as a widespread and serious phenomenon in these countries, with the consequence that our knowledge and understanding of it is embryonic; much of it remains invisible or unrecognized. Informed by research from elsewhere, we use theories of gender/sexual relations to provide a more coherent understanding of the issues, to point to absences and open up spaces for further research with the potential to contribute to strategies through which it might be addressed. We start by clarifying the purposes and the broad position adopted in writing this paper. Then, we trace the conceptual connections between gender/sexual relations and gender violence in schools, acknowledging the importance of locating understanding of the phenomena within the context of the schools culture, its structures and processes. We organize the review using two overlapping categories: "implicit" gender violence, which relates to the everyday institutional structures and practices, and "explicit" gender violence, which relates to more overtly sexualized encounters. Both categories cover gender violence perpetrated by students on other students, by teachers on students, and by students on teachers. In the final section, the theoretical connections (and distinctions) generated by the research allow for a critical overview of the strategies that have been used to address the problem to date. (Contains 3 endnotes.)

Oligonucleotide therapeutics (ONTs) encompass classes of medicines that selectively target and potentially ameliorate previously untreatable and often rare diseases. Several unique classes of ONTs provide versatility, enabling direct modu­lation of gene expression by virtue of Watson-Crick base pairing or modulation of cell signaling through structural mimicry or interference with protein-receptor interactions. Due to a lack of suitable in vitro models capable of recapitulating or predicting in vivo effects of ONTs, their discovery and optimization has relied heavily on animal studies for predicting efficacy and safety in humans. Since ONTs often lack cross-species activity, animal models with genetic humanization and/or species-specific surrogate ONTs are often required. Human microphysiological systems (MPS) offer an oppor­tunity to reduce the use of animals and may enable evaluation of drug mechanisms, optimization of cell and tissue targeting ligands or delivery vehicles, and characterization of pharmacokinetics (PK), pharmacodynamics (PD), and safety of candidate ONTs. The lack of published examples for MPS applications with ONT demonstrates the need for a focused effort to characterize and build confidence in their utility. The goals of this review are to summarize the current landscape of ONTs and highlight potential opportunities and challenges for application of MPS during ONT discovery and development. In addition, this review aims to raise awareness with ONT drug developers and regulatory authorities on the potential impact of MPS with respect to characterizing pharmacology, ADME, and toxicity and to educate MPS platform developers on unique design attributes needed to fully appreciate MPS advantages in ONT development. [ABSTRACT FROM AUTHOR]