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By engaging in critical literacy, participants theorized Blackness and antiblackness. The purpose of this study was to have participants theorize Blackness and antiblackness through their engagements with critical literacy.

The authors used a youth-centered and informed Black critical-race grounded methodology.

Participants’ unique and varied revelations of Blackness as Vitality, Blackness as Cognizance and Blackness as Expansive Community, served to withstand, confront and transcend encounters with antiblackness in English curricula.

This paper provides a model for how to engage Black youth as a means to disrupt anti-Black English education spaces.

This study provides a foundation for future research efforts of Black English outer spaces as they relate to English education. Findings in this study may also inform existing English educator practices.

This study theorized both the role and the flexible nature of Black English outer spaces. It defined the multi-ethnic nature of Blackness. It proposed that affirmations of Blackness sharpened participants’ critical literacies in Black English outer spaces as a transformative intervention to anti-Black English education spaces.

This chapter aims at presenting a general picture of the emotions of protest, which can also capture the “feel” of the field and uncover the fluidity and complexity of these dynamics. Using data collected through participant observations at the vigils of Women in Black (WIB) in Israel, interviews, documents, and WIB website, the chapter presents maps of emotions that go beyond listing emotion words. The analysis follows differentiation between two overarching categories: processes that occur, respectively, outside and inside the vigil's time-space. Within the vigil's time-space setting, three different arenas of action were identified. These arenas were both physical (paralleling the physical layout of the vigil site) and symbolic in which different emotional dynamics evolved. The analysis demonstrates the contribution of emotion maps to our understanding of the emotional dynamics of protest. The study demonstrated the ways in which maps have uncovered the complex scene in which different emotional processes evolve; the fluid nature of emotional responses of both vigilers and spectators as they spill over from one arena to another; and the patterning of emotions into different constellations that point at different processes. The theoretical contributions are discussed.

TO say that the Twenty‐fourth S.B.A.C. Show was an unqualified success is perhaps to gild the lily. True there were disappointments— the delay which kept the TSR‐2 on the ground until well after the Show being one—but on the whole the British industry was well pleased with Farnborough week and if future sales could be related to the number of visitors then the order books would be full for many years to come. The total attendance at the Show was well over 400,000—this figure including just under 300,000 members of the public who paid to enter on the last three days of the Show. Those who argued in favour of allowing a two‐year interval between the 1962 Show and this one seem to be fully vindicated, for these attendance figures are an all‐time record. This augurs well for the future for it would appear that potential customers from overseas are still anxious to attend the Farnborough Show, while the public attendance figures indicate that Britain is still air‐minded to a very healthy degree. It is difficult to pick out any one feature or even one aircraft as being really outstanding at Farnborough, but certainly the range of rear‐engined civil jets (HS. 125, BAC One‐Eleven, Trident and VCIQ) served as a re‐minder that British aeronautical engineering prowess is without parallel, while the number of rotorcraft to be seen in the flying display empha‐sized the growing importance of the helicopter in both civil and military operations. As far as the value of Farnborough is concerned, it is certainly a most useful shop window for British aerospace products, and if few new orders are actually received at Farnborough, a very large number are announced— as our ’Orders and Contracts' column on page 332 bears witness. It is not possible to cover every exhibit displayed at the Farnborough Show but the following report describes a wide cross‐section beginning with the exhibits of the major airframe and engine companies.

Purpose – The purpose of this study was to understand how, if at all, backchanneling technology supported an early career English teacher’s facilitation of literary discussions in his 10th grade classroom. Although emerging findings from studies of backchanneling in teaching contexts have illustrated its potential power, little attention has been given to how teachers learn to use the tool or reimagine their pedagogical roles as they use backchanneling for instructional purposes.

Design/Methodology/Approach – Discourse analyses of 16 face-to-face (frontchannel) and online (backchannel) transcripts of discussions exposed how participants used these two venues to interact simultaneously around a literary text. Methods from Nystrand’s (2002) dialogic discourse analysis isolated each teacher interjection in the contexts of each discussion.

Findings – The teacher used the backchannel to probe for elaborated student responses and model dialogic discourse moves. The teacher’s behind-the-scenes support limited his participation during frontchannel discussions, allowing for open discussion among students without the teacher’s consistent interjection, which disrupted the initiation-response-evaluation discourse structure that is pervasive in US schools.

Practical Implications – Although backchanneling technology can be used to archive records of students’ participation that could be useful for assessment purposes, the teacher’s skillful capacity to negotiate two discussions at once reconstituted his role during the discussion from facilitator to a fellow reader with his students as they explored meaningful questions that literature provokes – a less obvious and potentially more powerful affordance of this digital tool for instructional purposes.

Attempts to discover an internal logic in the high‐speed events taking place in the former Soviet Union. In addressing the problems of the country′s disintegration, examines the issue in its socioeconomic, political and territorial‐administrative aspects. Analyses, for this purpose, the nature of Soviet society prior to Gorbachev′s reforms, its present transitional stage and its probable direction in the near future.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

As the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population.

To determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents.

The schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional).

The analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students.

This original analysis lays the foundation for future investigations of networked learning.