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The history of Catholic Teacher Education is linked to the growth and development of Catholic schools that began in the early nineteenth century. The Catholic Church struggled to recruit enough certificated teachers and relied heavily on pupil teachers. This began to be resolved with the opening of Notre Dame College, Glasgow, in 1895 and St Margaret's College, Craiglockhart, in 1920. The two Colleges would merge into the national St Andrew's College in 1981. This national college would undertake a further merger with the University of Glasgow in 1999 to become part of the newly formed Faculty of Education, later School of Education. The School of Education continues to discharge the mission to prepare teachers for Catholic schools.

In this chapter, I apply theories of conflict and social control derived from the work of Donald Black to explain when suicide attacks will occur and who will carry them out.

Drawing on the published literature on suicide, suicide terrorism, and social control, I present a structural analysis of suicide attacks that specifies which configurations of social space and social time are most likely to produce them.

I propose that suicide attacks can be explained by structural patterns such as social distance, status inferiority, organization, and large movements of social time. Furthermore, sacrifice is greater among those who are socially marginal individuals whose locations are otherwise conducive to both partisanship and self-destruction.

I highlight structural similarities between suicide attacks and other forms of violence, social control, and suicide, thus contributing to the systemization of structural theories of human behavior and suggesting avenues for further study.

Building on the proposition that Bernstein's ideas are due for a revival in higher education research, the call for studies in which theory is put to use and for policy studies to engage in textual analysis, this chapter argues for the affordances of the theoretical underpinnings of Bernstein's pedagogic device and critical discourse studies in investigating connections between policy and practice. Drawing on the sociology of pedagogy and applied linguistics, this chapter aims to explore the theoretical complementarities of the chosen approaches for exploring how policy ideas move through time and space. A focus on the notion of recontextualisation enables an understanding of how influences beyond the discipline itself, including policy discourses, can shape learning, teaching and assessment practices. The illustrating case examines policy on learning and teaching and how these ideas are recontextualised from national policy through to institutional policy and individual practices. The critical or questioning angle of both approaches in seeing ideas, including policy, as never value-free but as situated within their sociopolitical context can shed light on how policy ideas make their way into universities and in whose interests.

This chapter examines the case of threshold concepts, as an example of a theory being developed and applied within higher education research. It traces the origins and meaning of the term, reviews its application by higher education researchers and discusses the issues it raises and the critiques it has attracted. This case is of particular interest, as the idea of threshold concepts is little more than a decade old, yet in that time it has attracted considerable attention.

Globally, diversity awareness is a vital aspect of schools. International perspectives on special education invite consideration of views of diversity and disability. Increased diversity in schools and communities has become commonplace and a 21st century norm. This chapter begins with an overview of diversity and multiculturalism. Disability as a category of diversity is explored. Special education and interventions designed to support the educational opportunities for students with disabilities are discussed. A framework for international perspectives on disability and intervention is described.

F.A. Hayek’s famous critique of the socialist planned economy turned on the role of information in markets. In competitive markets, decision-making is decentralized and relies on locally available market signals. Decision-makers do not have to be omniscient or predict the future; they simply have to focus on market prices. By contrast, socialist planners face a much more demanding situation where they have to acquire and process vast amounts of information in a centralized fashion. The author revisits Hayek’s early work in light of the contemporary revolution in information technology, using recent research on organizational decision-making. The author argues that a great deal of market information is produced by public and private institutions, and includes much more than market prices. The boundary between tacit knowledge and formalized knowledge changes as IT enables the spread of the latter. Furthermore, the growing “knowledge economy” underscores the importance of intellectual property, and the legal institutions that support it. Overall, some of Hayek’s early insights hold up well while others need updating.