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On 23 June 2016, 51.9% of those who voted in the UK referendum on membership of the European Union (EU) opted to leave. The impact of this result upon both British and European politics has been profoundly disruptive and divisive. It not only marks a ‘seismic moment in post-war British politics’ (McGowan, 2018, p. 4) but has also disrupted expectations for the European project; no Member State had previously left the Union. Political institutions have been thrown into disarray, many citizens remain in a situation of existential uncertainty, and the political realm is cleaving. What has come to be known as ‘Brexit’ seemingly marks a crisis; a tear or a wrench in the very fabric of European politics, or perhaps a knot in which different socio-political tendencies have become entangled. In this chapter, the authors are interested not so much in diagnosing the factors that led to Brexit as they are the different interpretations that the ‘Brexit crisis’ is now being given. The authors map out five readings of ‘the Brexit crisis’ and contend that any attempt to grasp the meaning of Brexit demands drawing on all of them.

This chapter focusses on current debates on ‘locating metal’ and on the demand for more theoretical and methodological rigor in metal studies. As an example of the usage of a non-English language in metal, the author examines the empirical case of the usage of Austrian German and Austrian dialects in metal music since around 1990. Herein, the author will be using the disciplinary methodologies of history and analyse the two Austrian bands Alkbottle and Varulv. According to the theory of ‘sonic knowledge’, the case study is interpreted as an example of ‘locating metal’ that occurred in the Austrian metal scene. The chapter shows that the seemingly contradictory coexistence of both deconstructive irony and essentialist nationalism is characteristic of the usage of Austrian German in metal. To conclude, the author proposes that this paradox is a result of the broad cultural history of Austrian nation building after 1945. The paradox of the usage of Austrian dialects in metal is the metal scene's attempt at coping with the frictions of Austria's twentieth century history.

This chapter presents a case study research over three years into the operation of a distance education program using Web 2.0 tools to create an online collaborative project environment for trainee teacher librarians. Charles Sturt University in inland Australia specialises in distance education. The entire School of Information Studies operates on this basis. To achieve high standards and truly global learning, use is currently being made of Web 2.0 technologies — particularly wikis and blogs as part of this program. One particular subject requires collaborative construction of a Blog or PowerPoint via wiki negotiation by teams of geographically separated students worldwide. This is a very practical exercise in distance communication and collaboration and one that is very relevant to students in the course, most of whom will become the only staff of widely separated library establishments. One intention in using technology to build ‘communities’ and encourage collaboration across traditional boundaries is to grow confidence among future teacher librarians in the use and power of technology as a means of developing their own learning communities — to better prepare them for the workplace. Built on a student portal developed over many years, the new technology is currently used by several hundred students from many different nations and cultures who meet as small workgroups on their wikis in order to negotiate and construct a team project. Based on this three-year case study, it does appear that collaborative projects can be moderately successful over distance, and that they can play a useful part in the pre-training of educational practitioners — teacher librarians in this case. There is strong evidence that this process works very well in terms of encouraging positive attitudes towards distance collaboration and interactive web technologies. It also appears to encourage a feeling of ‘global’ community reaching beyond traditional library boundaries.

The focus on local-level policy initiatives in US anti-fracking movements presents unique opportunities to explore interactions between professional advocacy organizations with regional/national constituencies and grassroots organizations with constituencies who will directly experience changes in local landscapes resulting from unconventional oil and gas development (UOGD). However, research on anti-fracking movements in the US has considered dynamics of interorganizational cooperation only peripherally. This chapter examines factors that motivate coalition building, sources of coalition fragmentation, and the progressive polarization of grassroots anti-fracking and countermovement activists using qualitative research on an anti-fracking movement in Illinois. While grassroots groups may experience some strategic advantages by collaborating with extra-local, professionalized advocacy organizations, these relationships involve navigating considerable inequalities. In the case presented here, I find that coalition building was important for putting UOGD on the policy agenda. However, when anti-fracking activists began experiencing success, institutionalization rapidly produced fragmentation in the coalition, and a countermovement of UOGD supporters was formed. I highlight how ordinary movement dynamics are particularly susceptible to polarization in the context of local land use disputes that “scale-up” to involve broader movement constituencies as perceptions of distributive injustice collide with perceptions of procedural injustice.

In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI) model in an historically low-achieving school with a substantial population of students at risk tfor academic failure – characteristics that are common to many public schools across the nation. We contrast the lofty goals and theoretical orientations of RtI described in a burgeoning literature in special and general education with the “real life” burdens of capacity, resources, time, and school culture in a struggling school.