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To consider what a criticalist qualitative research methodology might look like for universities in the context of the contemporary COVID-19 crisis.

This polemical paper explores the rationale for a dramatic recasting of the approach needed in qualitative research methodology to address the challenges of the crisis-ridden times we live in. Broadly conceived of as an “evolving criticality”, to borrow from Kincheloe, the paper addresses the kind of disposition, orientation or state of mind required that provides the space and opportunities in universities within which this strategic methodological reinvention might occur. After explaining what a research methodology committed to the notion of “criticality” might look like, the paper argues that to enact this we need to start with the immediacy of our own academic work and then emanate to other public spheres.

The polemical exchange engaged in by this paper presents the underpinnings of how critical social science might be deployed in both reconceiving how we understand the purpose of research in universities and changing the nature of academic work.

These exist only in so far as university academics are prepared to embrace what is being argued for to change the status quo.

The broader critical social science methodology being argued for in this paper is using a wider framing to a form of critical ethnography that has the potential to enable academic workers to extricate themselves from the ruinous situation brought on by the neoliberal paradigm that has been so drastically exacerbated by COVID-19.

While the paper rehearses some existing ideas of critical social science, the novelty of the papers lies in the way these are applied to the COVID-19 crisis within which universities have become embroiled.

Australian Pupil Control Ideology (PCI) studies have generally utilized small samples in an endeavour to establish significant relationships between teacher/administrator control orientation, and a variety of person‐specific variables. The present study examines the tenability of a number of American biographically‐derived hypotheses in the Australian context. The explanatory power of the combined biographical variables of teacher age, experience, sex, organizational status and academic qualifications for variances in PCI is seriously questioned since as little as 6 percent of PCI variance may be explained by reference to these particular variables. Some potentially more fruitful avenues of enquiry for future PCI research are proffered.

Describes an approach to real‐time expert systems for integrated network management. Presents an overview of expert systems technology, proceeding to develop the requirements for a real‐time system in network management. Describes a system being developed (1989) by Pacific Bell. Describes NETREX, a prototype real‐time system, aimed at automatically maintaining Pacific Bell′s internal data networks. Concentrates on an application for solving problems with travel tickets in real time.

BCMSV is a computer database of information about individual items of seventeenth and eighteenth‐century manuscript English verse in the Brotherton Collection of Leeds University Library. Its recent worldwide availability via the Internet provides an opportunity to describe the purpose and nature of the project, to outline the database record structure, and to give examples of current search techniques (with illustrative examples). Concludes with an examination of one of the manuscripts indexed in BCMSV, Brotherton Collection MS Lt 11, which was compiled apparently in a Yorkshire household at different dates from the early eighteenth to the early nineteenth century. Shows that analysis of the manuscript (which predominantly contains anonymous satires) is now greatly facilitated by its inclusion in BCMSV. Reproduces a manuscript page containing one of three “satires upon the Wakefield ladies”.

Mr Cyril Chambers has been appointed a Director of Remington Rand Limited and is the Chief Executive Officer of the new and enlarged UNIVAC Division which will embrace Eire, the British Commonwealth countries in Africa and the sterling area countries in the Middle East. Mr Charles Elliott, General Manager of the UNIVAC Division and Board member of Remington Rand Limited, will continue as Director and General Manager of the U.K. operations.

This article investigates Departmental representations of allies and enemies, especially in the Pacific Ocean, during the Great War. The first section provides an overview of the Department’s principal instruments “the School Paper and Education Gazette” in communicating representations as well as expected views and behaviours with regard to Empire, allies and enemies. The second section explores the Department’s positioning of Germany in the Pacific Ocean and in relation to Australia; the third looks at France; and both focus on children’s responses to the reporting. The final section investigates representations of New Zealand including those within the Australian and New Zealand Army Corps legend that the Department chose to acknowledge.

Seeking to clarify the concept of lying, I deal with several topics on which ideas vary. I consider the symbolic, intentional, misleading, and relational character of lies, and include secrecy and other forms of deliberate deception within lies on the basis of these components. Next, I distinguish between human and nonhuman deception, invoking the concepts of symbols, role‐taking, self, and mind. Following this, I present several representative categories of the infinite array of benign and exploitive social contexts in which lying occurs. In a brief discussion, I then impugn the commonly‐used notion of “self‐deception” as internally contradictory. And, finally, I describe both negative and positive consequences of deception in human affairs.

Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion, understanding, cocreation, community, and flexibility. This is especially so for ‘traditional’ university spaces, in essence questioning and resisting the many established dynamics that face-to-face teaching and learning took for granted within many neoliberal and neocolonial higher education contexts. In this chapter, I propose positioning a love ethic as a primary point of departure for all educational engagements, a foundational shift in ontology (way of being) of the university. By focusing on love as liberation and justice, and teaching as an act of love, I draw on critical, engaged, and feminist pedagogies, as well as my experience as a lecturer in a social justice– and global citizenship-oriented program at the University of Cape Town (UCT), South Africa, where I positioned a love ethic as central to my pedagogical approach. I argue that when we begin to view love as more than mere emotion, but as an ideological position that informs values and praxis within higher education (and our university “classrooms” in particular), we may move toward new and exciting ways of envisioning the decolonized university of the 21st century. A love ethic, as defined by bell hooks, offers possibilities for an approach to critical transformation that is not merely motivated by the change of institutional structures, but by the reform of values guiding teaching and learning and ways of being within higher education institutions.