Classification situations: Life-chances in the neoliberal era

This article examines the stratifying effects of economic classifications. We argue that in the neoliberal era market institutions increasingly use actuarial techniques to split and sort individuals into classification situations that shape life-chances. While this is a general and increasingly pervasive process, our main empirical illustration comes from the transformation of the credit market in the United States. This market works as both as a leveling force and as a condenser of new forms of social difference. The U.S. banking and credit system has greatly broadened its scope over the past twenty years to incorporate previously excluded groups. We observe this leveling tendency in the expansion of credit amongst lower-income households, the systematization of overdraft protections, and the unexpected and rapid growth of the fringe banking sector. But while access to credit has democratized, it has also differentiated. Scoring technologies classify and price people according to credit risk. This has allowed multiple new distinctions to be made amongst the creditworthy, as scores get attached to different interest rates and loan structures. Scores have also expanded into markets beyond consumer credit, such as insurance, real estate, employment, and elsewhere. The result is a cumulative pattern of advantage and disadvantage with both objectively measured and subjectively experienced aspects. We argue these private classificatory tools are increasingly central to the generation of “market-situations”, and thus an important and overlooked force that structures individual life-chances. In short, classification situations may have become the engine of modern class situations.     

Risk assessment in the international food safety policy arena. Can the multilateral institutions encourage unbiased outcomes?

Two institutions provide multilateral venues for countries to discuss food safety measures at the international level: the Codex Alimentarius Commission (Codex) and the World Trade Organization. Both institutions encourage their Members to base food safety standards on scientific evidence.     

Perspectives on pupil creativity in design and technology in the lower secondary curriculum in England

This paper is based on work carried out as part of a research study into the professional practices of secondary design and technology teachers in England. It focused on fostering creativity or teaching for creativity as defined by the Robinson Report (1999, All our futures: creativity, culture and education. London: Department for Education and Employment (DfEE)) for pupils aged 11–14 years. The overall research question that drove this study was “to what extent can teachers influence the creativity of pupils aged 11–14 years in design and technology lessons?” The paper provides the basis used to generate a unique theoretical three-feature model or framework that can be used to explore creativity within an educational context.The findings of three investigations in the study are presented in this paper. The first and second investigations looked at what could be learnt from the professional practices of art and design and design and technology teachers and the views of four ‘expert’ teachers known for their ability to develop the creative potential of their pupils. The data is discussed under emerging themes and it is used to inform specific criteria in the evolving theoretical three-feature model for creativity. The model is then used to analyse the data from the third classroom based investigation and the findings are discussed under the emerging themes to help identify the issues related to fostering creativity within the design and technology classroom.This paper discusses the implications of the research for classroom practice and suggests that, as creativity is a complex, multi-faceted concept and process, the theoretical three-feature model and related criteria evolved in the study provides a sound framework to explore creativity within an educational context. As a tool it helps identify examples of good practice and highlight areas that require further attention by teachers aiming to foster their pupils’ creativity. It is suggested that design and technology teachers have lessons to learn from the practices of their art and design colleagues and ‘expert’ design and technology teachers. It is concluded that there is a need for greater understanding by teachers of their implicit theories regarding teaching, learning and creativity. A wider use could be made of the breadth of strategies outlined by the ‘expert’ teachers. This would help address the weakness identified in the school based study and strengthen classroom practice when teaching for creativity.     

Women in leadership: an analysis of the gender pay gap in ASX‐listed firms

This study provides evidence that after several decades of fighting for equal pay for equal work, an unexplained gender pay gap remains amongst senior executives in ASX‐listed firms. After controlling for a large suite of personal, occupational and firm observables, we find female senior executives receive, on average, 22.58 percent less in base salary for the period 2002–2013. When executives are awarded performance‐based pay, females receive on average 16.47 percent less in cash bonus and 18.21 percent less in long‐term incentives than males. The results are robust to using firm fixed effects and propensity‐score matching. Blinder–Oaxaca decomposition results show that the mean pay gap cannot be attributed to gender differences in attributes, including job titles. Instead, the results point to differences in returns on firm‐specific variables, in particular firm risk.     

Assisting the Long-Term Unemployed: Results from a Randomised Trial

Welfare reform in Australia centres on both economic and social participation. The policy concern is that people who fail to participate in economic and social life may become entrenched in disadvantage. In 2000–2001, a randomised trial was conducted by the Department of Family and Community Services to assess whether an intensive interview with follow-ups would result in increased participation for long-term recipients of income support. Participation in the trial led to a reduction in average hours worked, but increased hours spent in study or training. We find evidence of increased social integration associated with participation in the trial.