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2. Towards a Praxis of Difference: Reimagining Intercultural Understanding in Australian Schools as a Challenge of Practice
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Davies, Tanya
- Abstract
Intercultural education in Australia has been positioned in State-based official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers' intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre's production of space. I conceptualise teachers' intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference .
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- 2024
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3. The Value of Multilingualism for Sustainable Development: A Case Study of Languages in Australia
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Schroedler, Tobias, Chik, Alice, and Benson, Phil
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This paper forwards the notion that languages are an important resource for sustainable development for modern societies. Informed by theories from both sociolinguistics and language economics on the value of language skills, it is suggested that language(s) have different kinds of value in multilingual societies. Sociolinguists often emphasize the value languages have to their speakers and highlight the importance of social justice and equality between languages. Language economists argue that proficiencies in languages other than the dominant language are a form of human capital that can have a range of direct or indirect benefits. In language economics this is captured by the concepts of non-market and market value. Based on the example of the situation of languages in Australia, this paper argues that migration-induced multilingualism deserves more substantial support from both perspectives. Employing a theory-generating approach, this paper argues that multilingualism forms an important addition to Australia's human capital. For sustainable development, both on economic and social levels, it appears necessary to maintain and support languages in order to enable the country to cater for present and future linguistic needs. These linguistic needs include job market demands, but extend to other aspects of social participation and cohesion.
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- 2023
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4. The Hope and Burden of Early Intervention: Parents' Educational Planning for Their Deaf Children In Post-1960s Australia
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Payne, Aaron, Proctor, Helen, and Spandagou, Ilektra
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Purpose: This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970-1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia. Design/methodology/approach: We present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children. Findings: We propose that these oral histories shed light on how the concept, early intervention--a child development principle that became axiomatic from about the 1960s--significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology. Originality/value: The paper contributes to a sociological/historical literature of "parenting for education" that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of "early intervention" as a historical phenomenon rather than a "common sense" truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.
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- 2023
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5. Elite Women's Clubs in the 1930s across Three Australian States: A Prosopographical Study
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May, Josephine
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Purpose: The purpose of this paper is to explore the clubs and club memberships of 491 elite women in three eastern Australian states in the 1930s. It is the second part of a descriptive analysis of these women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). Design/methodology/approach: Using mixed methods within a prosopographical approach, described fully in the first paper on these data, this is mainly a quantitative analysis. After the numbers of club memberships of the women are given and compared on a state-by-state basis, a taxonomy of five main types of clubs was created and the clubs and club memberships listed for each of them. The five types are: (1) social and cultural clubs; (2) sporting clubs; (3) imperial, national and patriotic clubs; (4) professional clubs; and (5) service and educational clubs. The paper then explores the similarities and variations at the state level in the women's club memberships across the five types. It should be noted that the article does not include charities to which the women contributed because they required a separate typology and analysis to be taken up elsewhere. Findings: The paper frames women's clubs as informal educative networks where women were able to acquire the knowledge and skills in modernity for effective participation in the public sphere. The analysis shows that three-quarters of the 491 women were members of one club or more. Overall, the women listed 340 separate clubs with 1,029 memberships across the five types. The state-by-state analysis giving lists of clubs, and numbers of memberships per club in each type, enumerated variations of women's clubs at the state level. Overall, the analysis suggests that the "club habit" for such women was a substantial historical phenomenon at this time. Originality/value: This is the first study to encompass women's club memberships across three Australian states. Quantification of women's involvement in clubs has proved difficult, however, by using a prosopographical approach, this study creates a unique quantitative picture of the club data contained in 491 elite women's biographical sketches from the 1930s.
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- 2023
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6. The First Twenty Years of the Maryborough & District University Society, 1963-1983. Working Papers in Distance Education, No. 7.
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Queensland Univ., St. Lucia (Australia). School of External Studies and Continuing Education and Borchardt, F. T.
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This paper provides a brief history of the Maryborough and District University Society of the University of Queensland, Australia. Highlights of the review include: (1) the establishment of the first distance education, or external studies, centers at Townsville, Rockhampton, and Ipswich in 1949; (2) a resolution taken in 1963 to form a University Society of Maryborough and that its primary aim be the furtherance of tertiary education; (3) membership of the Society in 1964 of 55 graduates and one student; (4) the granting of full voting rights and access to the Executive Committee to students in 1968; (5) substantial upgrading of the center from 1971-1980 through consolidation of the Society and the Students' Association, a move to a larger building, the allocation of additional funds for instructional materials, and increasing use of the center facilities by external students; and (6) the current membership of 65-75 members. Appendices contain a list of former and current office holders, part-time officers, and positions of honor; the constitution of the Maryborough and District University Society; and selected statistics (chiefly library) for 1964-1982. (DB)
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- 1983
7. From Gallipoli to Independence: Turkish and Australian Students' Perspectives
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Sharp, Heather, Öztürk, Talip, and Öztürk, Filiz Zayimoglu
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Given the broad public appeal of WWI commemorations and in consideration of their inclusion in school curriculum, the question is raised of how do Turkish and Australian students view the importance and ways of commemorating the Gallipoli campaign? This comparative study, the first of its kind approaches this current gap in understanding how high school students view this historical event. The focus of this paper is to report on research conducted in Australian and Turkish high schools during the centenary years of WWI commemorations. 185 high school students agreed to participate and share their perspectives on commemorating Gallipoli and to respond to a series of five sources provided to them as part of the research activity. How students responded to the sources and engaged with questions of commemoration is detailed throughout this paper.
