This article presents the findings of field research investigating the experiences of a wide spectrum of home-based information workers within the context of discourses on technological change and labour market restructuring. The social relations being (re)produced in such settings, particularly as they relate to both common-sense and theoretical notions of flexibility, are analysed.

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This article explores the learning opportunities of "rounds," a facilitated peer conversation among clinic students that is focused on their fieldwork. Through rounds stories, the authors, experienced clinical teachers, describe the ways that rounds conversations teach students important professional habits, including reflecting on experience, engaging in contextualized thinking and making ethical decisions. The article identifies the challenge for faculty in planning and conducting rounds and provides concrete suggestions for improving rounds conversations and student learning. 1 Signature pedagogy has been defined as a pedagogy that is distinctive to a profession and one that "functions as 'windows' into 'what counts most significantly as the essence of a profession's work."' CHARLES R. FOSTER, LISA DAHILL, LARRY GOLEMON & BARBARA WANG TOLENTINO, EDUCATING CLERGY: TEACHING PRACTICES AND PASTORAL IMAGINATION 33 (2005). As described more fully below, rounds conversations model the kind of thinking done by lawyers in practice as well as modeling the ways lawyers work together to improve work product. Signature pedagogies also create "strategies and methods that create a 'surface structure' for teacher-student interactions." Id. at 33. Under that definition, supervision may be the pedagogy most associated with clinical courses. First year case dialogue method has been identified as the signature pedagogy of legal education.

This article explores the disjuncture between knowledge about environmental degradation and the social practices in which we engage, and analyzes some of the meanings that we produce/reproduce about the natural world as citizens of the so-called global village. The author shows how the dominant tendency of these understandings is to reinforce the complexity of our social practices, thereby further obfuscating the implications of our actions and making it all the more difficult for individuals to assume responsibility for our choices. And she argues that while contemporary technologies offer some "ambivalence" that allows for alternative practices, we must also recognize the ways in which our experiences in a high-tech world present particular challenges to mobilization on environmental issues.Résumé : Cet article examine la contradiction entre ce que nous savons de la dégra-dation environnementale et les pratiques quotidiennes dans lesquelles nous sommes impliqués. Il analyse également quelques unes des compréhensions que nous développons et reproduisons sur la nature en tant que citoyens du « village global ». L'auteur démontre comment ces nouvelles compréhensions se combinent avec des pratiques sociales de plus en plus complexes pour produire une situation face à laquelle il est très difficile pour les humains d'assumer la responsabilité de leurs choix. Elle propose que même si les technologies contemporaines nous offrent des possibilités pour des pratiques progressistes, on doit reconnaître combien nos expériences dans un monde technologique présentent des défis particuliers pour notre mobilisation en ce qui concerne les problèmes environnementaux.

This paper examines the relationship between women's everyday experiences with home-based information work and relevant structural contexts. In particular, while analysing the problems with this form of work, the possibility that women may use such situations to pose challenges to the status quo is also explored. The research summarized in this paper was supported in part by a Social Sciences and Humanities Research Council of Canada Doctoral Fellowship 1.