Globally, the palm oil industry has been linked to practices that fit the most conventional definitions and perceptions of crime as well as the types of social and environmental harm that do not fit strictly legalistic definitions and understandings of crime. This thesis examines both the perceptions and realities of harm in the context of palm oil production in Colombia’s Pacific coast region, attending to the perspectives of corporate executives, public officials, industry representatives, small growers of oil palm, local palm oil critics, and NGOs with a critical stance towards agroindustrial palm oil production. The theoretical and analytical approach put forward to this end redirects the harm debate from a central concern with the academic contestation of harm within criminology, toward a focus on the on-the-ground contestedness of harm. The central research question that underpins the study is: “How are perceptions, practices, and realities of harm linked to palm oil production in the Colombian Pacific coast region contested, and what are the implications of this for debates on harm within green criminology?” Via a rich field-based account of the constructions, practices, and the lived and perceived realities of harm related to palm oil production, and the interrogation of the mechanisms and relations of power that thereby invest practices and discourses of harm, the study contributes empirically and theoretically to the green criminological analysis of the extractive industries, encouraging green criminology to engage with the notion of harm in more complex and nuanced ways. This approach enhances criminological understanding of the power dynamics that draw and keep in place the boundaries between legal harm, tolerated illegal harm, and non-tolerated illegal harm, and the hegemonic notions and practices of legality that thus operate to reproduce the status quo in ways that generate harm to human beings and the natural environment.

This doctoral thesis explores the relationship between politics, Islam and the news media in the UK. Using the theory of mediatisation as a framework for understanding media power, it argues that the relationship between politics and the media cannot be fully appreciated without a consideration of the role of public relations practice within it. Drawing on Bourdieusian field theory, it utilises textual analysis and 31 semi-structured interviews with public relations practitioners, representatives of Muslim organisations and others with professional experience of Islam and the media to establish whether public relations can be understood as a distinct field, how it mediates between the political and journalistic fields and what the implications of this might be for Muslim organisations seeking to shape news media content.

Many recent social movements have been characterised by their commitment to direct democratic decision-making procedures and leaderless, non-hierarchic organizational structures. This political tendency also implies the search for autonomy from existing political institutions and practises. Movements seek instead to embody in the political action itself the social relations, ways of collective decision-making and values that are ultimately desired for the whole society. This prefigurative approach to social change is often criticized for being naiive or marginal. This thesis argues first that this is not the case, but that prefigurative politics is misunderstood due to its differing view on questions of strategy, organisation and ultimately the possibility of fundamental societal change. The dissertation first outlines the often implicit strategy or vision of change underpinning prefigurative politics. It then identifies as the key challenge for prefigurative movements their ability to avoid reproducing oppressive forms of power, ‘power-over.’ This understudied aspect is investigated through extensive ethnographic field research with the unemployed workers movement, MTD Lanús in Buenos Aires, and the Zapatista movement in Mexico. The thesis concludes that it seems impossible to completely avoid reproducing old forms of power. Often key individuals in the movements end up in a paradoxical position whereby, in an effort to ensure the group’s prefigurative nature, these individuals enjoy non-prefigurative influence. The findings imply that the state and corresponding political forms and practise are not the only source of hierarchic pressures. As such, it would be more useful to view prefigurative political action as desirable, yet impossible.

This study examines notions of the professional criminal and career criminality in Turkey. Bourdieuian dispositional theory of action and Lacanian psychoanalytically-inflected discourse theory are together employed to understand and explain how one becomes, and continues to be, a professional criminal. The study presents the data from an offender-based ethnography in Ankara, the capital. The research pays special attention to the role of affects in the formation of criminal habitus, thus squarely placing the process of becoming a professional criminal within a process of symbolic identification with available criminal social types. The research reveals that the formation of bodily and mental criminal dispositions of younger, lower-class subaltern offenders can never be considered separately from the implication of their affective investments in the model-image of perceived gayrımeşhur [infamous criminal] 'big brothers' in the street. Moreover, it explains the appeal of a career in crime using the psychoanalytical notion of jouissance (enjoyment): the unconscious pleasure obtained from pursuing and enacting a criminal lifestyle. The unequal distribution of volume and structure of criminal capital among agents is argued to generate, particularly in the drug field, a strategic mutuality between perceived gayrımeşhur big brothers and younger generations who identify with the former. The affectively-constructed strategic proximity between generations transmits the understanding of crime as work from one generation to the next. The other finding of the study is that the modus operandi of professional burglary is put into practice within a structured division of labour in which each individual criminal capital is used collectively to overcome deterrents and effect the intended result: cash and jewellery. This research represents an original contribution to the literature of sociology and criminology by its theoretical neologism in explaining the formation of professional criminal subjectivity and its practice, and also by ethnographically exploring the patterns of crime and criminality in the socio-cultural context of Turkey.

