Pedagogy from and for Social Movements: A Conversation Between Theory and Practice

Much radical writing on academia is grounded in a mystified view of knowledge in which an ecosocialist pedagogy would be “theory from above.” This article argues for a different understanding of knowledge as materially situated in social and ecological relationships; oriented towards practice; developmental and contested from below, demystifying third-level education from the perspective of movement-generated knowledge. Concretely, this means starting from participants’ existing praxis and “learning from each other’s struggles”—using “frozen” movement theory and activist experience—to move towards a wider, more radical understanding. In Ireland such pedagogy is rooted in working-class community self-organising, rural environmental justice alliances, women’s and GLTBQ activism, and the anti-capitalist “movement of movements,” encapsulating Audre Lorde’s dictum, “There is no such thing as a single-issue struggle because we do not live single-issue lives.” The article focusses in particular on a “Masters for activists.” The course supports movement participants to deepen and develop their activist practice but also to situate it within these wider and more radical understandings and emancipatory alliances. Taking movement praxis—rather than “contemplative” knowledge—as a starting point raises very different questions about theory and practice, forms and distribution of knowledge and the purpose and shape of learning.     

The Right of Peers to Attend the Accession Council and the Coronation

The coronation of English and later British Kings and Queens represents an ancient survival. Although changed greatly over time, the essence can be traced to the earliest centuries of pre-Conquest England. Contemporary pressures, including increased secularism and the changed role of the constituent countries of the United Kingdom, have raised questions about the form and content of a future coronation in London. One of these is the role of the peerage, traditionally accorded a significant place in any coronation. This article will consider the question of the right of peers—hereditary or life—to attend a coronation. It does so by looking at whether a coronation is a legal or constitutional necessity, who can or should attend a coronation, and also looks briefly at some of the other activities associated with the accession of a new Sovereign, that traditionally involved members of the peerage.     

DNA Purification Cell Lysis and Wash Step Modifications for Low-Template DNA Sample Processing,

As DNA technology becomes increasingly sensitive, forensic laboratories are receiving more low-template DNA samples. These samples, already low in DNA content, become even more challenging to process as the available DNA becomes further reduced during the extraction step. In this study, two extraction modifications were tested to determine if the cause of DNA loss could be identified and mitigated. A double lysis technique was used to test for DNA loss in the sample collection substrate, and lysate eluates were re-extracted to determine DNA loss from inefficient binding to the silica column. Both modifications showed DNA was lost at these steps. However, resulting STR profiles from these samples had fewer peaks and lower peak heights when compared to samples processed with no extraction modifications. Overall, the potential benefits of adding these extraction modifications for low-template DNA sample processing are not enough to justify the risk associated with additional manipulation.     

School Choice and the Creation of Social Capital Reexamined

Scholars have argued that by spurring parental involvement in school activities, school choice creates social capital. While government policies may be able to create social capital, we doubt that school choice is such a policy and argue that participation in school activities is largely determined by individual-level attributes and the school context, rather than choice per se. To assess this claim we use the Early Childhood Longitudinal Study data. Unlike most school choice studies, this data set has a large, representative national sample. More importantly, the panel structure of the data allows us to examine the same parents both before and after the school choice decision has been made, permitting a true dynamic analysis. The results demonstrate that actively choosing a child's school does not make parents more likely to participate in school activities. Some institutional attributes of schools do appear to increase parental involvement in school activities, however.