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The purpose of this paper is to explore beginning teachers’ perceptions of the role of the mentor in the early stages of developing a professional identity. The beginning teachers in the authors’ study are defined as having been awarded qualified teacher status at the end of an initial teacher education programme or having completed their first term as a new teacher with responsibility for a class of pupils.

The research design was a qualitative, inductive study. The concepts of communities of practice, legitimate peripheral participation and power dynamics within a community underpinned this study. The data set was collected over a period of 18 months, through six focus groups and 40 questionnaires with beginning teachers across 34 schools altogether. The data set was analysed using interpretive phenomenological analysis (IPA).

The findings indicated that the ways in which mentors use their power to recognise (or not) the legitimacy of beginning teachers as being part of the school community influences the development of beginning teachers’ professional identities. The thematic analysis of the data indicated the different types of support that mentors may provide: “belonging”, “emotional”, “pedagogical” and “space”.

Further research into how mentors perceive their role in supporting new entrants into the profession is needed.

These findings are pertinent in England, as the increase in school-based initial teacher training provision will intensify the role of school mentors. These findings will be of value to other countries that are moving towards an increase in school-based teacher training.

This chapter pulls together the main strands of Child Labour in Global Society, and addresses their implications for the sociological study of children’s lives, schooling and slavery.

In popular and scholarly discourses there is a tendency to emphasize the differences between the social lives of children and those of adults rather than the similarities and continuities; to misrepresent children’s social activities in comparison with those of adults; to rationalize the differential way in which children’s social activities and participation are assessed and rewarded relative to those of adults; and to fortify children’s actual and/or assumed marginal situation in modern society.

There are sociological gains to be had from emphasizing the comparable features and structural links between ‘childhood’ and ‘adulthood’ due especially to the common participation of children and adults in productive labour.

The way in which children’s social activities are differentially assessed and rewarded is reflected in how children are denied full citizenship rights, and so are non-citizens.

In particular, children are denied the right to freely exchange their labour power on the labour market.

While viewing educational labour as forced labour does not sit well with ideas about children and childhood in modern society, doing so is consistent with the element of compulsion in for instance the Convention on the Rights of the Child (CRC).

Being compulsorily required to perform educational labour is indicative of how in modern societies children are owned and in slavery, not just of the de facto kind, but also of the de jure kind.

THIS month is that in which librarians of public libraries are concerned with budgets. In spite of occasional croakings, it is fair to say that the worst of the crisis is over, and, if prosperity is not here, it is at least on the way. It will be interesting to learn if the cuts which some libraries had to make in their appropriations will be continued this year. Libraries have demonstrated beyond disproof that they have played a part in the depression in raising some of the gloom from the minds of the people, and can make reasonable claim to have financial consideration of the fact. Fortunately, in our worst times, the grotesque cutting which public libraries in the United States were called to endure was not suffered here.

Many migrants are detained in Europe not because they have committed a crime but because of lack of certainty over their immigration status. Although generally in good physical health on entry to Europe, migrant detainees have complex health needs, often related to mental health. Very little is known about the current health situation and health care needs of migrants when detained in European immigration detention settings. The review aims to synthesize the qualitative literature available on this issue from the perspectives of staff and migrants.

The authors undertook a synthesis of extant qualitative literature on migrant health experience and health situation when detained in European immigration detention settings; retrieved as part of a large-scale scoping review. Included records (n = 4) from Sweden and the UK representing both detainee and staff experiences were charted, synthesised and thematically analysed.

Three themes emerged from the analysis, namely, conditions in immigration detention settings, uncertainties and communication barriers and considerations of migrant detainee health. Conditions were described as inhumane, resembling prison and underpinned by communication difficulties, lack of adequate nutrition and responsive health care.

It is crucial that the experiences underpinning migration are understood to respond to the health needs of migrants, uphold their health rights and to ensure equitable access to health care in immigration detention settings.

There is a dearth of qualitative research in this area because of the difficulty of access to immigration detention settings for migrants. The authors highlight the critical need for further investigation of migrant health needs, so as to inform appropriate staff support and health service responses.

Working at the University of Liverpool alongside Julia Hallam and Lisa Shaw, and in the Department of Music, are Sara Cohen and Jacqueline Waldock. Both Sara and Jacky have led projects that engage with and support local organizations and communities, and examine music from the perspective of those involved. In fact, it was their shared interest in how ‘ordinary’ people engage with and experience music in everyday life that prompted them to join forces in 2014, and start working together on community engagement projects. At the same time, they have brought to these projects their own individual research interests and expertise. In this chapter, we discuss their recent collaboration on a project that explores the use of music to improve the wellbeing of older people in the UK, including people living with a dementia-related cognitive impairment and in nursing homes and health-care settings, and those who live independently but are cared for at day-care centres run by voluntary and community-based organizations. We situate this project within a selection of UK music initiatives or ‘interventions’ aimed at helping those living with dementia and age-related memory loss, and outline how specific projects informed our own approach and work.

The vigilante subgenre represents one of the more problematic trends in American action cinema, as it inherently boasts reactionary sentiments through the promotion of violence as an adequate means of asserting one's masculinity. As will be argued in this chapter, American vigilante films can be categorised into three distinct historical waves: the 1970s, the 2000s and the 2010s. The products of each wave present themes of masculinity relevant to their respective cultural period, specifically, anti-counterculture sentiments, post-9/11 anxieties and a growing cultural awareness of toxic masculinity. The third wave of vigilante films is particularly noteworthy in that it correlates with the prospective emergence of metamodernism, a cultural movement that, in contrast to postmodernism's use of apathy as response to trauma, opts for a cautiously optimistic return to metanarratives. Consequently, third wave vigilante films provide more deconstructive portrayals of vigilante figures through metamodernism's oscillation between irony and optimism. This chapter will outline the history of these three waves of vigilante cinema and provide textual analysis of Blue Ruin (2013) and You Were Never Really Here (2017), two third wave films that demonstrate self-reflexive portrayals of vigilante violence in correlation with metamodern masculinity. The results of these analyses indicate that vigilante films, and perhaps American action cinema in its entirety, are moving towards narratives that seek to challenge the more reactionary sentiments of films from years prior.

There have always been traditional differences between the various regions of the British Isles. For example, meat consumption is greater in the North than the South; most families take some meat at every meal and this extends to the children. The North is the home of the savoury meat products, eg., faggots, rissoles and similar preparations and a high meat content for such foods as sausages is expected; between 80 and 90% with the cereal only present for binding purposes. Present minimum meat contents would be considered a swindle, also the nature of the lean meat and the lean meat/fat ratio. The high water content similarly would have been unacceptable.

OUR pages continue the discussion on book‐display, about which all has not been said by any means. The ingenious librarian will always sharpen his wits upon the attracting of readers, and the main problem in the matter is merely: what sort of reader is it most desirable to attract? We do not apologise for this reiteration, because it is the fundamental subject now facing librarians. We are not in the least moved by a comment in a contemporary that we are decrying libraries when we assert, and in spite of him we do assert, that fiction issues nearly all over London show a decline. That decline, we repeat, is due to the slight increase in the employment of readers, and to cheap fiction libraries. What the public librarian has to decide is if he shall compete with such libraries or more definitely diverge from them. If a middle course is preferred—as it usually is by Britons—what is that course? Ultimately, is the educated reader to be the standard for whom the library works, or the uneducated? Or, to put it another way, is the librarian in any way responsible for the quality of the books his community reads? Our readers, young and not so young, are invited to help us to answers to these live questions.