The ongoing neoliberalisation of education is complex, varied and relentless. It involves increasingly diverse material and structural changes to curriculum, pedagogy and assessment and at the same time transforms how we are made up as educational subjects. It rearticulates what it means to be educated. This collection brings together creative and unanticipated examples of the adoption and adaptation of neoliberal practice, both collective and individual. These examples not only demonstrate the insidiousness of neoliberal reform but also suggest that its trajectory is uncertain and unfixed. The intention is that these examples might embolden education scholars and practitioners to think differently about education. This book is shaped by a reading of the processes of the neoliberalisation of education as a dispositif. This heterogeneous dispositif encompasses and spans an uneven, miscellaneous and evolving network of educational regimes of knowledge, practice and subjectivities, as well as artifacts and non-human actants. The papers included address different aspects or points within this complex arrangement at different levels and in different sectors of education. They have been chosen to illustrate the evolving and multi-faceted penetration of market thinking and practice in education and also points of deflection and dissent. They also offer coverage of some of the uneven geography of neoliberalisation. They consider the potential for the production of subjectivities to provide the ‘wriggle’ room that can exist to refuse or subvert neoliberal identities. This book will have appeal across the social sciences and specifically to those working in education. The chapters included here were originally published in various Taylor & Francis journals.

This book questions what ‘educating the whole child’ means in the context of our current neoliberal education system. In analysing the impact of how education policy is enacted and understood, it examines how this ‘neoliberalisation’ has shaped the personal and ethical relations of education. The book is unique in raising questions about the way in which a common and universally held truth about the importance and value of educating the whole child is conceptualised and articulated in education policy. Employing Foucault’s concepts of bio power, governmentality, the dispositif and subjectivities, this book explores the importance of psy-scientific knowledge, systems of education governance and classroom practices in constructing a neoliberal whole child. It examines how government policy structures the relationship between the child, school and government and claims that current policy and practice operate as forms of bio power that extends neoliberal governance to the emotional and moral life of the child. Educating the Neoliberal Whole Child will be of great interest to researchers, academics and students in the fields of education policy, sociology of education and critical pedagogy. It is also a valuable addition to studies of Foucault and education.

This book questions what 'educating the whole child' means in the context of our current neoliberal education system. In analysing the impact of how education policy is enacted and understood, it examines how this 'neoliberalisation' has shaped the personal and ethical relations of education. The book is unique in raising questions about the way in which a common and universally held truth about the importance and value of educating the whole child is conceptualised and articulated in education policy. Employing Foucault's concepts of bio power, governmentality, the dispositif and subjectivities, this book explores the importance of psy-scientific knowledge, systems of education governance and classroom practices in constructing a neoliberal whole child. It examines how government policy structures the relationship between the child, school and government and claims that current policy and practice operate as forms of bio power that extends neoliberal governance to the emotional and moral life of the child. Educating the Neoliberal Whole Child will be of great interest to researchers, academics and students in the fields of education policy, sociology of education and critical pedagogy. It is also a valuable addition to studies of Foucault and education.

Legumes are an important source of protein for humans and animals. They provide nutritionally rich crop residues for animal feed, and playa key role in maintaining the productivity of soils particularly through biological nitro gen fixation. They are, therefore, of immense value in rainfed farming systems. The International Center for Agricultural Research in the Dry Areas (ICARDA) has a responsibility for research on food, pasture, and forage legumes. The Center also has the broad objective of improving livestock production in rainfed farming systems. Although food legumes have be n known and grown by farmers in the WANA region for a long time, their productivity has remained low and variable. Forage legumes, on the other hand, are not so well known by farmers of the region, and their role in the farming systems is not so well understood. Thus, we need to develop the concept of using forage legumes as crops and to fit them into cropping systems. In its efforts to increase the productivity of food legumes and develop the legume-based crop/livestock systems, ICARDA has established a network of scientists in the different National Agricultural Research Systems in the region. To further strengthen this network, ICARDA convened a workshop on 'The Role of Legumes in the Farming Systems of Mediterranean Areas' in Tunis, Tunisia, 20-24 June 1988. This workshop was co-sponsored by UNDP, who also contributed funds for this publication."

Aufbauend auf dem "Maitland-Konzept" stellt David Butler ein Untersuchungs- und Behandlungskonzept vor, das eine pr zisere und damit erfolgreichere Diagnose, Interpretation und Behandlung neurologischer Beschwerden und Erkrankungen erm glicht.