Drawing on basic psychological needs theory (BPNT; Deci & Ryan, 2000), the aim of this thesis was to investigate the influence that pupils' autonomy, competence and relatedness may have upon their personal and academic functioning at school. The purpose was to provide new conceptual insights into BPNT within young adolescents' schools and to identify practically viable interventions that could enhance educational practise. Specifically, this thesis addresses two methodological vacancies within BPNT research and two practically driven investigations. The first methodological consideration involved a person-centred examination that identified distinct pupil profiles based on differences in their psychological need satisfaction composition. Hierarchal cluster analysis revealed four distinct pupil groups. Pupils reporting the highest satisfaction across the three needs displayed the highest levels of well-being, autonomous motivation, teacher rated performance, and the least ill-being. These person-centred findings emphasise the necessity for the satisfaction of all three psychological needs, as well as highlighting specific need deficits that some pupils may experience in classrooms. The second methodological consideration explored how the satisfaction of each psychological need may predict changes in school attainment patterns. Hierarchal growth modelling revealed that higher pupil competence satisfaction was a driving stimulus for temporal attainment increases across the school year, whereas higher pupil relatedness satisfaction buffered against the summer decay of school grades following the summer vacation. These findings offer unique insights into the dynamic nature of school attainment. From a practical perspective, the thesis explored if the candid frustration of different psychological needs underpins active and passive types of classroom disengagement. Structural equation modelling demonstrated the frustration of pupil competence uniquely explained passive disengagement via reduced subjective vitality, whereas experiences of autonomy frustration underpinned both active and passive disengagement but not via subjective vitality. All three disengaging processes were found as a consequence of perceived psychologically controlling teaching. Finally, the thesis explored the feasibility of conducting a novel pupil-focused intervention to enhance pupils' perceptual awareness of their own psychological needs. Using a pupil completed diary-log as a methodology, a two week pilot and focus group discussion highlighted practical issues and recommendations for the potential implementation of a future intervention. These findings indicated that the diary-log may need to be in the form of an electronic application and would need to be combined with existing need supportive sessions. Overall, the thesis findings add to existing knowledge by indicating how pupils' psychological needs may enhance or diminish their academic and psychological development at school. The findings allude to the interplay between the three needs within school contexts and provide insights into the unique role the different psychological needs may have on school attainment and disengagement. The findings also suggest there may be scope to advance existing teacher-focused BPNT interventions by helping pupils become more active in their own experiences of psychological need satisfaction.

This thesis investigates the intersections of social class and gender with the early dementia experience. 20 older people with a likely dementia diagnosis were recruited from memory clinic referrals. Unstructured interviews were conducted in the person’s home in the liminal space between referral and formal diagnosis and were analysed using interpretative phenomenological traditions. Drawing on Bourdieusian concepts of habitus and capital allowed a nuanced and complex understanding of meaning creation to be explored. Understandings and meanings of memory loss and dementia were conceptualised by participants in terms of biographical flow and expectations of ageing. Prior experience of dementia caring roles promoted earlier help seeking behaviour, whilst attitudes towards classifying dementia as a mental or physical illness, was a powerful instigator of uncertainty in meaning. The desire to reduce stigma prompted avoidance coping mechanisms in terms of physical withdrawal, and social and mental distancing from potentially challenging situations, and reinterpretation of cognitive limitations. These responses were simultaneously shaped and defended by a sense of a life lived and personal biography, whilst the level of challenge to biographical flow was directly related to the meaning attributed to memory loss. These findings uphold the view that dementia is not universally understood as a wholly devastating illness by those experiencing memory loss, and that services need to take account of personal biography and the level of interruption to biographical flow in assessing the meaning making related to memory loss. ‘One size’ of memory service, does not ‘fit all’.