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- 2020
8. Skilling Up: Providing Educational Opportunities for Aboriginal Education Workers through Technology-Based Pedagogy
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Jackson-Barret, Elizabeth M., Gower, Graeme, Price, Anne E., and Herrington, Jan
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Over the past decade Aboriginal and Torres Strait Islander studies and perspectives have been mandated across the Australian national curriculum and all teachers are now required to demonstrate strategies for teaching Aboriginal and Torres Strait Islander students and have a broad knowledge of Aboriginal histories, cultures and languages. This paper describes a project focused on enabling Aboriginal Education Workers (AEWs) to play a critical role in transforming these initiatives into real and sustainable change through authentic, technology-based pedagogy. Indigenous research methodologies and design-based research (DBR) were used to investigate the potential educational roles for AEWs enabled by elearning and new technologies. The project, called "Skilling Up: Improving educational opportunities for AEWs through technology based pedagogy" was funded by the Office of Learning and Teaching. This paper reports on the findings of the study conducted in Western Australia, including pre-study survey results, together with a description of a unit of study to provide opportunities for AEWs to use technologies in their work, and to create authentic digital stories for use in teacher education. The development of design principles for the design of such environments is also discussed.
- Published
- 2019
9. Finding a Way in for Interculturality: Analysing History Teachers' Conceptualisations at the Secondary School Level
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Garrard, Kerri Anne
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'Intercultural understanding' (ICU) and its core concept 'interculturality', was introduced in the new national curriculum, implemented across Australia from 2013 (Australian Curriculum, ACARA. [2013]. Australian curriculum V.60. Retrieved from http://www.australiancurriculum.edu.au/copyright). This paper draws on a study conducted in Victoria, Australia, which asked: "how history teachers conceptualise interculturality for history teaching and learning?" The study used two methods to gather data: textual analysis and focus group interviews. This paper only reports on specific findings from the focus group interviews, analysed through a methodology of crystallisation and discourse analysis, framed by four modes of historical thinking; "traditional, exemplary, critical and transformative." The paper argues that interculturality is a significant challenge to history education often located in discourses constructed over time which disrupt "how things have always been taught." By analysing the "teachers' talk" through a lens whereby the construction of language reveals the educational problematic, the research looks for a "way in" for interculturality into history teaching and learning.
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- 2022
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10. Reframing the Policy Discourse: A Comparative Analysis of Teacher Preparation for Rural and Remote Education in Australia, South Africa, and Mexico
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Ledger, Susan, Masinire, Alfr, Delgado, Miguel Angel Diaz, and Burgess, Madeline
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The Organisation for Economic Cooperation and Development (OECD) has highlighted a 'vicious cycle of decline' in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.
- Published
- 2021
11. Post-Truth, Education and Dissent
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Nally, David
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In recent scholarship, a widely agreed upon definition of "post-truth" has proved elusive, particularly because the term is used in tandem with so-named alternative facts, fake news, misinformation, and references to an anti-expert, anti-intellectual climate. This paper will consider recent educators' efforts in the Australasian region to address the political and cultural disruption that post-truth has evoked, by inquiring into how their pedagogy mirrors or differs from that used in public spaces by protest movements. In the first section, scholarship on post-truth will be examined for how it constitutes a form of revisionist history, in which the present has been corrupted over time by comparison to a more idealised and distant past. The second section will focus on how theories about the construction of knowledge, such as Latour's notion of hybridised modernity and notions of historical consciousness, can be used to frame forms of activism as means to educate the public and disrupt the dominant political ideologies. The focus in the last section will be on examining how educators might enable learners' critical literacy so they can accommodate and overcome the negativity, cynicism, and disempowerment which characterises a post-truth paradigm.
- Published
- 2023
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12. Risky Teaching: Developing a Trauma-Informed Pedagogy for Higher Education
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Harrison, Neil, Burke, Jacqueline, and Clarke, Ivan
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This paper presents the results of a three-year study of the impacts of teaching about the experiences of trauma on students studying to become teachers. The project's overarching objective is to develop an effective trauma-informed pedagogy that can support students who learn about the experiences of the 'Stolen Generations', the Holocaust, wars, and genocide. Following a presentation from a member of the Stolen Generations, students reported strong emotional impacts, indicating heightened arousal and defensive dissociation. Results indicated that effective teaching about the experiences of trauma must be accompanied by management processes that will mitigate the potential detrimental emotional impacts on such learning. We conclude that the reflexive power of narrative can implicate the student in her or his own life, as well as in the lives of others. Of critical importance is a recognition that both Indigenous and non-Indigenous lives are bound to one another in contemporary Australia.
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- 2023
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13. Responding to Policies That Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience
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Alonso, Roxana Aguilar
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Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa's Coyolxauqui imperative and Martin's Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential further research are outlined.
- Published
- 2020
14. Digital Games in the Museum: Perspectives and Priorities in Videogame Design
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Beavis, Catherine, O'Mara, Joanne, and Thompson, Roberta
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There is growing interest in the incorporation of digital games as part of the suite of offerings in museum education in heritage environments. Digital games are seen as ways of recreating historic worlds, affording empathetic and affective engagement, and increasing interest in and understanding of historical periods or processes, working in complementarity with material exhibitions and artefacts on display. Stakeholders engaged in the development of digital games, however, may have different views of what constitutes significant knowledge and priorities. This paper reports on findings from a pilot study that investigated key concerns for three groups involved in designing a game -- museum educators, maritime archaeologists and games designers -- that foregrounded the construction of history, history as constructed and processes of historical research. The paper explores the differing values and priorities underlying the perspectives of each group, and the implications of these for museum education, and the design of the game.
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- 2021
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15. Ontology, Sovereignty, Legitimacy: Two Key Moments When History Curriculum Was Challenged in Public Discourse and the Curricular Effects, Australia 1950s and 2000s
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Keynes, Matilda and Marsden, Beth
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Purpose: The purpose of this paper is to examine the ways that history curriculum has worked to legitimise dispossession through narratives that elide questions of Indigenous sovereignty, and which construct and consolidate white settler identity and possession. Design/methodology/approach: The paper uses two case studies to compare history education documentation and materials at key moments where dominant narratives of settler legitimacy were challenged in public discourse: (1) the post-war humanitarian agenda of fostering "international understanding" and; (2) the release and educational recommendations of the 1997 "Bringing them Home Report." Findings: The paper shows that in two moments where narratives of settler legitimacy were challenged in public discourse, the legitimacy of settler possession was reiterated in history curricula in various ways. Practical implications: This research suggests that the prevailing constructivist framework for history education has not sufficiently challenged criticisms of the representation of Aboriginal history and the history of settler-colonialism in the history syllabus. Originality/value: The paper introduces two case studies of history curriculum and shows how, in different but resonant ways, curricular reforms worked to bolster the liberal credentials of the settler state.
