Starting from Latour's description of how `learning to be affected' relies on made set-up's, we engaged with students in an exercise of mapping the university campus, which had been largely abandoned during the pandemic, and of articulating its study-forces. The focus was on how these made set-ups stage `collections' and `collectives' and embody forces that enable worlds to become talkative and to be loaded in words and senses. In our contribution, we also report on our own made set-up with students, detailing the articulations that emerged and the ways in which the university could actually become an idea again. This idea is not a mere mental image or (idealistic) representation, but rather a questioning imperative which, as Isabelle Stengers indicates, forces one to think in. Hence, our mappings and articulations of `on campus life' offered no justifications as to why the university campus should indeed matter. Instead, they sought to `intensify' the idea of the university, granting it the power to transform our relations to the reasons that might otherwise advise us to not to take the matter i.e. the campus into account.

There has been an abundance of research on commercial actors in education. However, there has hardly been any attempt to streamline the existing ways of thinking about their presence and activity in the field of education. Therefore, the purpose of this article is to do a comprehensive literature review on the involvement of commercial actors in K-12 education. A total of 157 articles published between 2000 and 2023 were reviewed and “involvement of commercial actors in education” was operationalized as the roles they play in education. The research questions answered in this review were as follows: (i) What are the key perspectives that are addressed by researchers regarding the involvement of commercial actors in K-12 education? (ii) Which roles do commercial actors play in K-12 education and what are the issues being raised by researchers regarding each role? Three perspectives when it comes to research on involvement of commercial actors in education were identified: how commercial actors are changing the organization and functioning of K-12 education; how commercial actors are changing the organization and functioning of the education market; and the interaction between school actors and commercial actors. Under each perspective, various roles played by commercial actors were identified. The article demonstrated the multiplicity and diversity in the identified roles and also delved into the need to go beyond any reductionist understanding of commercial actors’ involvement in education. The multiple roles outlined in this review show how commercial actors’ involvement requires disentangling through novel approaches and how their inter-action with education creates the need to ask other important questions about the role of education itself and its key values and principles.

This article examines how the practice of fieldwork can enable researchers to attend to the educational environment of the school in a world-oriented way, rather than take an explanatory or demystifying approach that spirals away from what happens in the world. Finding new ways and new vocabularies to approach educational realities gains a special urgency in the Democratic Republic of Congo (DRC), a country whose social fabric is often analysed in terms of a lack: the Congolese state is considered weak or fragile and its education sector is seen as being in a deep learning crisis. Recent studies have successfully used fieldwork methods to explain the remarkable persistence of the DRC's public education sector by ethnographically accounting for the ways it is governed on a political or bureaucratic level. We propose that fieldwork, understood as a world-oriented research practice, which instils in researchers a curiosity for the world, can also enable researchers to attend to those classroom gestures that safeguard the existence and persistence of Congolese schools on a pedagogical level.

Abstract Introduction 6% of all inguinal hernias are scrotal in high-resource countries rising to 67% in low-resource countries. This represents a heavy disease burden on relatively young men during their most productive period of life. Despite limited evidence these guidelines aim to improve treatment for scrotal hernia patients. Methods After developing 19 key questions a systematic literature review was performed Statements and recommendations were formulated. Online Consensus meetings with 25 HerniaSurge members were organised with voting and grading Recommendations as “strong” (recommendations) or “weak” (suggestions) and by consensus, in some cases upgraded. Results 23 studies were selected. Scrotal hernia is defined as an inguinal hernia which has descended into and causes any scrotal distortion. A new classification for scrotal hernias was proposed based on hernia size, SI=upper third thigh, SII=middle thigh and SIII=lower third thigh or below. IR denotes irreducibility. Despite weak evidence antibiotic prophylaxis and urinary catheterization is recommended (upgraded) in complex cases (S2–3) due to prolonged operative time. Scrotal hernia repairs have higher associated morbidity and mortality compared to non-complex groin hernia repairs. Open anterior (mesh) approach is commonest technique and suture techniques in low resource countries. TAPP resulted in less conversion to open approach compared to TEP. Conclusions Although evidence is scarce and often low-quality scrotal hernia management guidelines recommend more tailored approaches for better surgical outcomes based on available resources and appropriate skills and provide an impetus for future research where adoption of proposed classification will enable more meaningful comparison of different techniques for different hernia sizes.

