The knowledge gap: A perspective on trade, industry, technology and policy from pre-war Australian music technology manufacturing (1903-30)

Australia struggles to achieve economic competitiveness, prevent expansion of the trade deficit and develop value-added production despite applications of policy strategies from protectionism to trade liberalisation. This article argues that these problems were emerging at the turn of the century, and that an investigation of music technology manufacturing in the first two decades of this century reveals fundamental problems in the conduct of relevant policy analysis. Analysis has focused on the trade or technology gap which is only symptomatic of an underlying knowledge gap. The article calls for a knowledge policy approach which can allow protection without the negative effects of isolation from global markets and without having to resort to unworkable utopian free-trade dogma. A shift of focus from a 'goods traded' view to a knowledge transaction (or diffusion) perspective is advocated.

Development of educational policy and early intervention for learning difficulties in Australia: In the case of Queensland

This paper aims to describe the historical outline and current development of the educational policy for students with learning difficulties in Australia, focusing especially on the state of Queensland. In order to develop educational policy of learning difficulities at the state level, the concept of learning difficulities had been discussed until the middle of the 1970's. Receiving the submissions which argued strongly against a diagnostically-oriented definition of learning disabilities, the Select Comittee concluded that there was much conceptual confusion regarding the definition and cause of learining difficulties that might take many years to resolve. Despite that it was recongnised that action was needed to assist children by looking at their "total learning environmerit", and recommended the development of an educational policy for students with learning difficulties. During 1980's, support teachers for students with learning difficulties were employed in many schools. Scince the early 1980's support teachers have been making their efforts in regular classrooms rather than in the resource rooms. Their roles have been to help students with learning difficulties using effective and specific skills, and to consult with the regular classroom teacher in solving the problems related to learning difficulties in regular classes. Currently, the support system for students with learning difficulties has been employed to organize a more systematic and broader approach in Queensland based on the accountability of schools. In the context of enphasizing literacy and numeracy, a systematic whole school approach and particular programs, such as the Year 2 Diagnostic Net and Reading Recovery, have been introduced into the educational system for early identification and early intervention.

Knowledge, economy, technology and society: The politics of discourse

The WSIS is centrally interested in knowledge and has defined for itself a mission that is broadly humanitarian. Its development ‘talk’ is, rightly, replete with notions of equity, preserving culture, justice, human rights and so on. In incorporating such issues into knowledge society and economy discussions, WSIS has adopted a different posture towards knowledge than is seen in dominant discourses. This study analyses the dominant knowledge discourse using a large corpus of knowledge-related policy documents, discourse theory and an interrelational understanding of knowledge. I show that it is important to understand this dominant knowledge discourse because of its capacity to limit thought and action in relation to its central topic, knowledge. The results of this study demonstrate that the dominant knowledge discourse is technocratic, frequently insensitive to the humane mission at the core of the WSIS, and is based on a partial understanding of what knowledge is and how knowledge systems work. Moreover, I show that knowledge is inherently political, that the dominant knowledge discourse is politically oriented towards the concerns of business and technology, but that an emancipatory politics of knowledge is possible.