Search

Like the concept of the assemblage, the body without organs is much written about, but unlike the assemblage there are no specific schools of thought associated with the body without organs, much less any agreed definitions. As such, it tends to be used in a very vague manner, with most accounts of it ignoring its practical dimension and instead focusing on its aesthetic (Artaud) and philosophical (Spinoza) origins. However, Deleuze quite explicitly positions the assemblage as a contribution to an understanding of behaviour, so the purely philosophical accounts of the body without organs that give no account of how it can be used analytically are not helpful in my view. I demonstrate that the practical conception of the body without organs is an effective way of understanding the concept. I use the example of George Mallory's attempt to climb Everest to illustrate this point. I argue that if we focus only on the symbolic attainment of being the first person to climb the world's tallest mountain and consign the actual act of climbing to the realm of mere entry price, then we effectively destroy the assemblage by rendering it teleological. Now, one might think that this means one should balance the equation by focusing on the bodily dimension of the climb, and certainly that is the direction we need to take, but to do that we need to conceive of a space where that physical dimension can be registered in something other than purely biological terms. If, as Spinoza and after him Deleuze have argued, we do not know what a body can do, it is because we do not have the conceptual means of capturing and expressing its capabilities. We can record its achievements, but we cannot map its capabilities because the body seems always to be capable of doing more than anyone thought possible. Until 1953 when Hillary and Norgay reached the peak of Everest climbing Everest was generally regarded as impossible. A view that was reinforced by the dozen or so failed attempts, not to menti

The ownership of Aboriginal knowledge and the Aboriginal perspective presented in school curriculum is always with Country. A number of preservice teachers were taken to a sacred story, "Gulaga a Living Spiritual Mountain," to participate in an elective subject to engage in respectful reciprocal relationship with Country. The spirituality of Country is unknown to many preservice teachers, consequently the concept of Country as teacher in a respectful reciprocal relationship was unfamiliar. Engaging in Aboriginal ways of knowing, learning, and behaving provides an opportunity for preservice teachers to initiate a relationship with Country to respectfully implement Aboriginal perspectives in their own teaching. This article not only examines how preservice teachers developed a relationship with Country, but also importantly demonstrates how a relationship between Country, researcher, all the participants, and the research can inform respectful behaviour in reculturalising Aboriginal perspectives.

An invitation in the August 2014 edition of 'The Challenge' to reflect on how the Reggio Emilia educational project has influenced me professionally and personally immediately provoked memories from throughout my teaching career. Encounters with the ideas underpinning pedagogy in Reggio Emilia have repeatedly reignited my passion as an early childhood teacher and have provoked me to advocacy, debate, research in practice, leadership and now doctoral studies and university teaching. Much of the credit I give to the project in Reggio Emilia for my ongoing growth as an educator has been documented in previous editions of 'The Challenge' (Lindsay 2008a, 2008b, 2008c, 2008d, 2009, 2012). However, 'who I am' is constantly changing and I continue to transform and to 'become' (Lindsay 2012). Consequently, this iteration of my story of 'becoming' seeks to further examine several elements of the Reggio Emilia project that have provoked and inspired reflection, practice and professional transformation.

Social science research training is de-facto occupational socialisation to researcher-roles. To do research, trainees need to develop and demonstrate advanced scholarship that complies with disciplinary norms and perform tasks to pre-determined standards. Functionalist approaches to occupational socialization underpin the performative and standardised approach to research training common in universities. But there is more to research training than doing research. If truly successful, trainees will become researchers. They will take on the researcher-role and make it their own. Interpretive approaches to occupational socialization help illuminate intra- and inter-personal dimensions of role-taking and role-making, however this approach is rarely used to inform research training strategies. Occasional scholarship reveals ad-hoc application on interpretive approaches to research trainee experience (eg., "the journey") supervisor experience (eg., "emotional burden of supervision"), research training methods such as peer-learning (eg., informal or fabricated groups, research micro-climates), or research training pedagogy (eg., collaborative learning, co-production). Recently, interpretive approaches have been used to inform career-planning strategies for PhD graduates (eg., "Vitae") but this is yet to systematically inform institutional strategies for research-training. To more effectively and efficiently facilitate researcher-role development, research training should consider occupational socialization as an organizing framework, and utilize performative and interpretive approaches to role development.

