‘They have tried to silence me.’ : Beyond policy bordering: early childhood educators forging activist identities in the borderlands

The roles of early childhood educators in England have been marked, in recent times, by prescriptive occupational standards, surveillance, and responsibilisation. Over the last thirty years, early educators have been discursively positioned through workforce policy in multiple, competing, and everchanging ways. In addition, ideal professional identities have been institutionally shaped and bounded by qualifications criteria, regulatory requirements, and by intersections with broader (and at times, authoritarian) policy reforms. This constitutes a process of policy bordering (Archer 2022), which delineates professional identity territory, creating a space for a particular version of professional identities whilst closing down others. In response to this bordering process, a more dynamic, generative perspective recognises spaces for expressions of educator agency. Analysis of empirical data suggests such borders are, in fact, permeable with educators expressing their individual agency through these boundaries. Early childhood educators appear to be exploiting cracks and fissures in the borders to disrupt authoritarian demands upon them and exercise their personal power (Gallagher, 2000). Drawing on professional life story interviews of educators (n=18), this paper offers novel conceptualisation and analysis of borderland narratives, revealing how early educator agency and activism are asserted in interstitial spaces. By considering the role of borders (conceptual or otherwise) as sites of struggle, where the right to become is contested and negotiated, the borderlands concept illuminates the spaces of political possibilities (Brambilla, 2014), in which alternative professional subjectivities are enacted

Yeast m6 A methylated mRNAs are enriched on translating ribosomes during meiosis, and under rapamycin treatment

Interest in mRNA methylation has exploded in recent years. The sudden interest in a 40 year old discovery was due in part to the finding of FTO’s (Fat Mass Obesity) N6-methyladenosine (m6 A) deaminase activity, thus suggesting a link between obesity-associated diseases and the presence of m6 A in mRNA. Another catalyst of the sudden rise in mRNA methylation research was the release of mRNA methylomes for human, mouse and Saccharomyces cerevisiae. However, the molecular function, or functions of this mRNA ‘epimark’ remain to be discovered. There is supportive evidence that m6 A could be a mark for mRNA degradation due to its binding to YTH domain proteins, and consequently being chaperoned to P bodies. Nonetheless, only a subpopulation of the methylome was found binding to YTHDF2 in HeLa cells.The model organism Saccharomyces cerevisiae, has only one YTH domain protein (Pho92, Mrb1), which targets PHO4 transcripts for degradation under phosphate starvation. However, mRNA methylation is only found under meiosis inducing conditions, and PHO4 transcripts are apparently non-methylated. In this paper we set out to investigate if m6 A could function alternatively to being a degradation mark in S. cerevisiae; we also sought to test whether it can be induced under non-standard sporulation conditions. We find a positive association between the presence of m6 A and message translatability. We also find m6 A induction following prolonged rapamycin treatment

Inscrutable Providence: the Doctrine of Divine Concurrence and the theology of Charles Hodge.

This dissertation will discuss the doctrine of concurrence within the larger doctrine of providence. Although concurrence was once a key component of the doctrine of providence, it was difficult to maintain in a post-enlightenment theological and philosophical context, even for a Reformed thinker such as Charles Hodge. Although Hodge labored to explain the older formulation of this doctrine—especially as articulated by Francis Turretin—Hodge found concurrence problematic and did not commend its use. In addition to shifting philosophical sensibilities, concerns regarding pantheism were a significant reason why some nineteenth-century American Calvinists distanced themselves from concurrence. Nonetheless, Hodge’s theology stands largely in continuity with Turretin and the echo of this doctrine continues in his theological system. For Hodge, the concept of the “efficient presence of God” functionally stands in the gap left by the absence of concurrence. Hodge sought to articulate a system of providence that affirmed God’s exhaustive sovereignty but avoided fatalism or mechanical theories of necessity. As with Turretin, Hodge did not believe that contingency—correctly understood—was antithetical to the Reformed understanding of the sovereignty of God. Within the order of second causes there may be events that are not necessarily determined by other causes within that order. For Turretin, the doctrine of concurrence is what allowed contingency to be possible without violating the principle of sufficient reason. Despite the difficulties involved with this doctrine, this dissertation will demonstrate that concurrence—or Hodge’s similar concept of the efficient presence of God— remains valuable for constructing a healthy model of providence. Concurrence allows us to affirm the reality of secondary causes (thus avoiding pantheistic errors) without reducing everything to secondary causes (thus avoiding deistic errors). Although we should acknowledge Hodge’s critique of concurrence, when properly understood the benefits of concurrence outweigh its problems. Concurrence fits with the Biblical witness and allows us to credit God for acts of ordinary providence. In addition, concurrence can be understood according to an author-story model utilizing the scholastic distinction between God’s scientia necessaria and scientia voluntaria. Rather than multiplying difficulties without benefit, the doctrine of concurrence remains valuable and should be retained

The Role of the Tight-Turn, Broken Hydrogen Bonding, Glu222 and Arg96 in the Post-translational Green Fluorescent Protein Chromophore Formation

