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Cultures that recognise the many forces and memories held in landscape can make important contributions to climate emergency. We argue there is another group which has knowledge to call upon; young people growing up in post-industrial places. In this paper, we draw on over 10 years of research with young people to speculate about the potential of outsider knowledge as the basis for emplaced activism as an original and significantly new approach to environmental education. The first part of the paper presents the argument, concepts and methodology for thinking about environments as lived experience. Next we introduce the place where capitalist and industrial forces are knotted with the distinctive histories of post-industrial communities. Place is explored through stories of the geological and historical legacies of south Wale's valleys in sections titled: Earth Matters; Industrial Matters; Affective Matters and Matters of Decline. Next, three lines of flight that took off in creative workshops with young people: Troubled Landscapes, Embodied Landscape and Activist Landscapes are presented. Finally, we set out a new approach to environmental education and research by asking what if environmental activism starts from young people's troubled experiences of living in marginal and forgotten places?

Purpose: This paper introduces the concept of posthuman co-production. It explores how processual and relational onto-epistemologies inform an artful, response-able (Barad 2007) feminist new materialist praxis that decentres the human and re-centres matter. Design/methodology/approach: Posthuman co-production gives prominence to crafting "dartaphacts" (Renold, 2018); creative research artefacts, carrying "what matters" and enacting change that can be mapped across time and multiple "problem spaces" (Lury, 2020), as an expansive, post-qualitative praxis of slow, co-production. Findings: The paper stories this praxis across three "fugal figurations" providing glimpses into the post-qualitative journeys of assembled dartaphacts in the policy and practice field of relationships and sexuality education (RSE) in Wales. Each fugue hints at the polytical, resourceful and living potential of dartaphacts in the making and their mattering over a period of six years. Collectively, they chart a rhizomatic journey that re-configures co-production as a response-able, becoming-with what matters. Originality/value: As more-than-human forces for change, dartaphacts continue to surface "the cries of what matters" (Stengers 2019) for children and young people well beyond the periods of funded research and engagement, giving new meaning to the sustainability and material legacies of research impact.

Educationalists tend to imagine school curricula organised solely around academic, formal knowledge or horizontal discourse. Yet, despite curricula organised around vertical discourses such as science, geography and mathematics, the working classes, the poor and minority ethnically groups achieve less well in education than the middle classes. The paper aims to re-think horizontal knowledge by paying attention to it as place-based, sensory, embodied, indigenous and historically developed forms of knowing in order: 1) to broaden debates about school knowledge; 2) to support teachers to recognise and legitimate forms of knowing beyond those prescribed by academic curricular and 3) to re-imagine it as living knowledge that has value. To illuminate what might be powerful in horizontal knowledge Gilbert Simondon's genetic ontology and his concepts of pre-individuation, persons are not fixed for all time, and transindividual, a uniquely collective form of knowing, are introduced. The paper argues that by re-thinking horizontal knowledge young people can be imagined as having multiple ways of being and education can support them to become more; more than social class, more than poverty, more than an exam failure and more than an individual, fixed for all time.

While accepting that the concept of restricted code has a troubled history that resulted in Bernstein being associated with deficit models of working-class life, it is argued that the concept should be re-imagined rather than abandoned. Bernstein's early work refers to restricted code as a form of condensed, shorthand established through familiarity that was not tied to class "per se." In Volume 2 of "Class, Codes and Control" social class was an independent variable in the research designs and coding only that which could be explicitly spoken, produced working class groups as inferior in comparison to middle class groups: Bernstein's disquiet can be sensed in many places across his work where he explicitly renounced a deficit model. Methodological and theoretical work on embodied knowledge is used here to explicate the more-than, codeable features of restricted codes. An illustration from studies in ex-coal mining, working-class communities is used to explore what is missed in conventional approaches to data coding. Other studies in ex-mining communities reveal the intergenerational transmission of rich resources that were vital for community survival. Re-imagining restricted codes as relational assemblages recognises the value of the dynamic, creative and intergenerational features of localised, embodied knowledge.

In 2016, the British Educational Research Association (BERA) Commission on Poverty and Policy Advocacy brought together several academics from across the four jurisdictions of the UK already engaged in work on poverty, education and schooling. The aim of this BERA Commission was to build a network of research-active practitioners across the UK and, internationally, to engage in knowledge building about poverty and multiple factors of deprivation as these find expression in education and schooling. The Commission also aimed to facilitate counter discourses to be voiced and articulated in contrast to the dominant pathologising discourses of poor people and their education. The Commission therefore addressed the question: what can research tell us about the ways that different devolved policy contexts impact on the learning and well-being of young people living in poverty? This article describes the methodology used by the Commission to bring together researchers, policymakers, practitioners and children and young people to learn about the price of poverty in education and to reflect on the implications for policy. In so doing, the article addresses some challenges, opportunities and outcomes in terms of knowledge production, as well as implications for critical scholarship, with a focus on poverty and education.