The alternative methodological approach that I discuss in this paper is one that I suggest can be employed for exploring higher degree research student becoming, that is, for exploring the relationship between learning, writing and identity or subject formation. This approach is informed by an unlikely amalgam of theoretical framings arising from the broad disciplinary home of sociolinguistics and postmodernist theorisings of subject formation. This apparently uncomfortable combination, however, incorporates a view of alternative; that references Elizabeth Grosz use of difference to mean elaboration, whereby something can become more than itself or other than its past while retaining a certain continuity with its past. The approach that I work with in this paper aims to provide such an elaboration - to provide a more nuanced view of what it means to become a postgraduate research writer than would be possible using either of its constitutive theoretical framings alone. © 2013 Copyright HERDSA.

Review of: Glenys Eddy: Becoming Buddhist: Experiences of Socialization and Self-Transformation in Two Australian Buddhist Centres. London, U.K.; New York, U.S.A: Continuum, 2012; pp. xiii + 220.

The alternative methodological approach that I discuss in this paper is one that I suggest can be employed for exploring higher degree research student becoming, that is, for exploring the relationship between learning, writing and identity or subject formation. This approach is informed by an unlikely amalgam of theoretical framings arising from the broad disciplinary home of sociolinguistics and postmodernist theorisings of subject formation. This apparently uncomfortable combination, however, incorporates a view of alternative; that references Elizabeth Grosz use of difference to mean elaboration, whereby something can become more than itself or other than its past while retaining a certain continuity with its past. The approach that I work with in this paper aims to provide such an elaboration - to provide a more nuanced view of what it means to become a postgraduate research writer than would be possible using either of its constitutive theoretical framings alone. © 2013 Copyright HERDSA.

Anthropogenic climate change is a quintessentially modern problem in its historical origins and discursive framing, but how well does modernist thinking provide us with the tools to solve the problems it created? On one hand even though anthropogenic climate change is argued to be a problem of human origins, solutions to which will require human actions and engagements, modernity separates people from climate change in a number of ways. On the other, while amodern or more-than-human concepts of multiple and relational agency are more consistent with the empirical evidence of humans being deeply embedded in earth surface processes, these approaches have not sufficiently accounted for human power in climate change, nor articulated generative pathways forward. We argue that recent research in human geography has much to offer because it routinely combines both deconstructive impulses and empirical compulsions (ethnographic, material, embodied, practice-based). It has a rather unique possibility to be both deconstructive and generative/ creative. We bring together more-than-human geographies and cross-scalar work on agency and governance to suggest how to reframe climate change and climate change response in two main ways: elaborating human and non-human continuities and differences, and identifying and harnessing vernacular capacities.

Anthropogenic climate change is a quintessentially modern problem in its historical origins and discursive framing, but how well does modernist thinking provide us with the tools to solve the problems it created? On one hand even though anthropogenic climate change is argued to be a problem of human origins, solutions to which will require human actions and engagements, modernity separates people from climate change in a number of ways. On the other, while amodern or more-than-human concepts of multiple and relational agency are more consistent with the empirical evidence of humans being deeply embedded in earth surface processes, these approaches have not sufficiently accounted for human power in climate change, nor articulated generative pathways forward. We argue that recent research in human geography has much to offer because it routinely combines both deconstructive impulses and empirical compulsions (ethnographic, material, embodied, practice-based). It has a rather unique possibility to be both deconstructive and generative/ creative. We bring together more-than-human geographies and cross-scalar work on agency and governance to suggest how to reframe climate change and climate change response in two main ways: elaborating human and non-human continuities and differences, and identifying and harnessing vernacular capacities.