Green fluorescent proteins (GFP) and GFP-like proteins all undergo an autocatalytic post-translational modification to form a centrally located chromophore. Structural analyses of all the GFP and GFP-like proteins in the protein databank were undertaken to determine the role of the tight-turn, broken hydrogen bonding, Gly67, Glu222 and Arg96 in the biosynthesis of the imidazolone group from 65SYG67. The analysis was supplemented by computational generation of the conformation adopted by uncyclized wild-type GFP. The data analysis suggests that Arg96 interacts with the Tyr66 carbonyl, stabilizing the reduced enolate intermediate that is required for cyclization; the carboxylate of Glu222 acts as a base facilitating, through a network of two waters, the abstraction of a hydrogen from the α-carbon of Tyr66; a tight-turn conformation is required for autocatalytic cyclization. This conformation is responsible for a partial reduction in the hydrogen bonding network around the chromophore-forming region of the immature protein

Playing social justice: How do early childhood teachers enact the right to play through resistance and subversion?

In this paper we narrate how two teachers enact playful pedagogies by resisting the single story of formalised learning discourses in early childhood education and care. Playful learning is well established in international literature and children have the right to play. Yet in contemporary outcomes-driven policy, adult-led formalised teaching has become normalised at the expense of child-initiated play. Play is thus marginalised; positioned as a privilege rather than as a right and dependent on views of children as capable holders of rights. Here, we position play in relation to democracy, equity and social justice by storying how teachers’ circumvent scrutiny to facilitate the right to play and we argue this as a fruitful sub-context for resistance. From this perspective, teachers’ resistances do not just enable play, they embody and enact representative and democratic justice. Firstly, teachers story representative forms of social justice as ‘being the right thing’ in making play happen.  Secondly, teachers enact democratic forms of social justice through resistance actions of ‘doing the right thing’ that entangle an emotional vulnerability to scrutiny. Adopting alternative resistance positions shifts play beyond a privilege and creates transformational spaces for social justice where time, space and materiality have a role to play. We call on teachers and educators to deepen their critical awareness of the narrowness of a single story of learning and the rich relationships between rights and play agendas. We assert that teachers’ resistances can enable playful pedagogies and act as hopeful storytelling of social justice as serious play.   

Storying hopeful resistances to datafication:Cracks, spacetimematterings and figurations of agency within the more-than-human ecologies of early childhood education and care

In this paper, we ponder the ecologies of spacetimematterings folded into resistance practices and its relationality with figurations of agency outside and beyond datafication agendas. Accountability cultures bound up with datafication have consequences that include a diminished agency for both children and educators. According to Holloway (2010) enactments of resistance can cause cracks to appear that forge creative spaces where different kinds of doings related to agency emerge. The context, potentiality and storyings of cracking encounters is where our interest lies. To ponder crackings, we play with feminist posthuman and materialist theorising with research-creation approaches to notice resistances as material-discursive intra-actions amongst the lively materiality of educational life. From there we notice resistance practices as ecologies. Those ecologies are complex and lively yet often concealed in more-than-human cracks by the grand narrative of datafication. Through storytelling, we re-imagine these cracks as dynamic resistances, often unresolving the relationality between power and the collective more-than-human modes of resistance we witnessed. Different kinds of noticing mattered and amplifying the sharing of resistance stories brings attention to hopeful agencies already and always at work. Sharing stories can strengthen the connectivity of resistances to datafication and build a stronger autonomy and agency for early childhood education and care. Our provocation is to pay attention to the spacetimematterings of ecologies where resistance practices are already at work cracking cracks for different doings. From there, further activisms can mobilise a larger fracturing to the dominance of datafication narratives

Advocacy and activism in early childhood

The literature on 'advocacy and activism in early childhood' spans across multiple disciplines including those related to the care, development and education of children from birth to eight years of age. Advocacy can be defined as the proactive promotion or awareness-raising of a cause or barriers (e.g., barriers to participation, inclusion and equity). Advocacy aims to influence change in ways of thinking, being and doing, across micro- to macro- level contexts (for example, within family-educator relationships and at the policy level). This literature overlaps with scholarship on 'activism'. However, there are also many tensions and conceptual differences in understandings of 'advocacy' and 'activism', with writers suggesting that advocacy involves working 'within' systems and structures, whilst activism involves an element of resistance (e.g., protest, civil disobedience, etc). Given the synergistic nature of overlaps, for the purposes of this review, key works that focus on the intersection of activism and advocacy have been included. However, we acknowledge that the broader literature on concepts related to activism such as resistance (unpacked by seminal scholars - most notably, Peter Moss, Glenda Mac Naughton, Hillevi Lenz Taguchi, and others), are not the focus of this piece as they constitute a closely related, but separate body of literature. The review therefore remains focused only on activism and advocacy in early childhoo

The Family Name as Socio-Cultural Feature and Genetic Metaphor: From Concepts to Methods

A recent workshop entitled The Family Name as Socio-Cultural Feature and Genetic Metaphor: From Concepts to Methods was held in Paris in December 2010, sponsored by the French National Centre for Scientific Research (CNRS) and by the journal Human Biology. This workshop was intended to foster a debate on questions related to the family names and to compare different multidisciplinary approaches involving geneticists, historians, geographers, sociologists and social anthropologists. This collective paper presents a collection of selected communications