Context‐dependency effects on memory for lists of unrelated words have been shown more often with recall than with recognition. Context dependency for meaningful text material was examined using two standard academic testing techniques: short answer (recall) and multiple choice (recognition). Forty participants read an article in either silent or noisy conditions; their reading comprehension was assessed with both types of test under silent or noisy conditions. Both tests showed context‐dependency effects in which performance was better in the matching conditions (silent study/silent test and noisy study/noisy test) than in the mismatching conditions (silent study/noisy test and noisy study/silent test). Context cues appear to be important in the retrieval of newly learned meaningful information. An academic application is that students may perform better on exams by studying in silence. Copyright © 1998 John Wiley & Sons, Ltd.

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T h i s p a p e r o p p o s e s t h e v i e w o f t h e i n d i v i d u a l e n s h i r i n e d i n . T h a c h e r i s m t h e p r i v a t e p e r s o r r i n t h e m a r d e t ) a n d i t s a c c o m p a y n i n g i d e o l o g y o f nationalism in favour of social critizenship, collective empowerment and i n t e r n a t i o n a l i s m i s t h e n f o c u s s e s o n e d u c a t i o n , w i t h p a r t i c u l a r r e f e r e n c e t o t e a c h e r e d u c a t i o n ; o n t h e o n e h a n d , a s i t i s c u r r e n t l y u s e d t o f o s t e r c o mp o s i t i v e i n d i v i d u a l i s m a n d n a t i o n a l i s m a n d o n t h e o t h e r , a s a p o t e n t i a l f o r e n c o u r a g i n g s o c i a l c i t i z e n s h i p , c o o p e r a t i o n a n d i n t e r n a t i o n a l i s m . THATCHERISM, INDIVIDUALISM AND NATIONALISM() 'There is no such thing as society: there are only individuals and their families'. (Margaret Thatcher 1989) (2)

This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls’ friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling everyday practices experienced by the girls in the initial research project, the voices of these other adults offered a possibility to explore, examine and analyse the experiences of their daughters and themselves and as a result offered insights that challenge the day to day practices in the classroom. The focus of this paper therefore, is to explore the emotionally raw moments as articulated through the stories told by these adults and to examine what meaning and sense is conveyed about the prevailing norms and values of the school underpinning their pedagogy and practice. We contextualise emotions within a theoretical framework of Sara Ahmed and bell hooks that views emotions in terms of power and culture. The data analysed include contributions from the public to a radio phone-in as well as email responses. The analysis makes explicit the dynamics of power in girls’ friendship groups revealing action/inaction by parents and their accounts about teachers which either disrupt or reinforce dominant practices that pertain. We advocate hooks’ concept of engaged pedagogy to challenge current practices underpinned by neo-liberal assumptions.