Abstract The expression “lifelong learning” is now commonplace. To some, it sounds like a condemnation, to others a necessity, and to others still an ideal of freedom. However different these reactions to lifelong learning may be, they demonstrate that learning has become a reality, and consequently something we must relate to in one way or another. Regarding the pervasiveness of learning, two approaches dominate our explanations; the recourse to learning is understood as an expression of the logic of capital or as a deliberate political project. A different approach is adopted in this chapter. The Foucauldian-inspired analysis develops the thesis that learning plays a key role in how we are governed and governing ourselves. After clarifying how the social apparatus is gradually being replaced by a learning apparatus, the chapter takes a closer look at two operational effects of the (digital) learning apparatus: personalization and different sorts of globalization effects.

Aujourd’hui, la question du « changement éducatif » est largement débattue. Un tel changement, comme nous pouvons l’entendre, est nécessaire pour plusieurs raisons : l’hétérogénéité linguistique croissante, la diversité culturelle, les avancées technologiques, et la corrélation persistante entre le milieu social et la réussite scolaire. Dans ce contexte, le terme « éducatif » semble faire référence à la pratique institutionnelle de l’école. Mais qu’entend-on par école? Dans notre contribution, nous proposons quelques éléments de ce que nous appelons une perspective pédagogique interne sur l’école et sur l’apprentissage scolaire laquelle clarifie son potentiel émancipateur en tant que forme pédagogique . Ceci nous permettra ainsi d’aborder la question du changement éducatif d’un angle différent et d’étayer un plaidoyer visant à rescolariser l’école. Nous (1) faisons d’abord la distinction entre une perspective interne et les diverses perspectives externes relatives à l’école. Nous (2) détaillons ensuite les hypothèses de base, les opérations et les expériences de l’école comme forme pédagogique en soulignant (3) que l’école est techniquement, pédagogiquement et pratiquement composée, et en (4) révélant très brièvement la façon dont l’école a été domestiquée et l’est encore aujourd’hui. Enfin, (5) nous suggérons quelques enjeux à relever afin de créer ou de réinventer l’école d’aujourd’hui, en faisant sommairement le lien avec la formation des enseignants.

This contribution reports on a symposium that aimed to collectively discuss different approaches to deal with processes of automation and artificial intelligence (AI) in the field of education. Inspired by Asimov’s Laws of Robotics and Pasquale's recently published New Laws of Robotics, the symposium’s purpose was to collectively advance laws that would be specifically tailored to the field of education. In that regard, the term edu-automation seeks to propose ways of conceptualizing and imagining automation as an educational endeavor; that is, not as a purely technical-factual matter that is subsequently translated into educational practice, but equally as a matter of educational concern. Through three narratives and propositions, this contribution discusses similarities and differences between the concepts of automation and AI, and shows some of the different features that tie education and automation together. The variety and substantial differences between the three accounts shows that automation and AI cannot be approached single-sidedly, and that in order to come to a profound understanding of this phenomenon, we need to deploy a variety of theoretical, educational, and normative standpoints and positions.

The topic of citizenship education and the promotion of democratic citizenship in schools has risen to the top of educational policy agendas in Europe over the past three decades. This rise in attention, however, appears to be accompanied by an apparent lack of attention to the specific manner in which citizenship, education and the assumed relationship between both are currently conceptualised and understood in this policy context. The currently dominant notions of citizenship education centre around a concept of citizenship-as-competence, illustrating a certain assumption of equivalence between citizenship and formal education in schools, without further elaborating on this assumption. By means of a critical re-reading of key European educational policy texts referring to citizenship education, and their use of the key concepts of citizenship and education, our analysis shows how the competence-based approach to citizenship education in European educational policymaking entails tensions with its own assumptions, therefore falling short of its own proclaimed purpose of emancipating young people in Europe to become autonomous, engaged and critical democratic citizens.