This article explores poverty from the perspective of the intergenerational transmission. That is, it suggests that communities, and specifically a post-industrial community in South Wales, had developed coping strategies to manage the precarious character of employment associated with the mining and steel industries. These post-industrial communities are now marked by poverty. Part of the way schools are currently adapting to changes in the economic base is to offer more vocationally oriented courses especially in the upper school. This article asks whether this kind of provision is enough for young people in post-industrial communities. To understand achievement in education, it is becoming increasingly important to recognise the cultural values that young people inherit from the industrial past and how these still act as survival strategies today.

During an ethnographic research project exploring young people's perceptions of living in a post-industrial semi-rural place, boys aged 13/14 years revealed their semi-clandestine motorbiking activities across mountains trails. It was found that riding motorbikes and fixing engines were potential resources for young boys' transitions into adult working-class masculinity and sources of competence, pride and enjoyment that mimetically referenced the industrial past. The study engages with Deleuze and Guattari's theory to explore relations among rider-machine-territory as dynamic Assemblages that fuse elements from technical, psychological and cultural media to show how motorbiking in different situations afforded boys more or less autonomy. The study argues that an epochal shift in the UK from an industrial to post-industrial base has changed the value attached to motorbike riding on mountain trails creating biking Assemblages that territorialise boys as social nuisances and potential criminals under police surveillance.

Background: The paper plots some shifts in educational policy between 1988 and 2009 in England that launched the rhetoric of a "gender gap" as a key political and social concern. The rhetoric was fuelled by a rise in the importance of quantification in technologies of accountability and global comparisons of achievement. A focus on boys and attainment emerged, along with new requirements for measuring educational achievement in the context of debates about standards and the growing marketisation of education following the 1988 Educational Reform Act (ERA) in England and Wales. Purpose: Theoretically, the paper explores the effect of "gender gap" rhetoric on pedagogy. The arguments about pedagogy presented here are based on the premise that "sex-group" is different from "gender." Sex-group is a form of labelling and categorising persons as either male or female with reference to a biological classification that focuses on genitalia and reproductive organs. The emergence of "gender gap" rhetoric is investigated within a temporal perspective, through an overview of guidance to teachers about pedagogy published between 1932 and 2007. This temporal lens becomes a heuristic for presenting the main point of the paper, which is that technologies of measurement construct reified representations of the learner. This is used to demonstrate how gender, as a sociocultural and political phenomenon, morphed into sex-group, a biological categorisation, and how this has had unintended effects of pedagogy. Sources of evidence: Analysis of three landmark educational documents focuses on changes in representations of society, the learner and pedagogy. The documents are the Hadow Report (1931), the Plowden Report (1967) and a guidance document for teachers called "Confident, Capable and Creative: supporting boys' achievements" (Department for Children, Schools and Families 2007, http://www.foundationyears.org.uk/wp-content/uploads/2011/10/Confident_Capable_Boys.pdf). Main argument: Analysis demonstrates the way that technologies of measurement construct reified or "ideal" representations of the learner and how technologies used for measuring sex-group difference have changed across time. Shifts in representations of the learner, from the "bone child" to the "gene child" and eventually to the "masculine child" were detected. These shifts represent a gradual decline in the emphasis on pedagogy as nurture, towards a heightened focus on the supposedly innate characteristics of individuals, in line with neoliberalism. Conclusions: The discussion points to some of the unintended effects on pedagogy and practice that take place when gender becomes sex. If teachers are constantly presented with the message that boys and girls learn differently due to innate genetic make-up, they may assume that whatever pedagogic strategies they employ, these will be ineffective in the face of what some educational consultants tell them are boys' and girls' innate genetic features. In effect, teachers are being told that biology controls learning and that social and cultural contexts, and thus their own classroom environments, cannot counter the forces of nature. Some methodological implications of studying gender as opposed to sex-group are discussed. The conclusion advocates a shift back to the study of gender as a historical, sociocultural phenomenon.

The paper works with queer and feminist post-human materialist scholarship to understand the way young teen valleys' girls experienced ubiquitous feelings of fear, risk, vulnerability and violence. Longitudinal ethnographic research of girls (aged 12-15) living in an ex-mining semi-rural community suggests how girls are negotiating complex gendered and sexual mores of valleys' life. We draw on Deleuze and Guatarri's concept of "becomings" emerging in social-material-historical "assemblages" to map how the gendered and queer legacies of the community's equine past surfaces affectively in girls' talk about horses. Our cartography traces a range of "transversal flashes" in which girls' lives and their activities with horses resonate with a local history coloured by the harsh conditions of mining as well as liberatory moments of "pure desire". We creatively explore Deleuze and Guatarri's provocation to return desire to its polymorphous revolutionary force. Instead of viewing girls as needing to be empowered, transformed or rerouted, we emphasise the potential of what girls already do and feel and the more-than-human assemblages which enable these desires.

This paper draws on materialist feminist theories to rethink relationships between girls' bodies and agency. New feminist onto-epistemologies redefine agency as "becomings" that dynamically emerge through assemblages comprising moving bodies, material, mechanical, organic, virtual, affective and less-than-conscious elements. Vignettes from a multi-modal, ethnographic study conducted over three years are used to demonstrate how place influenced young teen girls' body-movement repertoires. The place was a former coal-mining locale with a proud tradition of masculine, working-class labour. The vignettes focus on corporeality and demonstrate wide variations and fluctuations in girls' experiences of agency, which we theorise through the Deleuzeo-Guatarrian concept of "becoming". We discuss how material feminism(s) helps us to understand girls' becomings as emergent within assemblages that carry legacies of the past. Some girls experienced becomings that could not easily be spoken about yet which allowed them to imagine expansive futures while others felt unable to move on in life.