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- 2021
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16. Information Services. Miscellaneous Papers.
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International Federation of Library Associations, The Hague (Netherlands).
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Papers on audiovisual information resources, the history of technical libraries, online legal information, and information technology for schoolchildren, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "Continuing Issues in the Provision of Audiovisual Information Resources - An Australian View," in which Paul T. McNally (Australia) discusses the need for guidelines on provision of library nonbook materials, national bibliographic control of audiovisual materials, and copyright law reform to enhance use of nonbook materials for research and study; (2) "Library History and the History of Technology: The British Experience," in which K. W. Humphreys (United Kingdom) describes the history of British library collections containing works on technology and the establishment and development of full-fledged technology libraries under the auspices of national, association, government, academic, corporate, and large public libraries; (3) "The Development of an International On-line Legal Information Service and Its Cooperation with Similar Services," in which Nunn Price outlines the objectives, accomplishments, and problems of EUROLEX, which provides online full-text information on European Community (EC) and United Kingdom law; and (4) "Information Technology for Schoolchildren," in which Jean C. Beck (United Kingdom) describes British projects to introduce schoolchildren to microcomputers and information technology, particularly the Schools Information Retrieval (SIR) Project, which resulted in the development of a microcomputer information retrieval system for use by secondary school students. (ESR)
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- 1983
17. International Federation of Library Associations Annual Conference Papers. Education and Research Division: Library Schools and Other Training Aspects, and Round Table on Library History Sections (47th, Leipzig, East Germany, August 17-22, 1981).
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International Federation of Library Associations, The Hague (Netherlands). and Wagenbreth, Hildegard
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This group of six papers centers on the development of library schools and the training of library personnel. "The Status of Professional Groups in Libraries and Library Education in the GDR," by Hildegard Wagenbreth and Helmut Kubitschek, East Germany, describes the training programs, apprenticeships, courses, and admission criteria of various colleges and universities for three groups of professional library personnel. Another paper from the same country, "The Subject Library History in the Training of Librarians in the GDR," by Alexander Greguletz, discusses the general principles and structure of programs to train librarians in library history. Discussions of the role of information infrastructures in developing countries and integrating library and information science education with museology and other disciplines are included in a paper from India, "Integrated Education for Librarianship and Allied Disciplines," by P.N. Kaula; seven references are listed. "Education for Librarianship and Inservice Training in Libya," by Mabruka O. Meherk of that country, presents a chronological history of library development in Libya and discusses institutions and courses offered there. Significant developments of paraprofessional training in the library/media field are described in "Education for Supportive Staff in the United States and Canada," by Josephine Riss Fang of the United States, and an Australian paper, "Library Management and the Education of Support Staff," by Edward R. Reid-Smith, includes a review of the status of library assistants in various countries. The last two papers have extensive reference lists. (RBP)
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- 1981
18. Changing Families, Changing Schools: Parent Involvement in Schools. Discussion Paper Number 12.
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Institute of Family Studies, Melbourne (Australia). and Ochiltree, Gay
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This paper gives a brief overview of the changing relationship between school and family in Australia. Discussion first concerns major changes that have occurred in Australian families, particularly in the period since World War II. Next explored are the many forms of school and family relationships. These range from informal get-togethers to the formal requirement that parents should have a part in the decision-making processes of schools. A distinction is made between parent participation (in which parents have the right to make decisions regarding the education of their children in partnership with professionals) and parent involvement (in which parents' and teachers' mutual interests in children are interwoven, but there is less concern with power and rights). In subsequent commentary, attention is given to the situation in Victoria, Australia--a state in the process of legislating for closer working relationships between parents and schools through local school councils. Objections to parent participation in the decision-making process and beneficial results of such participation are both specifically discussed. Concluding remarks concern the new role of teachers and schools in communities with active parent participation; in particular, these new roles are discussed in terms of teacher training and liaison with social services and in terms of relationships with children whose parents prefer old patterns of involvement. (CB)
- Published
- 1984
19. Racism, Popular Culture and Australian Identity in Transition: A Case Study of Change in School Textbooks since 1945. Occasional Paper No. 14.
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Wollongong Univ., New South Wales (Australia). Centre for Multicultural Studies. and Cope, Bill
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Since the second world war, significant changes have come about in the sense of Australian identity and historical self-consciousness. The nature and extent of these changes can be seen in an analysis of racism and conceptions of culture, and how the "other" is defined. The main interest of this paper is Australian popular culture, and the empirical focus is 630 texts widely used in Australian schools in the period from 1945 to 1985. Most of these texts achieved mass circulation. Changes in historical interpretation are cruder and much more clear in school textbooks, which usually contain large generalizations and simplifications. This paper traces a striking change in the cultural contexts of school textbooks since 1945 from the paradigm of assimilation to one of multiculturalism. This change should be seen in the context of an old story of Australia in which history is a narrative of progress and development, with cultural differences conceived as a matter of superiority/inferiority and dominance and suppression of other cultures, such as the assimilation of Aborigines and immigrants. From the late 1960s on, a new story of Australia began to emerge, with a reading of history based on principles of cultural pluralism. In the new story of Australia, cultural differences are to be celebrated. This view emerges as the dominant content in social studies and history in school curricula by the early 1980s. (Contains 20 figures and 6 references.) (SLD)
