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This book provides an engaging and accessible analysis of traditional issues associated with mass education. The book challenges preconceptions about social class, gender and ethnicity discrimination; highlights the interplay between technology, media, popular culture and schooling; and inspects the relevance of ethics and philosophy in the modern classroom. This new edition has been comprehensively updated to provide current information regarding literature, statistics and legal policies, and significantly expands on the previous edition's structure of derailing traditional myths about education as a point of discussion. It also features two new chapters on Big Data and Globalisation and what they mean for the Australian classroom. Written for students, practising teachers and academics alike, This book summarises the current educational landscape in Australia and looks at fundamental issues in society as they relate to education.

Making Sense of Mass Education provides an engaging and accessible analysis of traditional issues associated with mass education. The book challenges preconceptions about social class, gender and ethnicity discrimination; highlights the interplay between technology, media, popular culture and schooling; and inspects the relevance of ethics and philosophy in the modern classroom. This new edition has been comprehensively updated to provide current information regarding literature, statistics and legal policies, and significantly expands on the previous edition's structure of derailing traditional myths about education as a point of discussion. It also features two new chapters on Big Data and Globalisation and what they mean for the Australian classroom. Written for students, practising teachers and academics alike, Making Sense of Mass Education summarises the current educational landscape in Australia and looks at fundamental issues in society as they relate to education.

Editors' Note - For some time now, esteemed Readers, there has been a considerable lack of Victorian verbosity and pomposity in the realm of student publications. Such collections are often too earnest and self-aware, and as a result the once respectable name of 'Youth' in the modern literary canon has become inglorious. The only way in which to remedy this situation is with a healthy dose of Ganderax. Consider this journal to be the first stride towards a new ideal. Both the prose and poesy found betwixt these stiffened covers shall be a golden orb of inspiration for a new generation of literary sensibility. Our band of jocund wordsmiths can feel no greater pride in a success such as this. Elementary! As the Tide ebbs and flows, let this be seen as the highest watermark: the one that claims the shoreline. In the name of Literature, Dr Dog Watson, Esq.

Editors' Note - For some time now, esteemed Readers, there has been a considerable lack of Victorian verbosity and pomposity in the realm of student publications. Such collections are often too earnest and self-aware, and as a result the once respectable name of 'Youth' in the modern literary canon has become inglorious. The only way in which to remedy this situation is with a healthy dose of Ganderax. Consider this journal to be the first stride towards a new ideal. Both the prose and poesy found betwixt these stiffened covers shall be a golden orb of inspiration for a new generation of literary sensibility. Our band of jocund wordsmiths can feel no greater pride in a success such as this. Elementary! As the Tide ebbs and flows, let this be seen as the highest watermark: the one that claims the shoreline. In the name of Literature, Dr Dog Watson, Esq.

Editors' Note - For some time now, esteemed Readers, there has been a considerable lack of Victorian verbosity and pomposity in the realm of student publications. Such collections are often too earnest and self-aware, and as a result the once respectable name of 'Youth' in the modern literary canon has become inglorious. The only way in which to remedy this situation is with a healthy dose of Ganderax. Consider this journal to be the first stride towards a new ideal. Both the prose and poesy found betwixt these stiffened covers shall be a golden orb of inspiration for a new generation of literary sensibility. Our band of jocund wordsmiths can feel no greater pride in a success such as this. Elementary! As the Tide ebbs and flows, let this be seen as the highest watermark: the one that claims the shoreline. In the name of Literature, Dr Dog Watson, Esq.

The title of this book, Hard Lesson: Reflections on Crime control in Late Modernity, contains a number of clues about its general theoretical direction. It is a book concerned, fist and foremost, with the vagaries of crime control in western neo-liberal and English speaking countries. More specifically, Hard Lessons draws attention to a number of examples in which discrete populations – those who have in one way or another offended against the criminal law - have become the subjects of various forms of stare intervention, regulation and control. We are concerned most of all with the ways in which recent criminal justice policies and practices have resulted in what are variously described as unintended consequences, unforeseen outcomes, unanticipated results, counter-productive effects or negative side effects. At their simplest, such terms refer to the apparent gulf between intention and outcome; they often form the basis for considerable amount of policy reappraisal, soul searching and even nihilistic despair among the mamandirns of crime control. Unintended consequences can, of course, be both positive and negative. Occasionally, crime control measures may result in beneficial outcomes, such as the use of DNA to acquit wrongly convicted prisoners. Generally, however, unforeseen effects tend to be negative and even entirely counterproductive, and/or directly opposite to what were originally intended. All this, of course, presupposes some sort of rational, well meaning and transparent policy making process so beloved by liberal social policy theorists. Yet, as Judith Bessant points out in her chapter, this view of policy formulation tends to obscure the often covert, regulatory and downright malevolent intentions contained in many government policies and practices. Indeed, history is replete with examples of governments seeking to mask their real aims from a prying public eye. Denials and various sorts of ‘techniques of neutralisation’ serve to cloak the real or ‘un

Rather than extol the benefits of new technologies in relation to pedagogy, this chapter seeks to unpack several of the broader social issues related to the rapid development of new technologies, and how these issues come to ground in schools. Clearly the integration of technology into the day-to-day educational practices of schools has been far from seamless. Usually debates about the efficacy of technology are bifurcated. On one side are technophobes or neo-Luddites who campaign against the negative outcomes of what they generally interpret as an over reliance on technology. On the other side are technophiles who naively position technology as a panacea for a multitude of problems faced by schools. Although both sides offer valid comment, as is often the case with extremely divergent opinions, a more accurate assessment is located somewhere in between these extreme positions. Despite the existence of a continuum of technological endorsement in society, it is important to note that many practicing teachers share a commonly focused understanding of the advantages and problems associated with technology within their schools. This perception of technology centres on teacher and student ability to manipulate technology as hardware, technology as software, and increasingly, technology as function.

