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This study examines the relationship between French intellectuals and politics from the end of the nineteenth century up to and including the Occupation. In this introduction I shall first explore the usage and connotation of the term ‘intellectual’ in France, and by contrast in Britain. I shall then briefly explain my choice of the French intellectuals on whom this study concentrates before concluding with an overview of the political activities of French intellectuals from the 1890s until the Liberation.

Shakespeare's Schoolroomplaces moments of considerable emotional power in Shakespeare's poetry-portraits of what his contemporaries called \"the passions\"-alongside the discursive and material practices of sixteenth-century English pedagogy. Humanist training in Latin grammar and rhetorical facility was designed to intervene in social reproduction, to sort out which differences between bodies (male and female) and groups (aristocrats, the middling sort, and those below) were necessary to producing proper English \"gentlemen.\" But the method adopted by Lynn Enterline in this book uncovers a rather different story from the one schoolmasters invented to promote the social efficacy of their pedagogical innovations. Beginning with the observation that Shakespeare frequently reengaged school techniques through the voices of those it excluded (particularly women), Enterline shows that when his portraits of \"love\" and \"woe\" betray their institutional origins, they reveal both the cost of a Latin education as well as the contradictory conditions of genteel masculinity in sixteenth-century Britain. In contrast to attempts to explain early modern emotion in relation to medical discourse, Enterline uncovers the crucial role that rhetoric and the texts of the classical past play in Shakespeare's passions. She relies throughout on the axiom that rhetoric has two branches that continuously interact: tropological (requiring formal literary analysis) and transactional (requiring social and historical analysis). Each chapter moves between grammar school archives and literary canon, using linguistic, rhetorical, and literary detail to illustrate the significant difference between what humanists claimed their methods would achieve and what the texts of at least one former schoolboy reveal about the institution's unintended literary and social consequences. When Shakespeare creates the convincing effects of character and emotion for which he is so often singled out as a precursor of \"modern\" subjectivity, he signals his debt to the Latin institution that granted him the cultural capital of an early modern gentleman precisely when undercutting the socially normative categories schoolmasters invoked as their educational goal.

In this paper, we consider whether certain countries are particularly adept (or particularly poor) at getting children from disadvantaged homes to study for a bachelor's degree. A series of university access models are estimated for four English-speaking countries (England, Canada, Australia and the USA), which include controls for comparable measures of academic achievement at age 15. Our results suggest that socioeconomic differences in university access are more pronounced in England and Canada than Australia and the USA and that cross-national variation in the socioeconomic gap remains even once we take account of differences in academic achievement. We discuss the implications of our findings for the creation of more socially mobile societies.

Being active in nature carries many benefits and there are a number of ways to design and deliver outdoor programs so that young people can realize these benefits. This paper provides an environmental scan of the outdoor education (OE) programs currently offered in public school, grades 6-12, across British Columbia (BC). The environmental scan methodology involved (a) a review of academic literature related to OE in Canada and BC, and (b) an internet search of programs in each school in BC. The results of the scan outline the wide-ranging outdoor learning activities being conducted in each of the 63 school districts in BC. Analysis of the literature and websites revealed eight main categories of OE programs: (a) physical and health education courses; (b) programs with an Indigenous focus; (c) interdisciplinary programs; (d) unique content programs; (e) annual trips; (f) district programs; (g) school-wide initiatives; and (h) community partnership programs. This environmental scan has implications for educators, administrators, non-governmental organizations wishing to partner with schools, BC Boards of Education, the provincial Ministry of Education, and other provinces and countries regarding creation of programs and resource allocation for outdoor learning.

This study examined the experience of digital connectivity among rural-living British Columbians both with and without access to high-speed Internet at home. Evidence indicates that fewer rural communities have access to high-speed Internet compared to urban communities in Canada, despite government commitments to bring high-speed Internet to all British Columbians by 2027. Yet, differences within rural areas relative to those with access to high-speed compared to those with lower speeds remains a relatively unexplored area. A cross-sectional survey of rural British Columbians both with and without high-speed Internet was conducted between October 2023 and April 2024. Closed and open-ended questions gathered participants' thoughts and experiences with digital technology access and use. Overall, 461 (M age = 56 years, 72% female) rural BC community members (47% with access to 50 + Mbps download speeds) completed the survey. Despite similar overall digital readiness, skill, and confidence using digital technology, those without high-speed Internet were older, more remote-living, reported using fewer connected devices alongside greater frustration with technology, yet had comparable frequency of Internet use except for less streaming compared to those with access to high-speed Internet. Similar themes were found among open-ended responses of both those with and without high-speed Internet access and surrounded: i) the actual and potential benefits of high-speed connectivity, and ii.) disconnects on many levels, but particularly between expectations for and reality of high-speed connectivity. Regardless of broadband speed, there were greater similarities than there were differences across rural community participants, with common perceptions of the benefits of connectivity amid experiences with pervasive disconnections on a number of levels.