- Published
- 1987
20. A Father's Role in His Child's Development. Unit for Child Studies. Selected Papers Number 20.
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New South Wales Univ., Kensington (Australia). School of Education. and Patterson, Ross
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By considering three historical stages of the father's role in the development of his child (father of the past, present, and future), one may perceive a pattern. The father of the past had a clearly defined role; however, this role did not take into account the emotional well-being of family members. Consequently, all in the family lost out, especially the mother and child. The father of the present evolved from social changes that struck at the power hold the father of the past had over his family and gave the mother much more self-determination. However, the present-day father has become confused about his role. Certainly, the child continues to lose out if the father of the present is not sure where he fits in. The father of the future has a choice. He can become a total nonentity with no role in the development of his child, or he can invest more of himself in the family on an equal basis, insure that all members' needs are adequately met, and become an important contributor to the development of his child. Finding the father a special area to take over (e.g., supervisor of the child's sex-role development or socialization, head of the household, or disciplinarian) will not help. The father certainly needs a definition of his role, but the role should give him the opportunity to fully share in all aspects of his child's growth. (RH)
- Published
- 1982
21. Education for Family Life: A Survey of Available Programs and Their Evaluation. Occasional Paper Number 4.
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Institute of Family Studies, Melbourne (Australia). and Eastman, Moira
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In reviewing the literature related to education for family life, this discussion focuses on three main areas: the need for such education, trends in the development of family life education programs, and the results of evaluations of a wide range of programs. Evidence was found concerning (1) the key role families play in their members' well-being, and (2) increasing pressures on families. Changes in the practice of family education over the last 15 years are pointed out. Specifically, it is argued that the growth of family systems theory, research into the characteristics of healthy or coping families, and the development of experiential education have influenced the development of programs. Evaluation is seen as essential for identifying characteristics of effective and acceptable programs, protecting clients, improving practice, informing the community of the effectiveness of various programs, and supporting calls for funding. Difficulties in evaluation and the strengths and weaknesses of various approaches are reviewed. Almost 60 published evaluations of family life education programs were found; the evaluations of many programs being developed show them to be effective. In conclusion, some clues to the relative effectiveness of different approaches are identified, some tentative guidelines for the further development of programs are proposed, and areas needing further research are indicated. (RH)
- Published
- 1983
22. Whose History and Who Is Denied? Politics and the History Curriculum in Lebanon and Australia
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Maadad, Nina and Rodwell, Grant
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This paper seeks to explain and develop a better understanding of the relationship between the History curriculum and the consequences of political motive. It compares the History curricula of Australia and Lebanon, and is relevant to understanding the purpose of the History curricula in the two countries as well as, more generally, other countries. In Lebanon, the teaching of that nation's experience of the 1975-90 Civil War has been withdrawn from schools. In Australia, meanwhile, it now appears that the national curriculum that took shape in 2010 under the Rudd Labor Government has been replaced by what the new Federal Coalition Government wants. Important changes have been made to the nations' History curricula with different political groups urging the inclusions of different topics. This paper considers the question of the effect of wholesale deletions from the curriculum of a nation's history, as in the case of Lebanon. Will such changes affect the development of students' higher-order historical understanding, historical consciousness and historical literacy? And will such changes influence students' appreciation of historiography? Advanced in this paper is an argument that, generally, History curricula are so politicised that there should be a historiographical component that requires students to understand that history is about many different points of view. Furthermore, students should be taught that it is the understanding of the development of evidence for the various perspectives that matters.
- Published
- 2016
23. Philosophy of Education in a New Key: On Radicalization and Violent Extremism
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Sardoc, Mitja, Coady, C. A. J., Bufacchi, Vittorio, Moghaddam, Fathali M., Cassam, Quassim, Silva, Derek, Miscevic, Nenad, Andrejc, Gorazd, Kodelja, Zdenko, Vezjak, Boris, Peters, Michael A., and Tesar, Marek
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This collective paper on radicalization and violent extremism part of the 'Philosophy of education in a new key' initiative by "Educational Philosophy and Theory" brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship on radicalization and violent extremism. Its overall aim is to move beyond the 'conventional wisdom' associated with this area of scholarly research best represented by its many slogans, metaphors and other thought-terminating clichés. By providing conceptual lenses on issues previously compartmentalized primarily [or even exclusively] in security and intelligence studies or at the fringes of scholarly interest, radicalization and violent extremism turn out to be much more complex than 'radicalization studies' has been eager to acknowledge.
- Published
- 2022
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24. Popularising History: The Use of Historical Fiction with Pre-Service Teachers
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Howell, Jennifer
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This paper will explore the recent trend in the popularising of history and its impact on teaching and learning. There has been a steady increase in the amount of fiction, films, television shows, documentaries and children's programs situated in or concerned with historical events, eras or historical figures. The evident popularity among the wider public for these popularised forms requires teachers of history to re-evaluate their use in the classroom. They might also be tools in which we can reengage pre-service teachers and students into the subject area. This paper will present the findings of a pilot study concerned with exploring the use of historical fiction in pre-service teacher education programs. What emerged from the findings suggests that the inclusion of historical fiction in pre-service teacher education programs, and within history classrooms, may potentially have a positive impact on learning and result in higher levels of engagement with the subject.
- Published
- 2014
25. Contemporary Multi-Modal Historical Representations and the Teaching of Disciplinary Understandings in History
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Donnelly, Debra J.
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Traditional privileging of the printed text has been considerably eroded by rapid technological advancement and in Australia, as elsewhere, many History teaching programs feature an array of multi-modal historical representations. Research suggests that engagement with the visual and multi-modal constructs has the potential to enrich the pedagogy and make the classroom encounters significant and relevant to students' world life outside and beyond school. However, these multi-modal creations of the past are often compromised with agendas and pressures beyond traditional historical evidence, research and writing. This leaves the history teacher to navigate the tension that arises from the cognitive, affective and "beyonds the classroom" appeal of these historical representations and the quest to teach evidence-based, memorable history. This pedagogical dilemma was the focus of an Australian research project that used survey, interview and case study to investigate the utility of these historical-based contemporary representations in the teaching of disciplinary concepts in the History classroom. This paper presents a synoptic model of the broad research findings and uses case studies to provide examples of effective pedagogies. The unit plans from the case studies are also appended.