Background and aims: The European and Americas Hernia Society’s (EHS and AHS) Guidelines on the treatment of primary midline ventral hernias were launched to guide surgeons. As a part of a dissemination plan of the guideline, this study aimed to evaluate the level of consensus between recommendations and the current surgical practices of EHS and AHS members before implementation. Material and methods: A questionnaire was constructed including questions on the current practice of the members and nine selected key recommendations from the guidelines. An on-stage consensus voting was performed at the EHS Congress in Hamburg 2019 followed by a SurveyMonkey sent to all EHS and AHS members. Consensus with a recommendation was defined as an agreement of ≥70%. Results: A total of 178 votes were collected in Hamburg. A further 499/1,754 (28.4%) of EHS and 150/1,100 (13.6%) of AHS members participated in the SurveyMonkey. A consensus was reached for 7/9 (78%) of the recommendations. The two recommendations that did not reach consensus were on indication and the technique used for laparoscopic repair. In current practice, more AHS participants used a preformed patch; 50.7% (76/150) compared with EHS participants 32.1% (160/499), p < 0.001. Conclusion: A consensus was achieved for most recommendations given by the new guideline for the treatment of umbilical and epigastric hernias. Recommendations that did not reach consensus were on indication and technique for laparoscopic repair, which may reflect the lack of evidence on these topics.

Taking the European Credit and Transfer System as its departure point, this article describes the (mis)fortunes of the figure of the independent learner. This figure is conceptualized by analyzing the expectations of the European learning space that is enacted in discourses, instruments and practices. The independent learner is a de-institutionalized learner who is permanently in need of qualifications, calculations and mobility, and what takes shape is a 'governing by personalization and debt'. Key components of today's European learning space are no longer disciplinary norms (with inspection) and administrative rules (with sanctions), but personalizing profiles (with feedback). Understanding current forms of governing is of importance in order to perceive that what is appreciated today in terms of liberation and independence is in fact the inscription of the student in new forms of governing. The analysis concludes by raising the question of where university pedagogy begins and governing education should hold off.

The aim of this study was to explore the note-taking experiences of university students using paper-based (non-electronic) and paperless (electronic) resources. By means of a hermeneutic phenomenological approach, the note-taking experiences of 18 students from an international program at a university in Belgium were examined throughout a semester. In order to document these students' practices with paper-based and paperless resources, four data collection methods were used: (a) in-depth interviews (b) observations (c) focus group discussions and (d) document analysis of students' lecture notes. The results showed that students experience note-taking as a complex phenomenon in which lived body, lived human relations, lived space and lived time come into play, and in which they try to find a balance between multiple engagements, between autonomy and authority, between attention and distraction, and between being original and mirroring others. This struggle for balance occurs irrespective of which medium (paper-based or paperless) they choose to use. These results provide an in-depth view of the phenomenon, and also highlight the complexity of the note-taking experience.

espanolEste documento discute el potencial emancipador de las practicas de Educacion Tecnico Profesional-ETP en Uruguay, generalmente asociadas con discursos laborales y de capacitacion. Se revisa el trabajo de Ranciere sobre la emancipacion intelectual como una guia que conecta con los fenomenos estudiados, una lente para observar y problematizar la emancipacion a nivel heuristico en practicas concretas. El articulo esta estructurado de la siguiente manera. Primero, se describe el contexto de las practicas de ETP uruguayas. Segundo, se discuten los conceptos clave de Ranciere sobre la emancipacion en educacion. Tercero, se elabora un dialogo entre el trabajo empirico-teorico, para explorar practicas concretas de ETP desde el axioma de la igualdad. El texto concluye con una reflexion sobre nuevos significados con respecto a la emancipacion intelectual de Ranciere que merecen mayor atencion y permiten identificar otras formas de potencial emancipador en las practicas de ETP, para trascender la actual comprension funcionalista predominante. EnglishThe paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Ranciere’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level. Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Ranciere’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Ranciere’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding. portuguesO documento discute o potencial emancipatorio das praticas de Ensino e Formacao Profissional (EFP) no Uruguai, que sao geralmente associadas a discursos de trabalho e formacao. O trabalho de Ranciere sobre emancipacao intelectual e considerado um guia que permite discutir os fenomenos estudados, como uma lente para observar e problematizar a emancipacao em praticas concretas de nivel heuristico. O artigo esta estruturado da seguinte forma: primeiro, e descrito o contexto das praticas de EFP no Uruguai. Segundo, sao discutidos os principais conceitos de emancipacao na educacao de Ranciere. Terceiro, e desenvolvido um dialogo entre trabalho empirico e teorico, a fim de explorar praticas concretas de EFP a partir do axioma da igualdade. Finalmente, o texto conclui com uma reflexao sobre novos significados da emancipacao intelectual de Ranciere que nos merecem mais atencao e nos permitem identificar outras formas de potencial emancipatorio nas praticas de EFP, de forma a transcender a atual compreensao funcionalista predominante.

