Little research has been conducted on the changing geographical distribution of organic farming in England and Wales in the 1990s. Using of®cially published secondary data, this paper examines the changing patterns of organic farming between 1993 and 1997, based on the number of organic farms, the area devoted to organic farming, the number of exits from and conversions to organic farming, and speci®c organic enterprises. The analysis indicates a process of spatial rationalisation, in which organic farming is becoming increasingly concentrated in a core area in Central-Southern England. Further, more detailed work is required, of both an empirical and conceptual nature, before a full explanation of such patterns can be given.
Intercultural education (ICE) is a priority for schools and schooling systems worldwide. While extensive policy and academic literature exists that describes how ICE should be done in schools, relatively little has been published about the pragmatics of implementing and enacting ICE, despite evidence that principals, teachers and schools feel ill equipped to teach and engage in ICE. This article investigates how schools implementing ICE are confronted with distinctive challenges. Engaging methodological tools of social constructivism (Denzin and Lincoln, 2005) and an analytical lens supported by social cultural theories of identity and representation (Hall, 1997; Gee, 2004), we argue that the everyday experiences and practices of teachers need be explored, but also interrogated and understood otherwise (Lather, 1991). We draw on qualitative data from a large-scale study conducted in schools in Victoria, Australia. We present three vignettes that elucidate how ICE was enacted at the principal, curriculum and teacher levels. Each vignette is based upon a key challenge confronted by schools and illustrates the processes different schools used to tackle these issues and to embed ICE into the daily schooling practice.
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