Anthropogenic climate change is a quintessentially modern problem in its historical origins and discursive framing, but how well does modernist thinking provide us with the tools to solve the problems it created? On one hand even though anthropogenic climate change is argued to be a problem of human origins, solutions to which will require human actions and engagements, modernity separates people from climate change in a number of ways. On the other, while amodern or more-than-human concepts of multiple and relational agency are more consistent with the empirical evidence of humans being deeply embedded in earth surface processes, these approaches have not sufficiently accounted for human power in climate change, nor articulated generative pathways forward. We argue that recent research in human geography has much to offer because it routinely combines both deconstructive impulses and empirical compulsions (ethnographic, material, embodied, practice-based). It has a rather unique possibility to be both deconstructive and generative/ creative. We bring together more-than-human geographies and cross-scalar work on agency and governance to suggest how to reframe climate change and climate change response in two main ways: elaborating human and non-human continuities and differences, and identifying and harnessing vernacular capacities.

Becoming Modern Women offers an absorbing insight into female identity in pre-war Japan through ideologies of love in the works of some of Japan’s most illustrious, yet oftneglected, literary women. Michiko Suzuki closely examines many narratives (some not yet translated) by Yoshiya Nobuko (1896–1973), Miyamoto Yuriko (1899–1951) and Okamoto Kanoko (1889–1939), re-reading them from new perspectives that show their engagement with early twentieth-century Japanese discourses of modern love ideology. The book introduces fresh ways of viewing the relationship between gender and modernity, showing how the literary works question the trajectory and meaning of female identity and produce alternative roles for women and girls. It also demonstrates the limitations of more standard criticism that promotes narrower images of female identity through autobiographical, religious or nationalistic interpretations. Suzuki’s investigation of the intersection of love, women and nation clearly articulates the changing landscape of pre-war Japan through intersecting literary and cultural discourses.

Framed by literacy as social practice and social theory of learning, this paper provides a preliminary exploration of how an ESL parent developed a sense of school literate identity as her three children successively entered formal schooling. This case study is the beginning of a larger investigation in which we shall more fully explore the dynamic of literacy relationships between parents of ESL children and the schools their children attend. We take the opportunity in this paper to explore some emerging issues that, while preliminary, are worthy of teachers and schools consideration and point to the need for further research into the question of ESL parents literate identities at their children's schools

Framed by literacy as social practice and social theory of learning, this paper provides a preliminary exploration of how an ESL parent developed a sense of school literate identity as her three children successively entered formal schooling. This case study is the beginning of a larger investigation in which we shall more fully explore the dynamic of literacy relationships between parents of ESL children and the schools their children attend. We take the opportunity in this paper to explore some emerging issues that, while preliminary, are worthy of teachers and schools consideration and point to the need for further research into the question of ESL parents literate identities at their children's schools

Framed by literacy as social practice and social theory of learning, this paper provides a preliminary exploration of how an ESL parent developed a sense of school literate identity as her three children successively entered formal schooling. This case study is the beginning of a larger investigation in which we shall more fully explore the dynamic of literacy relationships between parents of ESL children and the schools their children attend. We take the opportunity in this paper to explore some emerging issues that, while preliminary, are worthy of teachers and schools consideration and point to the need for further research into the question of ESL parents literate identities at their children's schools

Aim. This study critically explores the experience of one clinician who developed the practitioner-researcher role in a remote hospital. Participant. One occupational therapist working in rehabilitation who had never previously done or been trained for research but who completed and published a randomized controlled trial. Setting. Government hospital rehabilitation ward in remote northern Australia. Method. Data from a reflective journal and project records were content analysed using a conceptual framework of the metropolitan practitioner-researcher experience. Results. The participant’s experience was similar to that of metropolitan practitioner-researchers as it was not just a matter of doing research, but rather one of role change from practitioner to researcher. The remote context created structural conditions that discouraged and hindered research and made the task of researcher role development challenging with high personal costs. Research deterrents included a lack of: Research-related infrastructure (such as information technology), research development policy, research accommodations in job descriptions, dedicated funding to support research time release and training, and research support networks. These deterrents were a consequence of the remote setting. Investment of substantial personal time, money and use of pro bono city research advisers was required to compensate for structural deterrents to ensure project completion. Conclusion. Researcher role development was central to project success, the remote context dominated role development processes and personal resources were needed to compensate for structural research deterrents. Keywords: Practitioner-research, research development, northern Australia, allied health