Background: The Observational Clinical Human Reliability Assessment (OCHRA) can be used to score errors during surgical procedures. To construct an OCHRA-checklist, steps, substeps, and hazards of a surgical procedure need to be defined. A step-by-step framework was developed to segment surgical procedures into steps, substeps, and hazards. The first aim of this study was to investigate if the step-by-step framework could be used to construct an accurate Lichtenstein open inguinal hernia repair (LOIHR) stepwise description. The second aim was to investigate if the OCHRA-checklist based on this stepwise description was accurate and useful for surgical training and assessment. Materials and methods: Ten expert surgeons rated statements regarding the accuracy of the LOIHR stepwise description, the accuracy, and the usefulness of the LOIHR OCHRA-checklist (eight, seven, and six statements, respectively) using a 5-point Likert scale. One-sample Wilcoxon signed-rank test was used to compare the outcomes to the neutral value of 3. Results: The accuracy of the stepwise description and the accuracy and usefulness of the OCHRA-checklist were rated statistically significantly higher than the neutral value of 3 (median 4.75 [5.00-4.00] with p = .009, median 5.00 [5.00-4.00] with p = .012, median 4.00 [5.00-4.00] with p = .047, respectively). The experts rated the OCHRA-checklist to be useful for the training (5.00 [5.00-4.00], p = .009), and assessment (4.50 [5.00-4.00], p = .010) of surgical residents. Conclusion: This preliminary study showed that the stepwise LOIHR description constructed using the step-bystep framework was found to be accurate. The LOIHR OCHRA-checklist developed using the stepwise description was also accurate, and particularly useful for the training and assessment of proficiency of surgical residents.

Background Rare locations of hernias, as well as primary ventral hernias under certain circumstances (cirrhosis, dialysis, rectus diastasis, subsequent pregnancy), might be technically challenging. The aim was to identify situations where the treatment strategy might deviate from routine management. Methods The guideline group consisted of surgeons from the European and Americas Hernia Societies. The Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach was used in formulating the recommendations. The Scottish Intercollegiate Guidelines Network (SIGN) critical appraisal checklists were used to evaluate the quality of full-text papers. A systematic literature search was performed on 1 May 2018 and updated 1 February 2019. The Appraisal of Guidelines for Research and Evaluation (AGREE) instrument was followed. Results Literature was limited in quantity and quality. A majority of the recommendations were graded as weak, based on low quality of evidence. In patients with cirrhosis or on dialysis, a preperitoneal mesh repair is suggested. Subsequent pregnancy is a risk factor for recurrence. Repair should be postponed until after the last pregnancy. For patients with a concomitant rectus diastasis or those with a Spigelian or lumbar hernia, no recommendation could be made for treatment strategy owing to lack of evidence. Conclusion This is the first European and American guideline on the treatment of umbilical and epigastric hernias in patients with special conditions, including Spigelian and lumbar hernias. All recommendations were weak owing to a lack of evidence. Further studies are needed on patients with rectus diastasis, Spigelian and lumbar hernias.

Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner.

The starting point of this chapter is Bill Readings’ tragic diagnosis of the state of ruin of the university and the alternative he proposes; namely, to conceive of university pedagogy as a network of obligations. Although sympathetic to Readings’ analysis and, to a certain extent, with his alternative, this runs the risk of becoming too general and ethical. The aim of this chapter is instead to arrive at a situated, engaged, and educational account of university pedagogy as a network of obligations, drawing on the theoretical perspective of the ecology of practices of philosopher of science Isabelle Stengers and the study practices of the Palestinian experimental university Campus in Camps. The chapter aims to grasp the relation between the university and its obligations as one of response-ability while staying with the trouble.