- Published
- 2018
26. Measuring Research Impact in Australia
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Gunn, Andrew and Mintrom, Michael
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The implementation of the national Research Engagement and Impact Assessment in Australia provides a timely opportunity to review attempts to improve the non-academic impact of academic research. The impact agenda represents a new phase in academic research evaluation and funding, characterised by a heightened need to demonstrate a return on public investments in research. New imperatives seek the reorientation of some academic research towards more directly driving national innovation, meeting the needs of business, and contributing to improved social and economic outcomes. This paper reviews the policy journey of research impact in Australia from the proposed, but never implemented, Research Quality Framework (RQF) to the National Innovation and Science Agenda (NISA). Our analysis of policy developments from the Howard to the Turnbull Governments highlights the controversial nature of research impact assessment and the political and methodological challenges that have accompanied its implementation.
- Published
- 2018
27. Libraries and Literary Outcomes: A Crucial Intersection in the Cultural Field.
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Galligan, Anne
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This paper examines the processes of interaction and exchange that are involved in the creation and circulation of literary and scholarly works, texts that contribute to the Australian information commons. For this purpose, the paper refers to specific aspects of the scholarly work cycle of the Australian historian, Henry Reynolds, and comments on the interaction between scholars and creative writers and the libraries and archives they explore. The first section provides an overview of Reynolds' work, including research in the Public Records office and the library of the Royal Commonwealth Society in England, the archives of North Queensland, the British House of Commons, the London Missionary Society, and Rhodes House Oxford. The second section discusses the value of historical resources and the intersection of public and academic spheres. The third section addresses issues related to libraries as critical institutions, including funding problems, the increasing volume of information in more formats, and ownership and access. (Contains 34 references.) (MES)
- Published
- 2000
28. 'Savoir Fare': Are Cooking Skills a New Morality?
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Coveney, John, Begley, Andrea, and Gallegos, Danielle
- Abstract
There has been a recent surge of interest in cooking skills in a diverse range of fields, such as health, education and public policy. There appears to be an assumption that cooking skills are in decline and that this is having an adverse impact on individual health and well-being, and family wholesomeness. The problematisation of cooking skills is not new, and can be seen in a number of historical developments that have specified particular pedagogies about food and eating. The purpose of this paper is to examine pedagogies on cooking skills and the importance accorded them. The paper draws on Foucault's work on governmentality. By using examples from the USA, UK and Australia, the paper demonstrates the ways that authoritative discourses on the know how and the know what about food and cooking--called here "savoir fare"--are developed and promulgated. These discourses, and the moral panics in which they are embedded, require individuals to make choices about what to cook and how to cook, and in doing so establish moral pedagogies concerning good and bad cooking. The development of food literacy programmes, which see cooking skills as life skills, further extends the obligations to "cook properly" to wider populations. The emphasis on cooking knowledge and skills has ushered in new forms of government, firstly, through a relationship between expertise and politics which is readily visible through the authority that underpins the need to develop skills in food provisioning and preparation; secondly, through a new pluralisation of "social" technologies which invites a range of private-public interest through, for example, television cooking programmes featuring cooking skills, albeit it set in a particular milieu of entertainment; and lastly, through a new specification of the subject can be seen in the formation of a choosing subject, one which has to problematise food choice in relation to expert advice and guidance. A governmentality focus shows that as discourses develop about what is the correct level of "savoir fare", new discursive subject positions are opened up. Armed with the understanding of what is considered expert-endorsed acceptable food knowledge, subjects judge themselves through self-surveillance. The result is a powerful food and family morality that is both disciplined and disciplinary.
- Published
- 2012
29. Teaching for 'Historical Understanding': What Knowledge(s) Do Teachers Need to Teach History?
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Tambyah, Mallihai M.
- Abstract
Recent curriculum reform in history in Australia promotes "historical understanding" through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian Curriculum: History in 2012-2013. Drawing on notions of historical consciousness and frameworks for curriculum alignment, the case study indicates that the intent of the stated curriculum to develop concepts of "historical understanding" is undermined by two factors--first, teachers' inadequate knowledge of the scope of the curriculum and second, a patchy understanding of how key substantive and procedural historical concepts contribute to "historical understanding". The research identified significant gaps in the disciplinary knowledge of history teachers and makes recommendations for pre-service and in-service history teacher education.
- Published
- 2017
30. Learning from Our Neighbours: The Value of Knowing Their Number History
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Mathematics Education Research Group of Australasia and Owens, Kay
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Recent research has supported and extended earlier research on how and for how long Indigenous people of Australasia have been counting. This history values the long history of Indigenous knowledge and re-writes the limited and sometimes false history that many Australian teachers accept and teach about number systems. The current views on the spread and innovation of number systems are critiqued in terms of how oral cultures used and represented large numbers.
- Published
- 2017
31. Historical Thinking Online: An Analysis of Expert and Non-Expert Readings of Historical Websites
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Goulding, James
- Abstract
Background: This paper outlines the findings of a sociocultural study that examined how digital contexts shape historical thinking. It was assumed that the tools used to engage with historical information mediate thinking, and that when evaluating historical information online, participants would draw upon heuristics associated with Historical Thinking (Wineburg, 1991) and website evaluation. Method: The study involved qualitative interviews with historians and university students who evaluated three historical websites using a think-aloud protocol followed by semi-structured questioning. Findings: While sourcing, corroboration and contextualization remain the basis of disciplinary inquiry, the specific nature of each heuristic shifted when being used to evaluate online material, and a new category of intertextual 'hybrid' heuristics was formed as participants adapted general digital heuristics to evaluate historical information. Furthermore, these 'hybrid heuristics' had divergent effects on participants: for the students it appeared to inhibit critical historical thinking, whereas for the historians it formed the basis of their deep critical appraisal. Contribution: The findings have implications for research on historical thinking, history education and critical website evaluation.
