This article starts from the observation that research on conspiracy theories is currently thriving, but that it is also fragmented. In particular there is an increasing divide between disciplines...

In recent years, money, finance, and the economy have emerged as central topics in literary studies. The Cambridge Companion to Literature and Economics explains the innovative critical methods that scholars have developed to explore the economic concerns of texts ranging from the medieval period to the present. Across seventeen chapters by field-leading experts, the book highlights how, throughout literary history, economic matters have intersected with crucial topics including race, gender, sexuality, nation, empire, and the environment. It also explores how researchers (...) in other disciplines are turning to literature and literary theory for insights into economic questions. Combining thorough historical coverage with attention to emerging issues and approaches, this Companion will appeal to literary scholars and to historians and social scientists interested in the literary and cultural dimensions of economics. (shrink)

The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to see problems with the transfer and (...) that secondary school teachers still incline to a ‘fresh start’ approach to year 7 pupils. There is also some evidence of a lack of curriculum consistency within the secondary schools involved in the research, there are differences between primary and secondary schools in the range of teaching and learning methods employed, there is some decline in pupils’ ratings of their experience of secondary education across year 7 and there are signs of some gender differences in these ratings. The conclusion is that there is a case for saying that the new arrangements have not alleviated the problems associated with the transfer. (shrink)

This article outlines the context in which General National Vocational Qualifications (GNVQs) have been developed with particular reference to the independent learning dimension of their principles and practice. It provides an overview of the problems associated with the GNVQ approach from the literature and from a study by the authors of twelve post-16 institutions in the process of implementing Advanced GNVQ programmes. It analyses the dimensions of independent learning and argues that GNVQs provide a hybrid learner experience in which autonomy (...) in the organisation of the individual learning process is mediated by a heavily prescribed GNVQ framework. The article concludes by locating this paradox in four central dilemmas characterising post-16 curricular policy in the UK. (shrink)