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The research on the positive effects of children’s learning in and with nature is persuasive yet a deeper examination of the contemporary and historical discourses suggests that the school garden has been neither welcoming nor accessible to all children. Its detrimental effects on groups of children have been masked within the discourses of urban children’s health and wellbeing, environmental stewardship, and children’s connection with nature. The school garden has been used historically to enact adult agendas to contain and protect urban children from the social ills of modernity; civilise and assimilate marginalised, impoverished, and immigrant groups; and make future industrial and agricultural labourers who would in turn, entrench the white affluent society’s economic and social positions. In this sense, the school garden was used to reinforce patriarchal, colonial, white supremacist, and eugenic aspirations. We consider the school garden movement in North America through a discourse analysis of historical school garden texts to explore how childhoods were culturally constructed and how these discourses have influenced children both in the past and present.

The purpose of this article is to explore the relationship between equity and schooling in a post‐industrial society using a scenario of the learning intensive society.

The method used here, but not elaborated as such, is based on a “hybrid strategic scenario method” that is a technique for building “futures literacy”.

Industrial era schooling may be incompatible with post‐industrial heterarchical equity.

By questioning the role of schools in developing the capacities necessary for post‐industrial society this article calls for an examination of emergent alternatives.

Both the method and conclusions are distinctive and may be valuable for strategic conversations aimed at questioning the assumptions that shape the decisions made today.

This monograph is devoted to the countries of Eastern Europe, which are experiencing the dramatic changes following on from the fundamental developments of the last few years. These countries, Albania, Bulgaria, Czecho‐slovakia, Hungary, Poland, Romania, the USSR and Yugoslavia, are likely to become members of a greater Europe in the future. Their economic and educational systems are examined and the structures of their management training systems are described.

The management of schools in England and Wales is undergoing its most complete change since the 1944 Education Act. As a result both senior teachers as managers and the teacher trade unions are re‐assessing their methods of operation and objectives, and in the process of creating this new model management both sides are creating a new set of school based industrial relations.

The purpose of this paper is to contribute to the elevation of the business-to-business (B2B) marketing field at the business school level.

The study follows a Delphi method. The authors conducted two rounds of discovery to answer: why do you think universities do not highly appreciate publications in Industrial Marketing Management, Journal of Business and Industrial Marketing or Journal of Business-to-Business Marketing? What would you suggest for improving the impact of such journals not only in the USA but around the world?

Through the analysis of the coding transcript, four categories were found to elevate the B2B marketing field at the business school level: B2B as uncommon ground, B2B researcher practices, marketing science underpinnings and B2B marketing journals management.

The value of current research is based on its explorative nature and application of grounded theory to provide a framework to analyze how to elevate the B2B marketing field at the business school level.

Litigation is not a much sought after means used by participants in Australian education to advance political aims for reasons such as earlier discouraging decisions of the courts, the limited access to them and the cost involved once in them. Such judgements on matters educational which have been delivered have not been innovative and, on the contrary, have tended to frustrate the political goals of those challenging existing provisions. These generalizations are supported by the decision in the recently decided University Staff case in which State judges chose to follow the High Court of Australia's decision in the Teachers' case of 1929 and its comparatively narrow view of “industry”, thus frustrating the political intentions sought by judicial intervention.

This essay uses the sociology of race in the United States (as it pertains to the study of African Americans) as point of entry into the larger problem of what implications and impact the body of theory known as “postcolonialism” has for American sociology. It assesses how American sociology has historically dealt with what the discipline (in its less enlightened moments) called the “Negro Problem” and in its more “enlightened moments” called “the sociology of race relations.” The first half of the essay provides a sociological analysis of a hegemonic colonial institution – education – as a means of providing a partial history of how, why, and when American sociology shifted from a more “global” stance which placed the “Negro Problem” within the lager rubric of global difference and empire to a parochial sociology of “race relations” which expunged the history of colonialism from the discipline. The second half of the essay applies postcolonial literary theory to a series of texts written by the founder of the Chicago school of race relations, Robert Ezra Park, in order to document Park's shift from analyzing Black Americans within a colonial framework which saw the “Negro Problem” in America as an “aspect or phase” of the “Native Problem” in Africa to an immigration/assimilation paradigm that tenaciously avoided engaging with the fact that Black resistance to conflict in America might be articulated in global terms.