Immigrant parents’ everyday encounters with exclusion and public space mobilities: ‘Some type of force field’

This paper explores everyday feelings of exclusion experienced by Western immigrant parents of preschool aged children in public park playgrounds in Tokyo. These parental feelings of exclusion and unbelonging arose from negative encounters with the majority population where children's visible bodily differences led to unintegrated play. The paper argues that this sense of exclusion is socially problematic as immigrant parents feel negative emotions when using public playgrounds, turn away from local public space mobilities towards online play dates with their countries of origin, and focus more on private home centred play through a style of self-segregation as coping techniques.     

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.