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- 2021
- Full Text
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32. Transcultural and First Nations Doctoral Education and Epistemological Border-Crossing: Histories and Epistemic Justice
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Qi, Jing, Manathunga, Catherine, Singh, Michael, and Bunda, Tracey
- Abstract
Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa's borderlands theory and de Sousa Santo's theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates' epistemological border-crossing. We explore how our life history study of 40 research candidates and supervisors across seven Australian universities casts new light on knowledge creation in transnational and First Nations doctoral education. Findings show research supervision as a multimodal process of epistemological border-crossing that is deeply embedded in intersected histories. We argue that a history-informed supervision approach demonstrates the deconstructive possibilities of epistemological border-crossing and contributes towards global epistemic justice.
- Published
- 2021
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33. Learning in the Presence of Others: Using the Body as a Resource for Teaching
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Harrison, Neil
- Abstract
Many great cultures of the world have recognised the impossibility of teaching. Governments in various colonial countries continue to spend huge sums of money on 'closing the gap' in Indigenous education, yet national assessment figures would support the claim that teaching is indeed an impossibility. This paper draws on some of Biesta's recent theorisation to highlight the double impossibility of teaching in Indigenous education. While representation and miscommunication surely make teaching an impossible profession, I nevertheless return to the question, what is possible in education? I apply the more recent work of Butler to highlight how vulnerability can allow us to hear the story of others. Vulnerability allows us into the lives of others, and to recognise that they are already implicated in ours, noting that certain bonds are actually shaped through the reversibility of the story. I examine a presentation to teacher education students on the Stolen Generations as a means of understanding how the role of power in constituting body vulnerability can be leveraged in the curriculum beyond the discourse of independent and self-motivated learning.
- Published
- 2021
- Full Text
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34. Learning Nation in Early Childhood Education: Multi-Sited Comparison between Pedagogies of Nation in Australia and Hungary
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Millei, Zsuzsa and Lappalainen, Sirpa
- Abstract
This study investigates how nation is taught, learned, practiced, and performed in early childhood educational settings in Australia and Hungary. Analysis, based on comparative multi-sited ethnography, reveals nationhood as a taken for granted, unreflexively promoted framework for organizing social life. The "pedagogy of nation" operates in different ways in these two settings. In Australia, it draws on contemporary patterns of lifestyle, whereas in Hungary it rekindles past traditions within contemporary global flows of culture. The paper concludes by calling for the relevance of revealing everyday nationalism in institutions for young children and for reflexivity to trouble its exclusionary forms.
- Published
- 2020
- Full Text
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35. Expressing Friendship in Letters: Conventionality and Sincerity in the Multilingual Correspondence of Nineteenth-Century Catholic Churchmen
- Author
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De Toni, Francesco
- Abstract
The relationship between the polite and conventional nature of friendly language and the sincerity of the writer's feelings is a central topic in linguistic and historical research on friendship in epistolary communication. This relationship can be understood in the context of the emotional values and conventionalised emotional practices that characterise the writer's emotional community. The language of friendship has a significant role in the history of letter writing in religious communities. However, epistolary and emotional practices among religious groups in the modern era remain a rather unexplored filed of research. In this regard, the nineteenth century is of particular interest, as it saw the consolidation of sincerity as a central notion in European standards of letter writing. Bringing together historical pragmatics and the history of emotions, this paper describes the forms and functions of sincerity in the negotiation of friendships between nineteenth-century Catholic churchmen. The article analyses a corpus of letters in Italian and Spanish from the multilingual correspondence of European Benedictine missionaries in Australia between the 1850s and the 1890s. The results of the analysis show that sincerity and emotional self-disclosure, while dependent on the pragmatic conventions of letter writing, belonged to cross-linguistic cultural scripts typical of religious communities.
- Published
- 2020
- Full Text
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36. Speaking Back to the Deficit Discourses: A Theoretical and Methodological Approach
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Hogarth, Melitta
- Abstract
The educational attainment of Aboriginal and Torres Strait Islander students is often presented within a deficit view. The need for Aboriginal and Torres Strait Islander researchers to challenge the societal norms is necessary to contribute to the struggle for self-determination. This paper presents a theoretical and methodological approach that has enabled one researcher to speak back to the deficit discourses. Exemplification of how Indigenous Critical Discourse Analysis (in: Hogarth, "Addressing the rights of Indigenous peoples' in education: A critical analysis of Indigenous education policy," Queensland University of Technology, Brisbane, 2016) identifies the power of language to maintain the inequitable positioning of Aboriginal and Torres Strait Islander peoples within Australian society is provided. Particular focus is placed on the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (in: MCEECDYA, "Aboriginal and Torres Strait Islander Education Action Plan (2010-2014)," 2011) and how policy discourses ignore the historical, political, cultural and social factors that influence the engagement and participation of Indigenous peoples in education today. The paper argues for the need to personalise methodological approaches to present the standpoint of the researcher and, in turn, deepens their advocacy for addressing the phenomenon. In turn, the paper presents the need to build on existing Indigenous research frameworks to continue advocating for the position of Indigenous research methodologies within the Western institution.