Aim. This study critically explores the experience of one clinician who developed the practitioner-researcher role in a remote hospital. Participant. One occupational therapist working in rehabilitation who had never previously done or been trained for research but who completed and published a randomized controlled trial. Setting. Government hospital rehabilitation ward in remote northern Australia. Method. Data from a reflective journal and project records were content analysed using a conceptual framework of the metropolitan practitioner-researcher experience. Results. The participant’s experience was similar to that of metropolitan practitioner-researchers as it was not just a matter of doing research, but rather one of role change from practitioner to researcher. The remote context created structural conditions that discouraged and hindered research and made the task of researcher role development challenging with high personal costs. Research deterrents included a lack of: Research-related infrastructure (such as information technology), research development policy, research accommodations in job descriptions, dedicated funding to support research time release and training, and research support networks. These deterrents were a consequence of the remote setting. Investment of substantial personal time, money and use of pro bono city research advisers was required to compensate for structural deterrents to ensure project completion. Conclusion. Researcher role development was central to project success, the remote context dominated role development processes and personal resources were needed to compensate for structural research deterrents. Keywords: Practitioner-research, research development, northern Australia, allied health

Aim. This study critically explores the experience of one clinician who developed the practitioner-researcher role in a remote hospital. Participant. One occupational therapist working in rehabilitation who had never previously done or been trained for research but who completed and published a randomized controlled trial. Setting. Government hospital rehabilitation ward in remote northern Australia. Method. Data from a reflective journal and project records were content analysed using a conceptual framework of the metropolitan practitioner-researcher experience. Results. The participant’s experience was similar to that of metropolitan practitioner-researchers as it was not just a matter of doing research, but rather one of role change from practitioner to researcher. The remote context created structural conditions that discouraged and hindered research and made the task of researcher role development challenging with high personal costs. Research deterrents included a lack of: Research-related infrastructure (such as information technology), research development policy, research accommodations in job descriptions, dedicated funding to support research time release and training, and research support networks. These deterrents were a consequence of the remote setting. Investment of substantial personal time, money and use of pro bono city research advisers was required to compensate for structural deterrents to ensure project completion. Conclusion. Researcher role development was central to project success, the remote context dominated role development processes and personal resources were needed to compensate for structural research deterrents. Keywords: Practitioner-research, research development, northern Australia, allied health

Stephen Muecke's No Road (1997) is a travel book that generates profoundly new ways of fuinking about Australia. Muecke proposes that if Australia is to become postcolonial d1an we must change the stories we tell and the way d1at we tell them. To take up the challenge he transforms the archetypal journey into a road that leads nowhere and explores instead an Australia overflowing with stories and potentiality. No Road is a hybrid text that weaves together Muecke's real and imagined travels throughout Australia, travels in which he pursues a dialogue between Indigenous and non-Indigenous histories. It is an experimental text, which juxtaposes memoir, theory, poetic reverie, letters, anecdotes, historical enquiry, personal speculation and Aboriginal oral narrative, positioning itself between fact and fiction. Muecke generates a critical practice that does not survey and classifY Australia, but rather partici pates in and produces new cultural practices.

Stephen Muecke's No Road (1997) is a travel book that generates profoundly new ways of fuinking about Australia. Muecke proposes that if Australia is to become postcolonial d1an we must change the stories we tell and the way d1at we tell them. To take up the challenge he transforms the archetypal journey into a road that leads nowhere and explores instead an Australia overflowing with stories and potentiality. No Road is a hybrid text that weaves together Muecke's real and imagined travels throughout Australia, travels in which he pursues a dialogue between Indigenous and non-Indigenous histories. It is an experimental text, which juxtaposes memoir, theory, poetic reverie, letters, anecdotes, historical enquiry, personal speculation and Aboriginal oral narrative, positioning itself between fact and fiction. Muecke generates a critical practice that does not survey and classifY Australia, but rather partici pates in and produces new cultural practices.

