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Individuals have fought to merge Europe in the past, Caesar and Napoleon, to name but two. Now that Europe stands on the brink of a voluntary union—one that will create one of the largest customs unions in the world—resistance is, once again, emerging.

In this paper I want to look at just one of the many contemporary legal narratives of homophobia – the phenomenon of the “Homosexual Advance Defence” (H.A.D.). While I agree with the analysis of one American commentator, who indicts the H.A.D. as a “judicial institutionalization of homophobia” (Mison, 1992, p. 136), I maintain that it is important to extend analyses which take as their main target the entrenchment of bigoted judicial views or which employ as their main critical tool a liberal framework of equality and discrimination (for example, see Potter, 2001). Just as Eve Kosofsky Sedgwick urges us not to view homophobia as simple ignorance or bigotry (see Howe, 2000, pp. 85–87), I argue that there is much more at stake with the H.A.D., and consequently much more required of us, than mere questions of ignorance, discrimination and (re-)education. While it is important to identify and condemn at every turn the various legal and social manifestations of homophobia, of which the H.A.D. is clearly one, it is just as important (if not more so) to interrogate the discursive and epistemological foundations, or legitimations, of these very beliefs.

Australian universities have a rich history for enabling, promoting and evaluating innovation and excellence in learning and teaching. Universities have used this practice to respond to drivers from government and the changing global educational environment, as well as accommodating for the characteristics of Australian universities such as scale, equity of access and the balance of domestic and international students. Often through institutional collaborations, educators have challenged pedagogical practices and introduced and tested innovative ways to enhance student learning, which has contributed to an international reputation for quality learning and teaching. However, the recent removal of specific government funding to support innovation, the increased emphasis on student success and employability outcomes and the threat of performance-based funding means that Australian universities will need to commit to the ongoing development of learning and teaching and demonstrate the potential for learning gain.

Recent research including advances in neuro‐imaging indicates a profound effect on brain development as a result of exposure to abuse and neglect in childhood. This new area is called developmental traumatology. Areas of the brain that may particularly be affected are important in arousal control and executive function. Many adolescents presenting to forensic services have histories of neglect and abuse and deficits in key brain developmental functions. The management and treatment options for young people with developmental trauma and forensic needs are explored.

This chapter offers a selective review of the emerging Indigenous Pacific educational research from 2000 to 2018. The Pacific region is home to many and various cultural groups, and this review is an opportunity to celebrate the consequent diversity of thought about education. Common threads are used to weave this diversity into a set of coherent regional patterns. Such threads include the regional value to educational research of local metaphor, and an emphasis on relationality or the state of being related as a cornerstone of education, both in research and as practice. The relationship between indigenous educational thought and formal education in indigenous contexts is also addressed. The review pays attention to educational research centered in home islands and that which focuses on the education of those from Pacific Islands in settler societies since connections across the ocean are strong. Because of the recent history of the region, developments are fast paced and ongoing, and this chapter concludes with a sketch of research at the frontier. Set within the context of an area study, the chapter concludes by suggesting what challenges the region has to offer in terms of re-thinking the field of international and comparative education.

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 explores researching student experience in higher education from a Deleuzian perspective. It explores the key principles of a Deleuzian approach and introduces the concepts of becoming, assemblage and affect in relation to student experience in higher education. It shows how such concepts have been applied in two examples of research on student experience – the first reconceptualising the experience of ‘transition’ to university and the second exploring how student feedback might be gathered and engaged with differently in order to deepen teachers' pedagogic reflections. The chapter shows how Deleuzian approaches avoid finding commonalities in student experience and instead place an emphasis on affective connections that in turn prompt us to engage in new ways with student experience.

At the passing of the Fair Trading Act, 1973, and the setting up of a Consumer Protection Service with an Office of Fair Trading under a Director‐General, few could have visualized this comprehensive machinery devised to protect the mainly economic interests of consumers could be used to further the efforts of local enforcement officers and authorities in the field of purity and quality control of food and of food hygiene in particular. This, however, is precisely the effect of a recent initiative under Sect. 34 of the Act, reported elsewhere in the BFJ, taken by the Director‐General in securing from a company operating a large group of restaurants a written undertaking, as prescribed by the Section, that it would improve its standards of hygiene; the company had ten convictions for hygiene contraventions over a period of six years.

Power without authority is fragile; to be effective, leaders must appear to deserve their positions. This sense of legitimacy is the most important end product of going through Prep school. This sense of legitimacy is magnified by the sense of collective identity that Prep schools generate among their students, and much of the bonding process essential to upper‐class solidarity begins in this institution. This is the social glove that holds together the privileged classes, often at the expense of individuality but to the long‐term gain of upper‐class hegemony.

This chapter explores the development of advertising regulations governing food advertising to children in Australia since the 1940s. By introducing the advertising and marketing self-regulatory system, the Australian Government is taking a neoliberal approach, advocating for the free market to initiate and sustain the country’s economic development, instead of greater government regulation. By examining the primary and secondary literature, such as government reports and research, and newspaper and academic articles, this chapter outlines different regulatory initiatives adopted by both the government and food industry to limit food and beverage advertising to children on television and online, in order to prevent obesity rates increasing in children. This chapter synthesizes and critically evaluates food industry and public health studies, government and non-government reviews, and other research studies to evaluate the influence of self-regulation on Australian television food advertising within the neoliberal context since the 1990s. It contributes to the literature on food advertising regulations for children in Australia by offering evidence of how the government, public health authorities and the food industry have attempted to keep pace with changes in the advertising, marketing and media industries by developing and reviewing advertising codes. It identifies the loopholes that exist in these self-regulatory codes and concludes that Australia’s current advertising regulatory arrangements are failing to protect our children from unhealthy food marketing on television, especially on relatively under-regulated online platforms such as social media and branded websites. The issues identified in this chapter could aid the food and beverage industry, as well as the self-regulatory system, to offer comprehensive and applicable solutions to combat Australia’s obesity crises by implementing new legislations that align with different marketing practices.