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Regions and higher education in difficult times

The concept of the learning region is central to the way of problem-solving. Like 'lifelong learning' the term is used variously and carelessly. This book explores the meaning and importance of the learning region. Not all universities warm to such local-regional engagement. The unwise pride of global forces and nations undermines it; but even the most prestigious and 'global' university has a local footprint and ever-watchful neighbours. The book arises from the work of PASCAL, an international non-governmental network Observatory. Its name exploits echoes of philosophical depth as well as technical modernity of language, taking the concepts of Place, Social Capital and Learning together with the vital connecting conjunctions of And, to define its mission. At the heart of the story is PASCAL's experience of working with multiple regions and their universities on their experience with engagement. The book examines in turn several central strands mainly of policy but also of process that are illuminated by the PASCAL Universities and Regional Engagement (PURE) project. The PURE processes and outcomes, despite limitations and severe disruption by forces located outside the region and often too the nation, show the potential gain from international networking and shared activities. The book also discusses internal arrangements within the administration before turning to external relations: both with the university and tertiary sector and with other stakeholders in the private and third sectors. Regional innovation systems require entrepreneurialism inside government, higher education and training, as well as within industry from small and medium enterprises to multinationals.

Metrics, tools, and neoliberal skills
Cathy-Mae Karelse

mindfulness teachers who reproduce normative values. I look especially at one such instrument, the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC or TAC), a primary measure of teacher competency which provides an example of squeezing mindfulness into a corporatised education and training system. Through this discussion I show that the omission of difference in White Mindfulness leads, in

in Disrupting White Mindfulness
Encounters with biosocial power

Refiguring childhood stages a series of encounters with biosocial power, which is a specific zone of intensity within the more encompassing arena of biopower and biopolitics. Assembled at the intersection of thought and practice, biosocial power attempts to bring envisioned futures into the present, taking hold of life in the form of childhood, thereby bridging being and becoming while also shaping the power relations that encapsulate the social and cultural world(s) of adults and children. Taking up a critical perspective which is attentive to the contingency of childhoods – the ways in which particular childhoods are constituted and configured – the method used in the book is a transversal genealogy that moves between past and present while also crossing a series of discourses and practices framed by children’s rights (the right to play), citizenship, health, disadvantage and entrepreneurship education. The overarching analysis converges on contemporary neoliberal enterprise culture, which is approached as a conjuncture that helps to explain, and also to trouble, the growing emphasis on the agency and rights of children. It is against the backdrop of this problematic that the book makes its case for refiguring childhood. Focusing on the how, where and when of biosocial power, Refiguring childhood will appeal to researchers and students interested in examining the relationship between power and childhood through the lens of social and political theory, sociology, cultural studies, history and geography.

Community engagement and lifelong learning

In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.

Why some of us push our bodies to extremes

This book is about people willing to do the sorts of things that most others couldn't, shouldn't or wouldn't. While there are all sorts of reasons why people consume substances, the author notes that there are those who treat drug-taking like an Olympic sport, exploring their capacity to really push their bodies, and frankly, wanting to be the best at it. Extreme athletes, death-defiers and those who perform incredible stunts of endurance have been celebrated throughout history. The most successful athletes can compartmentalise, storing away worry and pain in a part of their brain so it does not interfere with their performance. The brain releases testosterone, for a boost of strength and confidence. In bondage, discipline, sadism and masochism (BDSM) play, the endogenous opioid system responds to the pain, releasing opioid peptides. It seems some of us are more wired than others to activate those ancient biological systems, be it through being caned in a dungeon during a lunchbreak or climbing a sheer rock wall at the weekend. Back in 1990, sociologist Stephen Lyng coined the term 'edgework', now frequently used in BDSM circles, as 'voluntary pursuit of activities that involve a high potential for death, physical injury, or spiritual harm'.

Chris Duke
Michael Osborne
, and
Bruce Wilson

‘new sources of growth’ to ask whether it is time after four such years to look elsewhere – for enhanced well-being on a different ethical base. Innovation is a universally proclaimed value and necessity for national and regional prosperity. Much effort goes into seeking new sources of growth, constantly redesigning education and training systems and creating regional innovation systems, with economic and cultural frameworks supportive of innovation. New partnerships might now better channel these energies into finding new solutions. Regional development is taken to

in A new imperative
Kevin Ryan

whether or not the civilising process has gone into reverse, instead following Foucault by conducting a historical ontology of ourselves: an inquiry into how we have come to be who we are (1984, also 1982: 216). The scope of such inquiry can be extended by asking: what are we in the process of becoming? Without claiming to have a definitive answer to this question, I want to use it as a navigational tool in commencing a transversal genealogy of biosocial power. Regulating the practice of freedom: the playground and the infant training system2 This section will focus on

in Refiguring childhood
Peter Mayo

knowledge-​ based economy in the world by 2010’; • render the EU’s education and training systems ‘a world quality reference’ by the same date; and • ‘create a European Research and Innovation Area’ (EC, 2000). The documents deal with a variety of interrelated areas, notably lifelong learning (CEC, 2001a), mobility (CEC, 2004), cooperation with third countries (CEC, 2001b), the role of universities in the ‘Europe of Knowledge’ (CEC, 2003), brainpower mobilisation (CEC, 2005), knowledge society (EC, 2006a), internationalisation (CEC, 2006a),2 modernisation (CEC, 2006a

in Higher education in a globalising world
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Historicising a ‘revolution’
Julian M. Simpson

-​sufficiency may be a legitimate political goal, but depending on migration while at the same time stigmatising migrants (the dominant narrative of British policy in this respect) is, as Christopher Kyriakides and Satnam Virdee have argued, somewhat paradoxical.7 More generally, this history shows that medical training in the UK has never been adequately aligned to the needs of the NHS. UK medical schools have not succeeded in bringing about a training system that over the long term has ensured that new cohorts of doctors contain sufficient numbers of graduates willing to fill

in Migrant architects of the NHS
The policies of professionalisation in English mental hospitals from 1919 to 1959
John Hall

for the provision of therapeutic and rehabilitative activities during the Second World War could not be met by qualified staff, so improvised short courses were introduced for both service and civilian staff.65 At the end of the war the association then faced the difficult task of assimilating these staff into the accepted training systems, so a new range of people, particularly men, entered OT as a profession without their first experience of training being at one of the conventional training courses. A range of training options, and special exemptions on the basis

in Work, psychiatry and society, c. 1750–2015