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From one Graduate Diploma Secondary student taking a pro-diversity course that both authors had a connection with there was a very angry response, encapsulated by the statement “This course made me feel guilty to be an Australian”. We are aware that negative student evaluations can be part of the territory for tertiary teachers working in diversity courses. The purpose of this paper is to explore the students’ confronting comment which will be construed as a type of offer that is being extended to us – an offer that we are refusing. We draw on Deleuze and Guattari’s notion of “exterior assemblages”, and we shift our gaze to consider “what constitutes the territory” that is our response to the pre-service teacher’s evaluative claim.

The specific methods we deployed involved an eclectic appropriation of various tools. We embarked on this process of exploration by journaling, collective reflection and informal discussions with other colleagues. Our journals responded to the question: What constitutes the place that is the territory that is our refusal of the student’s offer? In order to explore this place we: kept a hand-written journal; used conventional text and arts based practice techniques in our journaling; discussed our journal entries periodically (face to face, via Skype and via e-mail); discussed this project with colleagues – giving them knowledge that we were doing this – and that we might write journal entries about these conversations; and read a variety of relevant texts We engaged in these processes for a three month period. At the end of this period we shared journals, and set about the task of analysing them. We engaged in a number of analyses and detailed our findings over the next month. Further, over a longer period of time we engaged with this incident and our journal entries and presented a series of in progress papers at a variety of conferences and seminars. The analysis of the data generated involved discourse analysis and dialogue.

A series of key discourses were identified and listed in the paper.

The key identified ideas are briefly linked to a series of implications for practitioners.

One of the key practical implications is the suggestion that where disagreements surface in education that one response to such moments might be for the parties to consider where they are located.

The paper outlines a way of thinking about disagreements that has useful implications when considering issues relating to pedagogical strategies aiming to work towards social justice.

The paper is an original response to a critical moment that occurred for two lecturers in pre-service teacher education.

Critical discussion of the social conditions that shape educational thinking and practice is now embedded in accredited teacher education programmes. Beneath beliefs that critique of educational inequality is desirable, however, lie more problematic questions around critical pedagogies, ethics and power. Emotional investments can work to protect habituated ways of thinking, despite attempts to move students beyond their comfort zone. This strategic process can shift attitudes and promote intellectual and emotional growth, but can also produce defensive reactions. This paper, a self-study in relation to an incident in a tertiary education programme, examines how student feedback on content and pedagogy positions teachers and learners. The purpose of this paper is to frame and reframe ways in which learner feedback to critical approaches might be read. The argument examines, through dialogue, the potential of disruptive teaching approaches for recontextualising both learner and teacher response. Such exploration articulates particular tensions and challenges inherent in critical teacher education pedagogies.

This is a reflective practitioner piece – involving journaling and the use of dialogue – to explore a critical incident.

This is an exploratory piece – the authors explore the workings of tension in critical/poststructural pedagogical work.

The deployment of dialogue as a method and as a way of presenting key issues is somewhat novel. The paper works through quite complex terrain in an accessible and reasonably clear fashion.

Educational facilities and their design have considerable impact on how students learn. Recent research indicates that modern university students are spending less time on campus and more time interacting with their peers through technology. This paper aims to examine the responses of a small number of first year university students, at RMIT University, Melbourne, to questions about the type of learning facilities they want on campus.

First year undergraduate students were interviewed about their engagement with university and in particular their learning styles in the physical environment. Although a small volunteer sample (n=12), they were all first‐time users of the university and its facilities. The average age of the sample was 19.8 years. The case studies were interviewed regularly (n=8) over a 12‐month period and their responses to learning needs and styles and university facilities recorded. The gender mix (m=8, f=4) reflected the enrolment patterns in the university school. The students were given a range of discussion triggers in semi‐structured interviews to promote discussion about their own learning styles and where and when they felt they learnt best at university.

The responses of these students indicate a number of features about their interpretation of the relationship between university learning and teaching expectations and facilities. These are: learning for these students occurred in both formal and informal settings; there was evidence that the timetabled facility dictated the teaching style used and the opportunities for collaborative learning; active learning occurred more often for these students away from the classroom, often in informal, ad hoc spaces; these students placed an important emphasis on the technology available throughout the university; and the students favoured collaborative, social spaces for learning and technology exchange. The conclusions drawn from their responses indicate that these university students want flexible learning spaces that can adapt to both individual and collaborative work with a strong emphasis on social learning and advanced technology. The responses also indicate a mismatch between existing lecture theatres and tutorial rooms and the third space learning that these students want. The results have implications for the design and construct of future teaching and learning spaces in universities and other learning institutions.

Fisher notes the importance of safety, security, natural ventilation, lighting and other physical features as conducive to effective learning. Students in this study also indicated a need for multi‐use spaces for intense work and learning opportunities. These spaces also need to allow for students to interact with the global environment through technology.

The changes in learning and teaching have been significant in the past 25 years and the role of features such as technology, collaborative spaces and third space learning have created pressure on universities and staff to meet the demands of a modern community of scholars. There is now a far greater emphasis on the learning needs of tertiary students and the relationship between learning and facilities. The responses of this small sample of first time university users indicate that this relationship is critical.

This paper aims to provide a review of the Signposts programme which facilitates individuals in developing self‐directed support, and seeks to share learning from development of this programme across the mental health sector.

Information for the review has been collected through anecdotal reports from individuals in receipt of Signpost services – this has included individuals who have used mental health services, their carers and professionals. The paper frames its work within the national context of government policy and research.

The complexities of self assessment and self navigation within existing mental health systems are difficult for many individuals to overcome. Based on principles of control and choice, the Signpost system allows individuals to take control of their lives and purchase the care and support they need. It has been important to develop a bespoke quality framework to enable protection of the public purse as well as the individual; Signpost UK has achieved this with its Quality Brokerage Framework.

This paper describes a highly innovative framework delivery of mental health self‐directed support within the personalisation agenda. Through partnership working, the framework not only provides a bespoke provision for mental health clients, but also an adaptable programme across all client groups which enhances principles of choice and control.

Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

The concept of ‘social inclusion’ has become shorthand for all kinds of desirable service outcomes, but what does it actually mean? Can it be deconstructed in to component parts and measured? In this article Peter Bates and Julie Repper have made a start at addressing these issues and are looking to carry forward the discussion through the Social Inclusion Research Network, featured in A life in the day 5.1.

Three programs of the Graduate School of Library and Information Science (GSLIS) at The University of Texas at Austin support education in library and information science in Latin America and present contrasts in goals, participants, and outcomes. We describe briefly the history and development of these programs, discuss obstacles faced by residents in Latin America, and suggest possible future directions.

Mathematics education in the twenty-first century faces new challenges that necessitate updates to mathematics curricula. This chapter analyses the updates made to Hong Kong’s mathematics curriculum in 2017 by using the curricular spider web (van den Akker, 2003), which consists of 10 curriculum components, namely the rationale behind the curriculum, aims and objectives, content, learning activities, teacher role, materials and resources, grouping, location, time, and assessment. The findings of this analysis suggest that Hong Kong’s mathematics curriculum has been developed in line with the changing trends of international mathematics curricula, which are influenced by globalisation and internationalisation. Future research could compare the mathematics curriculum in Hong Kong with those in other parts of the world.