Governmentality and 'fearless speech': framing the education of asylum seeker and refugee children in Australia

This paper considers the educational provision for, and general treatment of, refugee and asylum seeker children in Australia, using a framework of governmentality. The paper describes the regimes of practices which govern refugees and asylum seekers in Australia, including mandatory detention and a complex set of visa categorisations, and considers their consequences for the educational provision for children. It addresses three questions: How is it possible that the rights of children have been rendered invisible in and by a democratic state? How are repressive and even violent practices normalised in a liberal state, so that ordinary citizens show so little concern about them? And what should our response be as educators and intellectuals? In conclusion, it explores Foucault's notions of ethics and fearless speech (parrhesia) as a basis for an ethics of engagement in education.

Looking back at 100 years of physiotherapy education in Australia

The authors provide a brief overview of the major landmarks in physiotherapy education and celebrate some of the visionary physiotherapy leaders who have made a significant contribution to physiotherapy education in Australia. (non-author abstract)

The continuing use of complementary and alternative medicine in South Australia: costs and beliefs in 2004

Objective: To survey the use, cost, beliefs and quality of life of users of complementary and alternative medicine (CAM). Design: A representative population survey conducted in 2004 with longitudinal comparison to similar 1993 and 2000 surveys. Participants: 3015 South Australian respondents over the age of 15 years (71.7% participation). Results: In 2004, CAMs were used by 52.2% of the population. Greatest use was in women aged 25-34 years, with higher income and education levels. CAM therapists had been visited by 26.5% of the population. In those with children, 29.9% administered CAMs to them and 17.5% of the children had visited CAM therapists. The total extrapolated cost in Australia of CAMs and CAM therapists in 2004 was AUD$1.8 billion, which was a decrease from AUD$2.3 billion in 2000. CAMs were used mostly to maintain general health. The users of CAM had lower quality-of-life scores than non-users. Among CAM users, 49.7% used conventional medicines on the same day and 57.2% did not report the use of CAMs to their doctor. About half of the respondents assumed that CAMs were independently tested by a government agency; of these, 74.8% believed they were tested for quality and safety, 21.8% for what they claimed, and 17.9% for efficacy. Conclusions: Australians continue to use high levels of CAMs and CAM therapists. The public is often unaware that CAMs are not tested by the Therapeutic Goods Administration for efficacy or safety.

Middle Schooling Teacher Education: Where are we at in Australia?

Commonwealth and State bodies have made substantial investments into curriculum initiatives, research, and reform with a focus on middle schooling. To a considerable degree, the success of middle schooling is dependent upon teachers' preparedness to enact and embrace initiatives and research. Research has shown that the success of school improvement and reform initiatives hinges, in large part, on the qualifications and effectiveness of teachers (Killion, 1999; Garet, Porter, Desimone, Birman, & Yoon, 2001). While some research and professional development in Australia has targeted the school site, pre-service teacher education is clearly a vital yet under-researched area due to its relatively recent introduction. Recent research that includes middle years teacher education (MYTE) (Killion, 1999; Mertens & Flowers, 2004; NCES 2001; NMSA, 2003) and reports from a system that has been working with middle schooling for some time indicates that teachers need specific teacher preparation before they enter the middle level classroom and continuous professional development as they pursue their careers. In Turning Points 2000, one of the seven recommendations is to staff middle grades schools with teachers who are expert at teaching young people in their middle years, and engage teachers in ongoing, targeted professional development opportunities (Jackson & Davis, 2000). Given there are now two dedicated programs towards MYTE (Edith Cowan University and The University of Queensland), other institutions containing elements of MYTE, and others considering MYTE this symposium will summarise current initiatives and research in MYTE, critique the state and place of MYTE in Australia and begin discussions towards teacher education programs that improve the efficacy of middle schooling.