Twenty-first century literacies imply multiliteracies – going beyond language literacy and numeracy to, among others, information, visual, media and technological literacies. An education that develops capabilities across a range of literacies equips young people with the skills necessary to participate in a complex, globalized workplace and community. A key step toward realizing such national and state education agendas is specific curriculum interventions that are translated to the classroom level. This paper reports on a case study that explored both the process and outcomes of the implementation of an education program which was designed to incorporate multiliteracies.

Twenty-first century literacies imply multiliteracies – going beyond language literacy and numeracy to, among others, information, visual, media and technological literacies. An education that develops capabilities across a range of literacies equips young people with the skills necessary to participate in a complex, globalized workplace and community. A key step toward realizing such national and state education agendas is specific curriculum interventions that are translated to the classroom level. This paper reports on a case study that explored both the process and outcomes of the implementation of an education program which was designed to incorporate multiliteracies.

Twenty-first century literacies imply multiliteracies – going beyond language literacy and numeracy to, among others, information, visual, media and technological literacies. An education that develops capabilities across a range of literacies equips young people with the skills necessary to participate in a complex, globalized workplace and community. A key step toward realizing such national and state education agendas is specific curriculum interventions that are translated to the classroom level. This paper reports on a case study that explored both the process and outcomes of the implementation of an education program which was designed to incorporate multiliteracies.

Twenty-first century literacies imply multiliteracies – going beyond language literacy and numeracy to, among others, information, visual, media and technological literacies. An education that develops capabilities across a range of literacies equips young people with the skills necessary to participate in a complex, globalized workplace and community. A key step toward realizing such national and state education agendas is specific curriculum interventions that are translated to the classroom level. This paper reports on a case study that explored both the process and outcomes of the implementation of an education program which was designed to incorporate multiliteracies.

A key feature of any professional education is opportunity for students to engage in meaningful practical learning experiences. In pre-service teacher education, the practicum is a central component. However, due to increasing student numbers and limited resources in university and school sectors, the practicum has undergone challenges in recent years. As a result, innovations to enhance the practical component of this professional degree have been sought. This paper highlights the findings of one aspect of a larger study that used asynchronous Web-based communication tools to facilitate mentoring and peer support through the practice teaching experience. Analysis of qualitative data including interviews with participants and aspects of online discussion logs provide information as to the nature of the intervention as it contributed to the professional preparation for a group of final year physical and health education pre-service teachers who acted as mentors within the program.

The technologically complex and changing world of the twenty first century requires teachers who are both knowledgeable and skilled in using information technology in their pedagogical practices. The changing nature of information technology means that teachers need to be flexible in how they use information technology in their teaching, adaptable to the changes in technological developments, problem solvers in unfamiliar circumstances, and continuing learners throughout their professional life. These ideas are encapsulated in the concept of fluency with information technology, or FITness (Committee on Information Technology Literacy, 1999). This research study, in progress, uses an interpretive, qualitative methodological approach to investigate the influence of self regulated learning on the development of fluency with information technology in pre-service teacher education students. This will provide opportunities for a better understanding of the phenomenon of self regulated learning as an influence within the context of learning FITness, and will assist our understanding of the connections between instruction (using self regulated learning) and outcomes (FITness).

A key feature of any professional education is opportunity for students to engage in meaningful practical learning experiences. In pre-service teacher education, the practicum is a central component. However, due to increasing student numbers and limited resources in university and school sectors, the practicum has undergone challenges in recent years. As a result, innovations to enhance the practical component of this professional degree have been sought. This paper highlights the findings of one aspect of a larger study that used asynchronous Web-based communication tools to facilitate mentoring and peer support through the practice teaching experience. Analysis of qualitative data including interviews with participants and aspects of online discussion logs provide information as to the nature of the intervention as it contributed to the professional preparation for a group of final year physical and health education pre-service teachers who acted as mentors within the program.