A common theme across all chapters in this book is that interaction between schooling and students is influenced by a range of social and cultural factors. This chapter sets out to demonstrate how certain sets of social and cultural factors—in particular public notions of a differentiated other—hold the potential to draw disparate groups of people together. In particular, we find groups which would not usually be allies banded together through their involvement in processes of othering. In many cases such processes transcend the traditional lines of division that characterize and separate the groups generating this discourse.

The most frequently told story charting the rise of mass schooling should be fairly familiar to most of us. This story normally centres around the post-enlightenment social changes of the late 18th and early 19th centuries, and details how society slowly became more caring and more humane, and how we all decided that rather than simply being fodder for the mills, all children – including those from the working-classes - had the right to an education. The more civilised we became, the more we pushed back the school leaving age, until we eventually developed schools which clearly reflected the values and ambitions of the wider community. After all, are school not simply microcosms of society at large? In addition to this, the form that modern schooling takes is regarded as an unproblematic part of the same story. Of course we should organise our learning in the way we do, with the emphasis on formalised learning spaces, graded curricula, timetables of activities, various forms of assessment, and a clear hierarchy of authority. These features of the contemporary education merely reflect the fact that this is self-evidently the best system available. After all, how else could education possibly be organised?

It can probably be said those people who work in the world of the natural sciences— chemistry, biology, mathematics, and so on—regard themselves as inhabiting a fairly straight-forward epistemological world. They have a body of knowledge to draw upon from within any given area, much like a set of bricks in a wall, and when they conduct their experiments, they add another brick to that wall … and the wall gets taller, and they know more than they did before. Such scientists would contend that the questions they ask as part of their research flow naturally from the very nature of the world itself. But even then, they could also argue that the specifics of the question ultimately don‟t really matter that much, because if enough people work on any given brick, the truth will eventually emerge anyway.

This article is an overview of futures-oriented curriculum trends within a context of global social change. It uses as a stimulus Angelica, a hypothetical 21st century girl, who realises that deep educational and socio-cultural changes are needed to improve and sustain her interconnected worlds. It then considers a selection of educational trends addressing Angelica’s concerns, in that they have the potential to change the form, delivery and content of education in a fundamental way. The trends – innovative pedagogic practices oriented around curricular visions widely adopted – are: (i) intercultural education which reshapes learning and teaching (ii) education for sustainability (iii) information technologies, multiliteracies and learning for the future, and (iv) the convergence of learning for work, study and leisure. The chapter explores how these trends could change future schools and classrooms in ways that could bring us closer to a sustainable planetary future.

The essays in this engaging book catalogue a wide and varied range of instances where 'things go wrong' in the practices of criminal justice. The contributions document instances where laws, policies and practices have produced unintended consequences of the most deleterious kind, drawing attention to the prison system, 'boot camps', detention centres and specific penal policies such as the 'short, sharp shock', parental penalty and 'three strikes and you're out'. Also examined are policing practices such as 'zero tolerance', 'saturation policing' and punitive laws in the areas of drug use, sex offences and prostitution. It is demonstrated that in each of these cases the objectives of government resulted in the creation of new and unforeseen problems requiring further reform of the criminal justice system. This is a familiar tale characteristic of the modernist impulses of contemporary government based on the notion that crime can be identified, managed and controlled through the application and administration of institutionalised polices and practices. The present culture of 'high crime' - despite a top-heavy apparatus of crime control - appears to indicate the very opposite.

This chapter explores the complex ways in which gender continues to influence the educational experiences and outcomes of both girls and boys. While the specific focus of the chapter is on Australia, similar trends and debates have been seen elsewhere. In the chapter I draw on socio-cultural and feminist perspectives to provide a framework for understanding the construction of gender relations in society, and the role of education in re-producing and changing gender inequalities. I provide a brief overview of the history of gender reform in Australia, and discuss the implications of recent research concerning the differential educational achievements of girls and boys. It is concluded that there is a need for gender equity initiatives to target both girls and boys, and in particular those girls and boys who are most disadvantaged through schooling.

Race and culture as an influence on literacy

Tangentially coinjected deuterium beam ions were accelerated from 82 up to 150 keV during a major-radius compression experiment in the tokamak fusion test reactor. The ion energy spectra and the variation in fusion yield were in good agreement with Fokker-Planck code simulations. In addition, the plasma rotation velocity was observed to rise during compression. © 1985 The American Physical Society.

Tangentially coinjected deuterium beam ions were accelerated from 82 up to 150 keV during a major-radius compression experiment in the tokamak fusion test reactor. The ion energy spectra and the variation in fusion yield were in good agreement with Fokker-Planck code simulations. In addition, the plasma rotation velocity was observed to rise during compression. © 1985 The American Physical Society.