Despite being a protracted refugee crisis that entails international debates and controversies, discussions about Palestinian education have frequently sidelined the perspectives, needs and priorities of the Palestinian refugee population. Drawing upon a qualitative study in the West Bank and engaging with theoretical ideas of Johan Galtung, Paulo Freire and Pierre Bourdieu, we argue that the nexus between educational motivation and motivation f or Palestinian liberation, which was particularly significant during the periods of 'Palestinian uprising' , seems to be declining today in the present day context of oppression and structural violence. The growing disassociation among young refugees with Palestinian liberation, and with education as a means to this liberation, can be seen as a process of symbolic violence. Building upon these findings, we propose a new analytical framework for understanding the interrelationship between education, violence and struggle for social and political transformation in conflict-affected societies.

Recent research has foregrounded the importance of student engagement with feedback on writing (Quinton & Smallbone, 2010;Zhang & Hyland, 2018;. At the same time, there is a small but growing body of scholarship exploring the role that feedback plays in developing discipline-specific competencies in student writers in an L2 context (Hyland, 2013). This study aims to contribute to this burgeoning field by exploring the complex relationship between student attitude to peer and teacher feedback, academic achievement, and dialogic engagement with such feedback, with particular focus on the development of literary disciplinary knowledge in an L2 context. The findings of this mixed-method exploratory study reveal a positive correlation between student attitude to feedback pertaining to disciplinary knowledge development, and achievement within the field of literary studies. This stands in contrast to other findings in this study which see only a weak correlation between attitudes to both peer and teacher feedback, and writing performance. Furthermore, this study argues that active engagement with feedback is linked to greater levels of discipline-specific writing competencies.

No abstract

No abstract

Margarine represents the pinnacle of culinary modernity, but it also has deep-seated working-class undertones connected to its origin as a butter substitute to feed the masses. This paper employs close readings as a tool to explore references to margarine in literary texts, and to situate them within a broader cultural context. In the first section of the analysis margarine references are surveyed in order to demonstrate how the product contains a multitude of sometimes conflicting meanings. In the second part of the analysis two works of detective fiction are explored-Arthur Morrison's "The Stolen Blenkinsop" (1908) and Dorothy L. Sayers' Murder Must Advertise (1933)-which use margarine as a central plot device. It is argued that margarine is the foodstuff of modernity since it contains within it the conflicting impulses which characterize the modernist mentality. Margarine stands for the novel and the innovative. It stands for technology and progress. However, margarine also embodies certain modernist anxieties about the prevalence of mass culture and fear surrounding the dissolution of boundaries between the high and the low, the real and the fake. The harder it is to tell the difference between butter and its cheaper alternative, the greater the threat.