At the beginning of the 21st century, British tabloid newspapers, whose circulations were already in steep decline, faced twin existential challenges: a growing tendency by consumers to access free information and entertainment content from the internet, and demands for more stringent regulation of ‘print’ journalists, particularly those employed by, or servicing, ‘tabloid’ titles. The latter challenge was characterised in 2012 by the report of the Leveson Inquiry (Part 1) into the culture, practices and ethics of the press, ordered by the UK government as ‘phone-hacking’ revelations triggered the closure of the tabloid News of the World, then one of the most read English language newspapers in any country, and led to a string of high-profile court cases, one of which culminated in the conviction and imprisonment of the title’s former editor Andy Coulson. For decades, influential media theorists had condemned many aspects of British popular newspaper journalism, a critique fuelled by the Leveson Inquiry and associated criminal investigations. Some analysts argued that Britain would be psychosocially healthier if newspapers such as the News of the World’s sister publication, The Sun, either ceased to exist or were radically revised. However, this work uniquely explores the proposition that British tabloid journalism is driven archetypally by what Carl Jung identified as Trickster, a collective shadow reflecting an ambiguous but necessary principle portrayed in myths, folklore, literature and contemporary media as a disruptive, lascivious, liminoid troublemaker. This thesis investigates and amplifies earlier explorations of Trickster—notably, but not exclusively, by post-Jungian thinkers—and applies its conclusions to a depth-psychological assessment of contemporaneous popular British newspaper journalism. By revealing the archetype behind the tabloid stereotype, I suggest that UK statutory press regulation would ‘castrate’ the tabloid Trickster, rendering it unable to perform its psychosocial function, to the detriment of a society already challenged by a fragmenting post-modern media landscape.

Children and older adults are overrepresented in pedestrian accidents (Department for Transport, 2010a, 2010b). Gaze behaviour is cited as a contributing factor in the majority of such accidents (Department for Transport, 2010a, 2010b); however, remarkably little is known about how children, adults and older adults control their gaze during either real or simulated road-crossing tasks. Because evidence suggests that behaviour in the laboratory may not accurately reflect that in more realistic situations (Dicks et al., 2010; ‘t Hart et al., 2009), this thesis used a real-world, active road-crossing task to compare, for the first time, how pedestrians across the lifespan direct their gaze during real road crossing. A total of 70 participants took part in the studies: 42 children (mean age 8.6 yrs, SD = 0.4); 14 young adults (mean age 24.1 yrs, SD = 4.5) and 14 older adults (mean age 70.7 yrs, SD = 4.1). In the first experiment, participants were escorted on a short walk while wearing a mobile eye tracker and asked to cross the roads along the way when they felt it was safe to do so. Gaze behaviour during the last 3 seconds before crossing the road at a signalised crossing was analysed. Both children and older adults directed their gaze significantly less often to traffic-relevant features (such as the road and vehicles) than young adults. However, their gaze patterns were very different. Older adults looked more at the ground ahead of them, which most likely reflects a functional adaptation to reduce the risk of tripping and falling as falls represent a serious risk in this population (Jensen, 1999). Children fixated traffic-irrelevant features more, which may indicate poorer attentional control or insufficient practice or experience. A serendipitous finding from this study was that the presence of a distractor (ice cream) acted to further draw attention away from the direction of oncoming vehicles in the sample of children. Based on these findings, a subsequent aim of the thesis was to explore whether two road-crossing training interventions (Crossroads and Safety Watch) would improve the amount of time children fixated traffic-relevant features of the environment: neither programme was found to have a significant impact on gaze behaviour compared to the control condition (no intervention). Another aim of the thesis that followed from the results of the first experiment was to further examine the attentional control of gaze behaviour in children. Two simulated road-crossings were purposely developed in the laboratory, allowing more controlled investigation of gaze behaviour at (simulated) signalised and unsignalised crossings, with and without a non-spatial secondary task (counting in threes). It was found that the addition of this secondary task affected children's gaze behaviour in one of the simulation types but not the other. This demonstrated that cognitive processes are context dependent and not invariant across conditions. In light of the growing concern raised with respect to the use of artificial laboratory settings and tasks, the final aim of this thesis was to compare gaze behaviour of children under three display conditions: monitor simulation, projector simulation, and real-world; the results suggested that behaviour in the laboratory did not correspond with real-world behaviour. In real road-crossing situations, children looked significantly more often at the ground ahead of them (walkway) and at lights and signs than when performing in the “monitor” or “projector” simulations. These findings further emphasise the context-dependence of cognition and behaviour. This thesis contributes to the argument that a real-world setting provides rich and meaningful data and that, although the laboratory setting has certain methodological advantages, transfer of laboratory findings to the real-world context cannot be assumed. Similarly, road-crossing skills trained in a simulated setting (on a computer) do not appear to transfer to the real-world context. This thesis therefore advocates a real-world approach to the research and training of behaviour and underlying cognitive processes.