Since scholarly interest in corporate social responsibility (CSR) has primarily focused on the synergies between social and economic performance, our understanding of how (and the conditions under which) companies use CSR to produce policy outcomes that work against public welfare has remained comparatively under-developed. In particular, little is known about how corporate decision-makers privately reconcile the conflicts between public and private interests, even though this is likely to be relevant to understanding the limitations of CSR as a means of aligning business activity with the broader public interest. This study addresses this issue using internal tobacco industry documents to explore British-American Tobacco's (BAT) thinking on CSR and its effects on the company's CSR Programme. The article presents a three-stage model of CSR development, based on Sykes and Matza's theory of techniques of neutralization, which links together: how BAT managers made sense of the company's declining political authority in the mid-1990s; how they subsequently justified the use of CSR as a tool of stakeholder management aimed at diffusing the political impact of public health advocates by breaking up political constituencies working towards evidence-based tobacco regulation; and how CSR works ideologically to shape stakeholders' perceptions of the relative merits of competing approaches to tobacco control. Our analysis has three implications for research and practice. First, it underlines the importance of approaching corporate managers' public comments on CSR critically and situating them in their economic, political and historical contexts. Second, it illustrates the importance of focusing on the political aims and effects of CSR. Third, by showing how CSR practices are used to stymie evidence-based government regulation, the article underlines the importance of highlighting and developing matrices to assess the negative social impacts of CSR.

As school leaders, principals can influence student achievement in a number of ways, such as hiring and firing of teachers, monitoring instruction and maintaining student discipline, among many others. We measure the effect of individual principals on gains in math and reading achievement between grades 4 and 7 using a value-added framework. We estimate that a one standard deviation improvement in principal quality can boost student performance by 0.289 to 0.408 standard deviations in reading and math, while the principal at the 75th percentile improves scores by 0.170 to 0.193 relative to the median principal. Our results imply that isolating the most effective principals and allocating them accordingly between schools can have a significant positive effect on reducing achievement gaps. En tant que leaders, les directeurs d'école peuvent influencer les résultats des étudiants de nombreuses manières, par exemple en engageant et renvoyant des enseignants, en surveillant le processus d'instruction, en maintenant la discipline dans le corps étudiant, etc. On mesure l'effet de directeurs particuliers sur les gains faits en mathématiques et lecture entre la 4e et la 7e années en utilisant un cadre conceptuel de valeur ajoutée. On estime qu'une amélioration de la qualité du directeur d'un écart-type peut accroître la performance de l'étudiant en lecture et en mathématiques de 0.289 à 0.408 écart-type, alors que le directeur se situant au 75e percentile améliore les scores de 0.170 à 0.193 par rapport au directeur médian. Ces résultats signifient que d'identifier les directeurs les plus efficaces et de les répartir de manière appropriée entre les écoles peut avoir un effet positif significatif sur la réduction des écarts de performance.

In this article, the researchers employ the framework of plurilingualism and plurilingual competence in a field that has traditionally been dominated by reified conceptualizations of multilingualism that view bi/multilingualism as balanced and complete competence in discrete codes. They present data from a qualitative, longitudinal study of the interplays between the social, cultural, and linguistic in the multiple languages and literacy practices of transnational students at a university in Vancouver, Canada. Their findings question the role of academic English as the sole conduit to success for participants in higher education. They suggest that this relates back to how plurilingualism is defined and integrates the key idea that learning skills, multilingual literacies, (inter)cultural experiences, and different forms of knowledge are transferable and thus constitute assets and tools for better learning (Castellotti & Moore, 2010; Coste, Moore, & Zarate, 1997). Participants revealed a considerable degree of fluidity in their languages and literacy practices as well as shifts in perceptions and practice that change according to context. They proved to be highly plurilingual, reflexively and knowledgeably (Giddens, 1984) moving from contexts in which they mixed different languages and scripts freely to contexts in which they adhered to more normative senses of discrete monolingual practices in English and community languages.

This study examines the proposition that secondary school choice in England has produced a stratified education system, compared with a counterfactual world where pupils are allocated into schools based strictly on proximity via a simulation that exploits the availability of pupil postcodes in the National Pupil Database. The study finds current levels of sorting in the English secondary school system—defined as pupils who do not attend their proximity allocation school—to be around 50 per cent, but estimates that only one-in-five pupils are potentially active in sorting between non-faith comprehensive schools. School segregation is almost always lower in the proximity counterfactual than in the actual data, confirming that where pupils are sorting themselves into a non-proximity school, it does tend to increase social and ability segregation. The difference between school and residential segregation is greatest in urban areas and LEAs with many pupils in grammar and voluntary-aided schools.

In this article, Jeanne Dyches investigates the ways in which inquiry models of instruction have failed to provide students with a space in which to grapple with discipline-specific histories and hegemonies. Accordingly, this study offers critical canon pedagogy (CCP) to help students problematize and disrupt the practices specific to a discipline. Drawing from critical curriculum theory and critical Whiteness studies, Dyches details the experiences of high school students who participated in a CCP unit that investigated the disciplinary practices that have marked the teaching of canonical British literature in secondary English classrooms. Dyches shows how the unit provided students with an opportunity to restory their entirely White curriculum and, in doing so, reconsider and resist the traditional narratives and voices of the canon, develop an increased sense of canonical critical consciousness, and demonstrate a sense of discipline-specific agentive identity.