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A collection of interviews with contemporary Londoners from all parts of the city and all walks of life.

This paper draws on interview data gathered from a broader study concerned with examining issues of social justice, cultural diversity and schooling. The focus is on five students in Years 5 and 6 who attend a primary school located on the edge of a class-privileged area in outer London. The children are all high achievers who are very invested in doing well in school and in life within the parameters of neoliberalism. The paper examines the ways in which neoliberal discourses of performativity and individual responsibilisation permeate the children's talk in relation to their understandings of education and their future, and their worth and value as students. Such examination enriches the findings of important research in this area that draws attention to the ways in which neoliberal discourses have become naturalised and taken-for-granted in what counts as being a good student and a good citizen. The paper problematises the individualism, competitiveness and anxiety produced by these discourses and provides further warrant for supporting students to identify, challenge and think beyond them.

Celebrating the most famous and influential fashion school in the world, 'Fashion Central Saint Martins' is filled with never-before-seen student work by and exclusive interviews with talented graduates who have gone on to become the biggest names in fashion. Discover a treasure trove of early sketches, first student collections and fashion shoots by designers such as Hussein Chalayan, John Galliano, Stephen Jones, Dior's Kim Jones, Christopher Kane, Stella McCartney, Alexander McQueen, Phoebe Philo, Gareth Pugh, and Burberry's Riccardo Tisci, journalists like Vogue's Hamish Bowles and stylists such as LOVE magazine's Katie Grand. Learn all about their defining memories of the fashion school, favourite characters, inspirational teachers, and words of wisdom on everything a budding fashion designer, or aspiring fashion student, needs to know to forge their own path. Edited by the school's Programme Director of Fashion, Hywel Davies, and Cally Blackman, lecturer in Fashion History and Theory, Fashion Central St Martins follows the school's history from 1931 to today, with an initial chapter dedicated to its early years (1930s to 1960s), followed by chapters dedicated to each subsequent decade. Packed with profiles of key alumni alongside photography of their student work, and peppered with essays by guest-writers, this book will delight all fans and students of fashion.

Dieser Beitrag basiert auf meinen langjährigen Erfahrungen in der qualitativen Forschung und nutzt das Konzept der \"multiplen Positionalitäten\", um die Beständigkeit der Positionalität, welche die Konstruktion von \"Insider\" versus \"Outsider\" im Forschungsprozess untermauert, infrage zu stellen. Während der Status als \"Insider\" normalerweise mit einer geteilten Ethnizität/Nationalität in Verbindung gebracht wird, hat die Migrationsforschung darauf gedrängt, die Grenzen der \"ethnischen Linse\" zu überwinden (AMELINA & FAIST 2012; GLICK SCHILLER & CAGLAR 2009). Ich behaupte, dass Migrant/innen nicht einfach in fixe, ethnische \"Insider\"-Kategorien eingeteilt werden können; stattdessen ist es aufschlussreicher zu untersuchen, wie sich Identitäten durch den Migrationsprozess verändern. In diesem Beitrag betrachte ich eine Reihe von Begegnungen während meiner Forschungsarbeiten mit Migrantinnen in London. Indem ich die Begegnungen mit Migrantinnen aus Irland und Polen vergleiche und gegenüberstelle, reflektiere ich darüber, wie Empathie durch die dynamischen Rhythmen von Positionalitäten – Gender, Alter, beruflicher und elterlicher Status, Migrationserfahrung sowie Nationalität – verhandelt werden. Auf diese Weise berücksichtige ich die Herausforderungen, aber auch Möglichkeiten, innerhalb der migrantischen Bevölkerung zu forschen und zeige, wie dies einen Ansatz anregen könnte, der den Rahmen der \"ethnischen Linse\" überwindet.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1502175

\"Following his sweeping exploration of landscape in 2012 at the Royal Academy of Arts, London, published in the phenomenally successful David Hockney: A Bigger Picture, this new volume looks exclusively at a new series of portraits that David Hockney, one of the most famous artists in the world, has been painting recently. In 2012, Hockney returned to California, where he had lived and worked for long periods. There followed a series of painted portraits, the subjects of which ranged from studio assistants and office staff to family, friends, and long-term acquaintances. Also included are a number of fellow artists, curators, and gallerists, including John Baldessari and Larry Gagosian. Reproduced in stunning colorplates the paintings are shown alongside revealing images of the works in various stages of development, which provide an exciting insight into Hockneys painterly process. The book is introduced with two important new texts. This vivid series of portraits, executed in bold acrylics, observant and full of life, marks Hockneys vibrant return to Technicolor form.\" -- Amazon.com