Following the corporeal turn in social theory, this paper explores how the body is implicated in pedagogic practice and leaning. Focusing on the body has usually been recognised as part of the regulative rather than instructional discourse in schools. Work has begun to redress the mind-body imbalance through the "corporeal device" developed from Bernstein's "pedagogic device", the fundamental relay through which social inequalities are reproduced in schools. To properly recognise the way bodies act as pedagogic relays requires a robust understanding of persons as multi-sensorial acting beings. Examples for choreographic pedagogy are used to illuminate the complex and multimodal features of instructional discourse and to suggest how the moving body could be enlisted to enhance students' access to formal academic discourses and better understand why some young people fail to achieve in schools.

The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on socio-cultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observations and interviews were carried out in Year 3 primary school science classrooms in four schools in the UK and the USA (children aged 7 and 8 years). The paper suggests how teachers can work with gender to open up new spaces in primary science classrooms for girls. This remains a priority irrespective of the contemporary anxieties around boys' achievement if girls are to grow up feeling that science is a legitimate arena in which to participate. (Contains 2 notes.)

This paper elaborates possibilities and limitations for sex education in schools by mapping the consequence of introducing the topic "sex" within a range of scientific and informal discursive settings. The organising and regulating structures of the school maintain the boundaries between common-sense and scientific discourses. Bernstein made a distinction between vertical discourse and horizontal discourses. Vertical discourses characterise scientific discourses that are coherent, explicit and systematically principled structures. Horizontal discourses characterise common-sense discourses that are local, segmented and context-dependent. The implications for teaching sex education through vertical discourses such as science, English and art as opposed to personal and social education, which is a horizontal discourse, are discussed. Yet, all discourses are unstable, and the notion of a "tipping point" is introduced to demonstrate the potential for sex education when vertical discourses collapse. (Contains 1 note.)

The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology. Twelve classrooms took part and ethnographic investigations were employed to compile a typology of recognition and realisation rules to map the range and type of curriculum structuration in each. Children's representations of the curriculum were investigated through specially designed tasks. Findings showed that as children gained experience of schooling they constructed more elaborate social representations of the curriculum regardless of the pedagogic mode and that classroom structuration became a feature of the junior rather than the infant children's representations. Older children in classrooms with performance pedagogies had two classifications for recognising classroom culture, while those in classrooms with mixed and competence pedagogies did not. (Contains 3 tables and 1 figure.)

Formative assessment is intended to develop students' capacity to learn and increase the effectiveness of teaching. However, the extent to which formative assessment can meet these aims depends on the relationship between its conception and current conceptions of learning. In recent years concern about sex group differences in achievement has led to policy directives that have required English teachers to reconsider their curriculum and their practice. Ameliorating strategies such as single-sex groupings and gendered seating are based on common-sense beliefs about gender rather than research. Case-study data are used to examine the consequences of these strategies for students' literacy learning by exemplifying how settings influence the dynamic construction of knowledge, and how knowledge and, therefore, what is assessed, is legitimated by teachers. Socio-cultural approaches to learning challenge dominant conceptions of formative assessment and highlight that classroom practices are at once situated and mediated by processes beyond the school. (Contains 1 table.)

Teachers have been under pressure in the United Kingdom to devise pedagogic strategies to raise boys' achievement. This article reviews the emergence of the concept of a "setting" from within the sociocultural literature as the basis for considering the interaction between gender and learning. The second section reports findings from an empirical study of two teachers in one school who taught the same creative writing activity to their classes. The strategies in each classroom to improve boys' achievement in English varied, and involved mixed, gendered seating and single sex grouping. The strategies had unintended effects in terms of how subject knowledge was realised, and therefore what was available to learn and by whom. To demonstrate and explain these effects we illustrate how hegemonic representations of gender were reconstructed in each setting and present individual cases to illustrate students' experience of the settings. How settings mediate the interrelation between gender and learning at the interpersonal plane of analysis are discussed, and the reconstruction of knowledge and social gender identities at the personal plane.

Examined interventions intended to extend participation in the learning of English in a high school in England in response to concerns about the level of boys' achievement in comparison to girls'. Data from observations and student interviews highlighted unintended consequences of the interventions, such as heightening awareness of gender and influencing teachers' practices. Teachers projected social representations onto boys and girls, and onto high- and low-achieving boys, differently. (SM)

Introduces a theme issue that challenges the dominant discourse surrounding pedagogy which is predicated on individualistic accounts of achievement and solutions to enhancing achievement that rarely consider the relationships between thinking and the cultural, institutional, and historical situations in which it occurs. The articles show, through sociocultural analyses of the learning and teaching processes, how knowledge gained through participation in various communities comes to bear on the processes of schooling. (SM)