EDUCATIONAL REVIEW Contents of Volume 54, 2002 Editorial Board DEIRDRE MArtTIN (Executive Editor) GRAHAM BuTI CLIVE HARBER IAN GROSVENOR RuTH WaTTs FRANK MERRETI International Advisory Board DEBORAH BERRILL, Trent-Queen’s Concurrent Teacher Education Program, Trent University, Ontario. Canada; TREVOR CAiRNEY, CRRI, University of New South Wales, Australia; Jose M. Esteve, Facultad de Ciencias de la Educaciin, University de Mglaga, Spain; HILARY JANKs, English Department, University ot Witwatersrand, Johannesburg; ZALIZAN JELAS, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia; INGRID NILSSON, Department of Education, University of Umea, Sweden: DAvip PHILIPs, Ministry of Education, Wellington, New Zealand; Risto RINNE, Research Unit for the Sociology of Education, University of Turku, Finland; PETER SLEEGES, Katholieke Universiteit Nijmegen, Department of Education Science,The Netherlands; TosHtAki Suton, Department of Education Studies, Daito-Bunka University, Tokyo. Educational Review is a leading journal for generic educational research and scholarship. For over half a century it has offered authoritative reviews of current national and international issues in schooling and education. It publishes peer-reviewed papers from international contributors which report research across a range of education fields including curriculum, inclusive and special edu- cation, educational psychology, policy, management and international and comparative education. The editors welcome informed papers from new and established scholars which encourage and enhance academic debate. The journal offers two editions a year which publish non-commissioned papers and the third issue which deals with a current topic in-depth. A regular feature of the journal is state-of- the-art reviews on issues across the educational spectrum. An extensive range of recently published books is reviewed. Readership is aimed at educationists, researchers, and policy makers. For further details on the journal, including contents pages, please visit the Taylor & Francis Website at http://www.tandf.co.uk/journals Editorial Correspondence, including books for review, should be addressed to the Editorial Assist- ant, Educational Review, School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. Business correspondence, including orders and remittances relating to subscriptions, back numbers and sample copies, should be addressed to the publisher: Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Road, Basingstoke, Hants RG24 8PR, UK. Tel: + 44 (O)1256 813002; Fax: + 44 (0)1256 330245. Advertising USA/Canada: The Advertising Manager, PCG, 875 Massachusetts Avenue, Suite 81, Cambridge, MA 02139, USA. Tel: + 1 617 497 6514; Fax: + | 617 354 6875. EU/Rest of World: The Advertising Manager, Taylor & Francis Ltd, 4 Park Square, Milton Park, Abingdon, Oxford OX14 4RN, UK. Tel: + 44 (0)1235 828 600; Fax: + 44 (0)1235 829 000. Educational Review is subject to a peer review process and ts published three times a year (February, June and November) by Carfax Publishing, Taylor & Francis Lid, 4 Park Square, Milton Park, Abingdon, Oxtord OX14 4RN, UK. Tel: + 44 (0)1235 828 600; Fax: + 44 (0)1235 829 000. These ihree issues constitute one volume. An annual volume contents and author index is bound in the last issue of each volume. © 2002 Educational Review All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or other- wise without the written permission of the copyright holder. Educational Review Se Volume 54 Number 1 February 2002 J Themed Issue: Schooling as Violence Clive Harber. Schooling as Violence; an exploratory overview D Si Elmon M. Tafa. Corporal Punishment: the brutal face of Botswana's authori- tarian schools Bi Charlotte Carter. Schools Ethos and the Construction of Masculine Identity: do schools create, condone and sustain aggression? Robert Morrell. A Calm After the Storm? Beyond Schooling as Violence 37 P Ghesquiére, G. Moors, B. Maes & R. Vandenberghe. Implementation of Inclusive Education in Flemish Primary Schools: a multiple case study 47 Jean McKendree, Carol Small, Keith Stenning & Tom Conlon. The Role of Representation in Teaching and Learning Critical Thinking a ~ lan Davies & Mark Evans. Encouraging Active Citizenship 69 Ste Book Reviews 79 An Volume 54. Number 2 June 2002 Ro Special Issue: Deviancy, Identity and Equality: engaging with the present and past An Editors: lan Grosvenor & Ruth Watts lan Grosvenor & Ruth Watts. Deviancy, Identity and Equality: engaging with the present and the past 101 Ro Salwa Saad Awad. The Invisible Citizens Roaming the City Streets 105 Kay Morris Matthews. The Deviant Child and Larrikin Youth in Colonial Towns: State intervention and social control through education in New Zealand 115 Titl Annemieke van Drenth. The City and the Self. The Case of Girls’ Protection in the Netherlands around 1900 Linda Eisenmann. Educating the Female Citizen in a Post-war World: competing ideologies for American women, 1945-1965 Jeffrey Mirel. Civic Education and Changing Definitions of American Identity, 1900-1950 143 Joaquim Pintassilgo. Being a High School Teacher during the Portuguese ‘New State’. Teachers’ Discourse in the Pedagogical Press David Limond. Risinghill and the Ecology of Fear 165 Sirkka Ahonen. From an Industrial to a Post-industrial Society: changing conceptions of equality in education 173 Book Reviews Volume 54 Number 3 November 2002 Graham Tall & John Hurman. Using Dictionaries in Modern Language GCSE Examinations 205 Paula Cowan & Henry Maitles. Developing Positive Values: a case study of Holocaust Memorial Day in the primary schools of one local authority in Scotland 219 Stephen Gorard. The Role of Secondary Data in Combining Methodological Approaches - 231 Anneke de Wolff, Siebren Miedema & Doret de Ruyter. Identity of a Christian School: conceptions and practical significance. A Reconstructive Comparison 239 Roy Corden. Developing Reflective Writers in Primary Schools: findings from partnership research 249 st Ann Oakley. Social Science and Evidence-based Everything: the case of education 277 Terry Hyland. On the Upgrading of Vocational Studies: analysing prejudice and subordination in English education 287 Robert Phillips & Gill Harper-Jones. From Ruskin to the Learning Country: education policy, the State and educational politics in England and/or Wales, 1976-2001 297 Book Reviews 307 Title-page and Contents, Volume 54, 2002