Background Long Covid (LC) significantly impacts health, economic and social activities. Women, deprived, learning disability, homeless and some minority ethnic populations have high prevalence rates but low access to support, indicating health inequities in LC care. Aim To identify health inequities in LC care and inclusion strategies that align with the priorities of people with LC. Design and Setting Mixed‐methods study employing qualitative data from people with LC, professional experts, LC clinic staff and primary care data from North West (NW) London GPs. Method Qualitative interviews with 23 people with LC and 18 professional experts explored the experience of diagnosis and support for people from disadvantaged groups. Framework analysis identified themes that informed the subsequent collection of clinic and primary care data. Staff from 10 LC clinics across England provided survey and qualitative data describing their initiatives to identify and reduce inequalities. Descriptive quantitative analysis of NW London adult primary care records (n = 6078), linked to hospital use across England, explored LC diagnosis and care pathways for diverse groups of people with LC. Results Study participants from disadvantaged groups reported delays in formal diagnosis and specialist referrals being initated and had low trust in healthcare services. They described difficulties in obtaining information, advice and support as barriers to access specialist referrals. LC clinics confirmed the under‐referral of those from the most disadvantaged groups compared to the general population. Primary care data confirmed under‐referral of people with LC to specialist clinics; however, incomplete data across the LC clinical pathway prevented an analysis of equity in referral patterns between population groups. Clinics used various strategies to improve access and increase the flow of disadvantaged groups from primary care to LC services. Interventions included data collection to identify underserved groups, targeting outreach to primary care and community providers, adapting clinic provision and developing care pathways involving multidisciplinary teams (MDTs), primary and secondary care practitioners and third sector organisations. These activities were not widespread, however, and were particular to a few clinics. Conclusion Strategies to improve access to LC healthcare provide a starting point to explore inclusive care pathways for people with LC from disadvantaged social groups. Future research should focus on the effectiveness of initiatives to increase access to specialist LC provision among disadvantaged groups and establish greater trust in healthcare providers. Priorities of People With LC for Healthcare Practice This study highlights the need for health system practitioners to identify under‐represented groups and target inclusion initiatives at these populations in sensitive and appropriate ways. Improved diagnosis and support for such populations would be helped by training health and social care practitioners to recognise and accept the accounts of people with LC about their symptoms. Protocols that support consistent practice in referrals for specialist care are also needed. People with LC from disadvantaged groups often lack access to evidence‐based sources of advice and information. Practitioners should provide information on LC while individuals are waiting to receive specialist care and should advocate for support from employers, including work modifications. Patient and Public Contribution People with lived experience of LC were involved in the study as members of the research team and LOCOMOTION Patient Advisory Group (PAG). The PAG was involved in the wider study design, including the initial grant application, attending proposal planning meetings and helping to develop the research aim, objectives and questions. During the course of the study, the PAG met quarterly with each other and at least monthly with other research team members to review progress and feed into data collection and analysis processes. PAG members also attended a Quality Improvement Collaborative meeting involving academics and LC practitioners, which discussed initial findings from data analysis of qualitative interviews on LC inequalities. Through these meetings, the group supported and oversaw the study as a whole in terms of how data was collected, recruitment of participants, involvement in data analysis and interpretation, as well as providing more specific advice to all the individual workstreams within the study. A PPI facilitator within the study team provided training and support to PAG members in these areas and was available to respond to other needs expressed by the group. PAG members have also been involved in organising and contributing to a wide range of study dissemination events. PAG involvement throughout the study has ensured that the research is aligned with the key research priorities of people diagnosed with LC as well as those with LC symptoms but no formal diagnosis. PAG members were recruited through and linked to the LC clinics involved in the study and have helped disseminate study findings to local clinical practice, the lay public and other LC centres with which they are involved. S.E. is a PAG member from a minority ethnic background and a co‐author on the paper. She has been involved in overseeing and supporting data collection and interpretation relating to inequalities affecting people with LC and has contributed to the preparation of this manuscript from an early draft to production of the final version.

