National and Imperial Belonging in Wartime: The Tangled Knot of Australians and New Zealanders as British Subjects during the Great War

The Great War is considered nationally foundational in both Australia and New Zealand. Yet, as critics of this view point out, British subjecthood remained important and sometimes central to identity at this time. This article pulls two threads from this tangled knot of belonging at a time when identifying and regulating loyal populations was critical. Looking at evidence of those Australians and New Zealanders who served in imperial forces and organisations, and the implications of passport control from 1915, I suggest that the relationship between British subjecthood and national identification was not always easily managed, and was often cut across by gender. Indeed, there is evidence that one's identification as a British subject or an Australasian citizen was not always a matter of choice or positive, and sometimes these identities were antagonists. The significant tensions between British subjecthood and being an “Australian” or a “New Zealander” were especially heightened by the increasingly intimate relationship between governments and their people during the First World War.     

Higher Education and the Referendum on Scottish Independence

During the course of the referendum campaign, the Scottish government argued that free tuition for Scottish and EU students symbolised Scotland's preference for universal services and was intrinsically fairer than the ‘marketised’ systems operating in the rest of the UK. Invoking principles of both social justice and pragmatism, three distinct critiques of the Scottish government's higher education policy were mounted and adopted by different policy actors for different political purposes. Following a discussion of these arguments, this article concludes that a more nuanced discussion of higher education policy in Scotland is required, focusing not just on the absence of tuition fees but also on the distribution of debt and allocation of funds across the entire education system. We also note that the focus on tuition fees policy suggests that higher education systems across the UK are set on a process of divergence, whereas there are strong pressures towards policy convergence in areas such as research policy and internationalisation.     

Adult learning and literacy learning for livelihoods: some international perspectives

Reflecting contemporary interest in developing new adult literacy learning programmes based on ‘literacy for livelihoods’, this article examines some case studies from New Zealand, Bangladesh, and Egypt, illustrating literacy being used in livelihoods, and relates these to the kind of literacy being taught in many adult literacy programmes today. It argues that people often change their livelihoods, and that each livelihood has literacy practices embedded within it. The authors suggest that the use of these literacy practices embedded within the livelihood activities might be a better starting point for adult literacy learning than a school-based textbook.     

Reforming United Kingdom's health care system

The paper's focus is on the notably pragmatic style and processes of reform in the UK. Selected key themes illustrate aspects of this. They comprise: the separation of purchaser-provider responsibilities and the development of an internal market in health care. Many of the changes now being introduced were not part of the original proposals put forward in 1989. They emerged in response to Ministers' wishes or preferences as they became caught up in implementation and were held accountable for its achievement. In assessing the NHS reforms, a major problem has been the lack of sound, independent research to evaluate their impact. The limited, though growing, research that has been conducted suffers from being unable to distinguish causality from association. Few reliable conclusions about the impact of the reforms can be drawn from research. It remains virtually impossible at this time to draw up a definitive, overall balance sheet. A number of political lessons are identified. If the preconditions prevailing in the UK in late 1988 and early 1989 were to exist elsewhere then reforms similar to those in the UK may be forthcoming. It is important, however, not to overlook the particular factors evident in any country which will ultimately determine the nature of health care reforms and their outcome.     

Personality as a vocation: the political rationality of the humanities

In responding to periodic government demands that it provide a rational justification for its activities as a public utility, the humanities academy typically appeals to the absolute ethical and intellectual values of liberal education. This paper investigates the nature of this response and its relation to the governmental field. The historical, ethical and political claims involved in the appeal to liberal education are discussed and rejected. It is argue that the cultivation of personhood has neither a single (‘complete’) from nor a privileged home in the university arts faculty. Weber's sociology of ethical orders is used to frame a discussion of intellectual cultivation as a specific vocation or discipline of life. From Foucault's conception of ‘govermentality’ the paper draws an account of share of political rationality dependent of the historical deployment or particular intellectual and political technologies. The problem of the political rationality rationality of the humanities is then discussed in terms of the unplanned historical convergence of the disciplines of cultivation and the technologies of government¹.