- Published
- 2017
- Full Text
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37. Enhancing Intercultural Communication and Understanding: Team Translation Project as a Student Engagement Learning Approach
- Author
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Yang, Ping
- Abstract
This paper reflects on a team translation project on Aboriginal culture designed to enhance university students' intercultural communication competence and understanding through engaging in an interactive team translation project funded by the Australia-China Council. A selected group of Chinese speaking translation students participated in the project and two English books on Australian Aboriginal history and culture were translated to Chinese from August 2011 to May 2012. The two bilingual books were published by Aboriginal Studies Press in May 2013. After the one-year translation project was completed, the author conducted a survey and audio-taped interviews about the participants' translation experience. Using social constructivist theory (SCT), the author coded the data, conducted critical analysis of the contents, and categorised the themes. It was found that the participants not only improved their translation skills through combining theories with practices, but also got better knowledge of Australian Aboriginal cultural tradition and history than before. Having understood cross-linguistic differences, they combined translation theory with practice and raised their intercultural awareness after going through various organized learning activities centering on the translation project. Such an interaction-based student engagement learning approach helped student translators achieve meaningful communication and learner autonomy through individual reflections, group discussions, and seminars. Finally the pedagogical implications of the team translation project were discussed.
- Published
- 2015
38. History on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment
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Brawley, Sean, Clark, Jennifer, Dixon, Chris, Ford, Lisa, Nielsen, Erik, Ross, Shawn, and Upton, Stuart
- Abstract
This paper uses a trial audit of history programs undertaken in 2011-2012 to explore issues surrounding the attainment of Threshold Learning Outcomes (TLOs) in an emerging Australian national standards environment for the discipline of history. The audit sought to ascertain whether an accreditation process managed by the discipline under the auspices of the Australian Historical Association (AHA) could be based on a limited-intervention, "light-touch" approach to assessing attainment of the TLOs. The results of the audit show that successful proof of TLO attainment would only be possible with more active intervention into existing history majors and courses. Assessments across all levels of history teaching would have to be designed, undertaken, and marked using a rubric matched to the TLOs. It proved unrealistic to expect students to demonstrate acquisition of the TLOs from existing teaching and assessment practices. The failure of the "light-touch" audit process indicates that demonstrating student attainment under a national standards regime would require fundamental redevelopment of the curriculum. With standards-based approaches to teaching and learning emerging as international phenomena, this case study resonates beyond Australia and the discipline under investigation.
- Published
- 2015
39. Action, an 'Encompassing Ethic' and Academics in the Midst of the Climate Crisis
- Author
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Plowright, Susan
- Abstract
In the midst of a crisis like the climate crisis and calls for "all hands on deck", what do academics, as a microcosm of humanity, see? In Hannah Arendt's terms, an "abyss of freedom" to act or a paralysing "abyss of nothingness"? Some from the academy themselves, including Tamboukou, Apple and Bourdieu, make judgements more akin to the latter and mount arguments to urge action. This paper joins their call and theorises ethical and demonstrably plausible resources as a potentially generative heuristic for political action by academics in the face of "dark times". I develop these resources by initially drawing on Arendt's ethical, but limited, action process. Then, through interpreting and expanding her unfinished theory of judging and echoing Karl Jaspers' concept The Encompassing, I propose the notion of an "encompassing ethic". This ethic, synthesised with Arendt's action process, ameliorates action's limitations and suggests the idea of "encompassing action". The paper concludes by bringing these conceptual resources to life through two inspiring historical examples of such action involving academics.
- Published
- 2016
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40. Sustainability in the Australian Curriculum: Geography
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Maude, Alaric
- Abstract
"Sustainability" is one of the seven major concepts in the geography curriculum. It is also one of the three cross-curriculum priorities in the Australian curriculum, together with Asia and Australia's engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. This paper describes how the concept is explained in the curriculum, explores some of the implications for the teaching of physical geography, discusses the contestability of the concept, and outlines where and how sustainability appears in the curriculum for each year.
- Published
- 2014
41. Framing Citizenship: From Assumptions to Possibilities in Health and Physical Education
- Author
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Wrench, Alison
- Abstract
Within the Australian context physical education (PE) and more recently health and physical education (HPE) have long been ascribed utilitarian value for producing healthy citizens. Whilst this has not been a linear progression over time, traces from the past do inform current assumptions about this utilitarian role. Of consequence are historical contingencies and responses to societal problems around health-related conduct and capabilities of the nations' citizens. In this paper a genealogical approach is adopted to explore discourses and power relations that have framed the contribution of PE and HPE in shaping students for healthy citizenship. Disciplinary technologies associated with military-style physical training, civilising technologies of game play and responsibilising governmental technologies of contemporary policies will be explored. I conclude in arguing that if HPE is to prepare all students for equitable, inclusive citizenship what is required is the adoption of curricula and pedagogies that counteract hegemonic notions of individual responsibility for healthy citizenship.
- Published
- 2019
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42. Nurse Education and Training. Report of the Committee of Inquiry into Nurse Education and Training to the Tertiary Education Commission.
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Australian Tertiary Education Commission, Canberra.
- Abstract
A study of the education and training of nurses in Australia by the Tertiary Education Commission of Australia is presented. In September 1977 the Minister for Education appointed a committee to advise the Commission on possible developments and changes in nurse education and training. Data were collected from visits and consultations with representatives of hospitals, professional nursing organizations, and related health care professionals. The report includes a brief historical review of the nursing profession and the current system of nurse education and training. Investigation into the current supply of Australian nurses and the financing and costs of their education revealed a lack of data about the number of nurses, their distribution by age, sex, qualification, type of practice, and geographical location. Problems related to hospital-based nurse education and issues influencing future nurse preparation are examined. Also addressed are: expansion and costs of nurse education in colleges of advanced education, psychiatric nursing and mental deficiency nursing, post-basic nurse education, and continuing education. Recommendations from the study focus on standardizing the accreditation and quality of nursing education. Specific recommendations are included for: basic nursing courses, post-basic courses, nurse educator programs, nursing staff development opportunities, and continuing education. It is also suggested that resources be made available by both the health and education systems for research into nursing education and evaluation of present nurse education programs. (BH)
- Published
- 1978
43. Numberjacks Are on Their Way! A Cultural Historical Reflection on Contemporary Society and the Early Childhood Curriculum
- Author
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Edwards, Susan
- Abstract
This paper considers the temporal aspects of the early childhood curriculum from a cultural historical perspective, and in doing so focuses on the role of play in early childhood education. Drawing on ideas derived from cultural historical theory regarding the historical basis of community practices and knowledge, the paper reflects on the type of experiences that characterise playful activity for some of today's young children. Examples from previous research conducted by the author are provided as prompts for personal reflection on the temporal dimensions of cultural historical theory and the early childhood curriculum in order to understand the role of contemporary play experiences in children's learning. (Contains 1 note.)