\"In August 1976, Eric Clapton made an inflammatory speech in support of Enoch Powell and 'black' repatriation, sparking an anti-racism campaign that would soon radicalise an entire generation. The following sixteen years saw politics and pop music come together as never before to challenge racism, gender inequality and social and class divisions. For the first time in UK history, musicians became instigators of social change and their political persuasion as important as the songs they sang. Through the voices of campaigners, musicians, artists and politicians, Daniel Rachel charts this extraordinary and pivotal period between 1976 and 1992, following the rise and fall of three key movements of the time: Rock Against Racism, 2 Tone and Red Wedge, revealing how they both shaped, and were shaped by, the music of a generation. Consisting of new and exclusive in-depth conversations with over 100 contributors, including Pauline Black, Billy Bragg, Jerry Dammers, Phill Jupitus, Neil Kinnock, Linton Kwesi-Johnson, Tom Robinson, Clare Short, Tracey Thorn and many more, Walls Come Tumbling Down is a fascinating, polyphonic and authoritative account of those crucial sixteen years in Britain's history, from the acclaimed writer of Isle of Noises. Walls Come Tumbling Down also features more than 150 images - many rare or previously unpublished - from some of the greatest names in photography, including Adrian Boot, Chalkie Davies, Jill Furmanovsky, Syd Shelton, Pennie Smith, Steve Rapport and Virginia Turbett.\"-- Publisher description.

Alternative education provision such as Pupil Referral Units support young people who have been excluded from mainstream school settings and often from disadvantaged backgrounds. However, there is limited research to date exploring educators' perceptions of the complex needs of young people in PRUs, and the extent to which PRUs as currently configured can meet such needs. Between March 2019 and October 2020 twenty-two participants holding various educational roles from five different Pupil Referral Units across London and Southeast England were interviewed. The interviews aimed to explore the participants' experiences of working with students in PRU's and examine some of the challenges that they might encounter. Semi-structured interviews were analysed using Reflexive thematic analysis. The three identified themes and their sub-themes highlighted the complex needs of these young people and identified significant barriers to effective service provision. The first theme 'Complexities of PRU population' highlighted the challenges that young people in PRUs face and perceived systemic short falls in addressing such complexity. The second theme 'Challenges of the PRU environment' highlights the frustrations that educators experience when it comes to providing adequate support to young people in PRU's, the absence of agency support, and the uncertainty that these educational settings can bring. The third theme 'Peer Group Influences' highlights the impact of peer groups from beyond the classroom on engagement within the classroom. Despite the clear complex needs of young people in PRUs, staff reported feeling ill-equipped to support these individuals and lacked access to effective inter-agency support. Participants reported that pupils' mental health difficulties were exacerbated by exclusion and reintegration practices, an over-zealous focus on educational outcomes and the impact of gang influences on their school lives. Implications include more specific mental health training for staff working in PRU's, improved inter-agency working and the incorporation of trauma-informed approaches in educational practice.

This article introduces performativity and processes of place-making into discussions about middle-class residents' place attachments. It draws on interviews with middle-class residents in two different London neighbourhoods, Peckham (inner urban, socially mixed) and West Horsley and Effingham (commuter belt villages), to argue that (1) the practice of place is key to understanding middle-class claims to belonging; and (2) ways of 'doing' neighbourhood must be understood within the context of other circulating representations. While respondents in Peckham work with or against prevailing discourses about their neighbourhood as they perform place, in the commuter belt, residents strive to uphold the image of their village as the rural idyll, a classed and racialised vision. The contrast between the inner city and commuter belt reveals the different performative registers through which place is practised; while in Peckham middle-class residents invest in processes of place-making, respondents in the commuter belt engage instead in active processes of place maintenance.

Drawing on 24 group interviews on celebrity with 148 students aged 14-17 across six schools, we show that 'hard work' is valued by young people in England. We argue that we should not simply celebrate this investment in hard work. While it opens up successful subjectivities to previously excluded groups, it reproduces neoliberal meritocratic discourses and class and gender distinctions.