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The purpose of this chapter is twofold: to explore the difficulties and potential of turning to the perpetrator of sexual violence; and to track the affective economy of engaging with perpetrator accounts.

This chapter will consider one of the earliest feminist studies of incest, Sandra Butler’s (1978) Conspiracy of Silence: The Trauma of Incest, followed by an analysis of Philippe Bourgois’ (1995, 1996, 2004) ethnographic study of Puerto Rican crack dealers. These are important studies for the fact that both Butler and Bourgois let the men speak freely of their violence, which for the Puerto Rican cracker dealers include tales of gang rape.

The chapter endorses the need to study the perpetrator, arguing that it is imperative to ensure the demythologization of perpetrators. It finds also that feminists must explore how they will teach emotionally difficult material, and how they negotiate the legacy of radical feminism. The chapter concludes that there are times when politics requires little theoretical innovation, requiring instead a willingness to repeat known insights and to fight back with words.

This chapter has implications for classroom practice.

The value of this chapter is its demand to reconsider the doing of feminism in the classroom when the split between feminist theory and activism appears greater than ever.

This paper reports on how a group of secondary school teachers collaborated in a school‐based professional development called Learning Study to improve accounting students' performance on the drawing up of cash budgets.

In drawing up cash budgets – the object of learning – a power point presentation incorporating systematic variation was designed to reduce the overwhelming mass of (often irrelevant) data normally presented to students in textbooks and examiners' reports as part of the solutions to cash budget problems. In total, three lessons were designed focusing on how the object of learning could be handled. In each lesson the critical aspects corresponding to the object of learning were identified and a systematic pattern of variation was applied.

It was found that student learning improved progressively over the three lessons.

There is evidence to suggest that this Learning Study has made an impact, not only on student learning but also on teacher learning, and has contributed in some way to creating a learning culture in this school.

This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates.

This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008).

The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline.

The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries.

It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.

The purpose of this paper is to report how teachers have engaged in a Learning Study to develop, from the experience of their students, an object of learning which has important implications for pedagogy.

This paper uses a Learning Study of the economic concept of price over three cycles with varying groups of high school students which explored the effect of context and cognitive bias on the learners’ understanding of the object.

The object of learning has the following critical aspects: the attributes of the commodity, the exchange mechanism (e.g. the market structure) and consumer rationality. This finding enriches the critical aspects – supply and demand – of the object of learning price found in the current Learning Study literature and current high school textbooks.

Making explicit the variation between mainstream and behavioural models of economic phenomena helps learners to see what is critical – to see the potential and the limitations of those models for understanding the world and acting within it. Without sight of an alternative model it is impossible for the learner to distinguish between the mainstream model of supply and demand and what it purports to describe. Without behavioural dimensions, economics may not appear relevant to consumer decision-making.

The purpose of this paper is to analyse Charles Anthony Raven Crosland and Thomas Humphrey Marshall’s respective theories of equalisation and civic duty, and assesses the ethical criticisms made against these theories. Many of the ethical criticisms levelled against Crosland and Marshall argue that their theories focused exclusively on equalisation and social rights. In taking a morally neutral position, they neglected the duties that should be performed by citizens. This paper assesses the force of these ethical criticisms.

The paper begins by identifying the cardinal points of Crosland and Marshall’s theories of equalisation and the duties that should be performed by citizens. The author ask whether it is reasonable to conclude that they took morally neutral positions and neglected these duties. The author then explore and assess the critique levied against Crosland and Marshall.

Crosland took a passive stance on the intervention of the government in civic morality and did not develop a discussion of the duties that ought to be performed by citizens. Thus, in some respects, he cannot avoid the ethical criticism that he took a morally neutral position and neglected civic duty. Marshall did not discuss only equalisation and social rights, but also considered the duties that ought to be performed by citizens. Consequently, it is concluded that the ethical criticism of his theory is not valid.

The paper makes an original contribution in the understanding of three areas: Crosland’s moral neutrality, Marshall’s discussion on civic duty, and the ethical criticism of Keynesian social democracy.