This study is conducted in the global contexts of policy calls for more men to work in early childhood education and care (ECEC) and of concerns over the assumed ‘feminisation’ of ECEC. The overarching aim is to critically interrogate whether men should be encouraged to work in the ECEC workforce in greater numbers in both the UK and China (Mainland China and Hong Kong). Framed by the poststructuralist theoretical framework of gender, this research aims to address four research questions: 1. How do practitioners posit themselves as women/men working with young children in ECEC? 2. How do children view their practitioners’ gender in relation to their daily interactions? 3. What is the nature of interactions between practitioners and children in ECEC settings? How far and to what extent can these interactions be seen to be gendered, and in what ways? 4. How far and to what extent can culturally-specific gender discourses be seen to have an impact on practitioner-child interactions in Scotland, Hong Kong and Mainland China, and in what ways? Qualitative, multiple-method and cross-cultural approaches were adopted. Research methods employed include observations in ECEC settings, interviews with ECEC practitioners, and pictorial activities with children. 17 ECEC settings were recruited from the cities of Edinburgh, Hong Kong, and Tianjin, and 34 ECEC practitioners and 280 children aged 3-6 years old participated in the research. The findings suggest that practitioners’ and children’s constructions of gender subjectivities can be diverse and dynamic processes through which individuals embody and ‘perform’ their gender with references to a variety of cultural and gender discourses that situate them. This study therefore argues that ECEC pedagogies and practices need to enable practitioners and children to interrogate dominant gender discourses and to become gender-sensitive and –flexible performers, in order to achieve gender equality, diversity and inclusion in ECEC. Current political drives in the UK, China and elsewhere to recruit more men to work in ECEC and to achieve a gender-balanced ECEC workforce need to reconsider their theoretical underpinnings and to make sure that such policies will not reinforce binary, hegemonic gender structures. A gender-diverse and –flexible approach to gender and ECEC is preferable for equitable and inclusive ECEC.

My central concern in this thesis is how science should be understood by the public. I argue that science should be understood, and valued for, the formative aspirations of the scientific community. The formative aspirations of the scientific community are the values members try to uphold as members of the group, even when this is not always possible. These aspirations are constitutive of the scientific ‘form of life’. I argue that science and religion are distinct forms of life, and through their formative aspirations can be differentiated from one another. Drawing on the theory of Elective Modernism (Collins and Evans 2017), I argue that the formative aspirations of science overlap with democratic values. Media representations of science shape public understanding. Non-fiction television is a ubiquitous and trusted medium for the communication of science. Non-fiction science television programme makers were interviewed to understand the process of science television production: the pressures, tensions and constraints inherent to this process. I analyse representations of science in British non-fiction television programmes and argue that a ‘religious’ portrayal of science can be identified in some programmes. I identify a contrasting ‘secular’ portrayal of science in other programmes. The religious portrayal presents science as providing a definitive creation narrative. In this portrayal scientific knowledge is presented as a set of certain and immutable truths which are revealed by nature with little or no human intervention. In this portrayal science is presented as providing meaning. The secular portrayal’s representation aligns more closely with a sociological understanding of science. In this portrayal scientific knowledge is represented as requiring human skill to produce and as being subject to change, revision and debate. Science in this portrayal is represented as producing both positive and negative outcomes for society. From the perspective of Elective Modernism, if citizens are to properly understand, engage with and value science they need an understanding informed by sociological conceptions of science which emphasise science’s formative aspirations as its defining characteristic. The requirements for the production of an ‘elective modernist’ portrayal of science, one which foregrounds the formative aspirations of science, are discussed. The problematic consequences of the religious portrayal of science are laid out. Presenting science as a religion disguises its formative aspirations. This provides an inaccurate picture of how science works and a widespread (mis)understanding of science as a religion would undermine democratic society.