- Published
- 2010
- Full Text
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44. Modern Replication of Eratosthenes' Measurement of the Circumference of Earth
- Author
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Longhorn, Morgana and Hughes, Stephen
- Abstract
Twenty-two hundred years ago, the Greek scientist Eratosthenes measured the circumference of the Earth. This paper describes an experiment to replicate Eratosthenes' experiment with observers located in Australia and New Zealand. The most accurate circumference produced in the experiment described in this paper is 38,874?km, measured at Rosebud, Victoria, Australia, and Jimboomba, Queensland, Australia with an error of 2.9%. This exceeds the accuracy of Eratosthenes, although not of the modern recreation of his experiment between Syene and Alexandria. The experiment described in this paper might form a useful model for cooperation between schools in different countries.
- Published
- 2015
- Full Text
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45. The Re-Creation and Resolution of the 'Problem' of Indigenous Education in the Aboriginal and Torres Strait Islander Cross-Curriculum Priority
- Author
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Maxwell, Jacinta, Lowe, Kevin, and Salter, Peta
- Abstract
This paper focuses on the 'problem' of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum's Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum's creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the 'Indigenous problem' of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the 'problem' of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient.
- Published
- 2018
- Full Text
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46. Creating Curriculum Connections: A University Museum Object-Based Learning Project
- Author
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Thogersen, Jane, Simpson, Andrew, Hammond, Gina, Janiszewski, Leonard, and Guerry, Eve
- Abstract
This case study describes a project designed by university museum curators, managers and educators working in collaboration with curriculum designers to elicit new uses for university museum collection objects in the delivery of tertiary, secondary and primary education programs. It involves an object-based learning community of practice experimenting with the inclusion of objects to expand pedagogy and content engagement in established programs. Specific, new cross-disciplinary pedagogic applications for collection items are being established. The paper gives a brief introduction to object-based learning, describes the institutional setting and timing of the project, outlines some initial results and argues that the project methodology, as an example of advocacy for material collections in higher education, is transferable to other tertiary education institutions.
- Published
- 2018
- Full Text
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47. Teaching and Tolerance: Aversive and Divisive Pedagogical Encounters
- Author
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Gray, Emily
- Abstract
This paper takes as its subject the circulation of tolerance discourse within two pedagogical encounters in two Australian educational settings, and draws from the work of Wendy Brown on tolerance as a regulatory force. Brown argues that discourses of tolerance are produced within historical and cultural milieu that enable tolerance and aversion to exist simultaneously. This has significant implications for how we might come to understand the project of working towards a socially just educational system and the various struggles encountered within pedagogical sites. I also examine the pedagogical affects that are produced within different educational moments as we work to teach in or around difference and when we embody the Other in the classroom. I engage with how these experiences speak to the way in which tolerance as national ideal acts to both alleviate and circulate discourses of inequality such as sexism and homophobia.
- Published
- 2018
- Full Text
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48. On the Use of History of Mathematics: An Introduction to Galileo's Study of Free Fall Motion
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Ponce Campuzano, Juan Carlos, Matthews, Kelly E., and Adams, Peter
- Abstract
In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year university students through Galileo's experiments designed to investigate the motion of falling bodies, and his geometrical explanation of his results, via simple dynamic geometric applets designed with GeoGebra. Our goal was to enhance the students' development of mathematical thinking. Through a scholarship of teaching and learning study design, we captured data from students before, during and after the activity. Findings suggest that the historical development presented to the students helped to show the growth and evolution of the ideas and made visible authentic ways of thinking mathematically. Importantly, the activity prompted students to question and rethink what they knew about speed and acceleration, and also to appreciate the novel concepts of instantaneous speed and acceleration at which Galileo arrived.
- Published
- 2018
- Full Text
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49. Researcher Intersubjectivity: A Methodology for Jointly Building an Interactive Electronic Early Childhood Quality Involvement/Rating Scale
- Author
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Fleer, Marilyn, Hedges, Helen, Fleer-Stout, Freya, and Bich Hanh, Le Thi
- Abstract
Researching quality in early childhood settings has been operationalized in many ways, within and across countries. Nevertheless, despite some consensus on what might constitute a universally recognized view of what is considered essential for young children's development, there are strong indicators that locally developed assessment tools are likely to give more contextually relevant results. Yet, little appears to be known about how to develop localized tools for assessing quality, especially in culturally diverse research contexts. Further, it would seem that not much is understood about the ways researchers and research participants have worked together to achieve reciprocal outcomes. In drawing upon cultural-historical theory, this paper goes beyond the traditional binary of an emic-etic perspective and instead describes a dialectical model for creating conditions for generating "research intersubjectivity." An example of how researchers and participants worked together to develop an interactive e-quality rating scale in Vietnam is presented with the research exchange methods of "Dialogue through the technology," "Capturing moments of localized quality," "Community walk," and "Research selfies." These methods together acted to underpin the methodology that foregrounds what we have termed "research intersubjectivity."
- Published
- 2018
- Full Text
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50. The Australian Universities' Review: A Life (So Far)
- Author
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Marginson, Simon
- Abstract
The "Australian Universities' Review" began its life in 1958 as the Federal Council Bulletin, and was known as "Vestes" from 1958-1988. Simon Marginson's paper follows the fifty-year history of the journal and reviews a number of themes and trends from that history. References in the text relate to these publications by volume and number, without further specific reference to the journal's title at the time.
- Published
- 2008
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