Pedagogies and critical reflection: key understandings for transformative gender justice

It is widely acknowledged that quality pedagogy is central to improving the educational outcomes of all students. In improving the social and academic outcomes of boys, and more specifically disengaged boys, the productive pedagogies model has been presented as a way forward. In terms of drawing on this model in socially just ways; to facilitate a broadening, rather than reinscribing of boys' narrow constructions of gender identity, this paper illustrates the imperative of teachers interacting with key feminist understandings of masculinity. Organized around the four dimensions of productive pedagogy, the paper draws on ( predominantly Australian-based) seminal work in the sphere of masculinities and schooling to discuss key strategies and initiatives for improving boys' educational outcomes. Against this backdrop, the paper demonstrates the importance of two principle understandings. The first relates to teachers understanding masculinity through feminist lenses, as constructed, regulated and maintained through inequitable social processes and the second relates to teachers understanding pedagogy as critical and transformative practice. These understandings are presented as vital to enabling gender justice.

A full cost environmental accounting experiment

A lack of appropriate measurement techniques has constrained full cost environmental accounting (FCEA) experimentation. Yet, there has been little research on the applicability of valuation techniques recently developed by environmental economists within FLEA frameworks. This paper examines a reporting experiment using these valuation techniques that was undertaken by an Australian Government Department managing publicly owned forests. The FCEA experiment was ultimately not successful. However, the implementation experiences of the Department including the reactions of its managers and stakeholders provide an opportunity to critically reflect on the experimental outcomes to extend the current empirical knowledge of corporate social responsibility reporting. Such critical reflection has not been common in past FCEA experimentation. © 2005 Elsevier Ltd. All rights reserved.

Virtual teachers: Negotiating new spaces for teaching bodies

In 2002, the authors reviewed the educational performance of a state education department virtual schooling service during its first 2 years of operation, 2000-2001 (Pendergast, Kapitzke, Land, Luke, & Bahr, 2002). Established by Education Queensland, the Virtual Schooling Service (VSS) utilises synchronous and asynchronous online delivery strategies and a range of learning technologies to support students at a distance (see http://education.qld.gov.au/learningplace/vss/). The service commenced with a focus on senior secondary subjects. At present, there are over 700 students in 89 schools across the state enrolled in 9 subjects. In response to the recommendations of the study, a series of professional development activities were conducted with the VSS teachers by the authors. Opportunity for critical reflection was provided, including consideration of the ways in which the teachers were developing as a learning community. Some data, including visual representations, were collected from participants with the purpose of understanding how VSS teachers are constructed as professionals. This study compares and contrasts that data with self-constructions of teacher professionals in other fields.

A unique behavior of sub-critical hydrocarbon permeability in activated carbon at low pressures

In our study on sub-critical hydrocarbon permeation in activated carbon, a minimum in the total permeability (B-T) at low pressure has been observed for only long-chain hydrocarbons such as n-hexane and n-heptane. Such an observation suggests that the minimum appearance depends on the properties of permeating vapors as well as the porous medium. In this paper a permeation model is presented to explain the minimum behavior with the allowance of the collision-reflection factor in the Knudsen diffusivity to be a function of surface loading. Surface diffusion was found to be very significant compared to other transport mechanisms such as Knudsen diffusion and gaseous viscous flow at low pressures. Since the gaseous viscous flow contributes negligibly to the B, at low pressures, the minimum appearance in the B, is mainly attributed to the interplay between Knudsen diffusion and surface diffusion. Also, the molecular structure of adsorbates plays an important role in the minimum appearance.

Reflective analysis: Techniques for facilitating reflection

This paper describes a number of techniques for facilitating reflective critical analysis as a means of eliciting in-depth reflections on practice. The authors have previously used similar techniques in the research context, to assist practitioners to identify and analyse the basis of their work with clients. The techniques presented in this paper have been adapted for use in social work education, including in class-based and field education contexts, and to professional supervision.