John Tooley

This paper challenges Christopher Winch's arguments against the neo-liberal critique of state intervention in education. First, the nature of education and its consumers are shown to imply that education can indeed be described as a commodity. Second, even if the prisoner's dilemma does model the provision of education nevertheless self-interest can bring about a co-operative, mutually agreeable solution. Third, while democratic states are unlikely to be able to ensure educational equality or equity, even in the form of adequate educational opportunities for all, the evidence and logic of markets suggest that markets will not similarly be handicapped. Thus in each case, it is argued, the neo-liberal critique of state intervention in education survives largely unscathed.

The well-researched sociological concept known as Zero Acquaintance Judgment frames first impression scenarios and highlights their prevalence and importance to our everyday lives, yet sociology so far overlooks how these might be affected by the built environment where first impressions are typically situated. Broadly, spatial discriminatory discourse investigates how spaces can affect social judgments, yet no research has investigated how this dynamic might unfold within a first impression scenario. Using the Zero Acquaintance Judgment concept as a lens of inquiry, a comprehensive review of feminist, queer, racial, and disability frameworks (which comprise spatial discriminatory discourse) was undertaken. From this investigation, three broad theoretical themes were articulated and rationalized as to how the built environment can potentially affect first impressions between strangers. The discussion bears relevance for researchers and designers of spaces where first impressions are paramount to function as well as highlights how the settings of research into first impressions may affect outcomes.