Erasure, exclusion by inclusion, and the absence of intersectionality: introducing bisexuality in education

Even though many schools and educational systems, from elementary to tertiary, state that they endorse antihomophobic policies, pedagogies, and programs, there appears to be an absence of education about, and affirmation of, bisexuality, and minimal specific attention to bi-phobia in curriculum, policy, and student welfare. Bisexuality continues to fall into the gap between the binary of heterosexuality and homosexuality across all educational sectors. These absences and erasures leave bisexual students, family members, and educators feeling silenced and invisibilized within school communities. Indeed, these absences and erasures have been considered a major factor in bisexual young people, family members, and educators in school communities experiencing worse mental, emotional, sexual, and social health than their homosexual or heterosexual counterparts. Also of interest is the persistence of bisexual erasure in adult-developed resources and programs, even though there is increasing evidence of sexual identities and practices in youth subcultures that are adopting shifting discursive and societal constructs of sexuality, characterized by notions of fluidity, ambisexuality, and a reluctance to label their sexuality according to the heterosexual/homosexual binary. The articles in this issue profoundly engage with and problematize the three impediments to education systems when those systems engage with sexual diversity instead of sexual duality, namely, erasure, exclusion by inclusion into gay and lesbian categories, and the absence of intersectionality (wherein other facets of identity and experience that interweave with sexuality are not taken into account, such as class, gender, Indigeneity/Aboriginality, ethnicity, geographical location, and religion). 

Implications of radically transformational challenges confronting education business leadership

This paper highlights the radical and rapid changes occurring at all levels of education that are having a profound impact on educational leadership, governance, business and administration. These far-reaching transformations include: competition from a rapidly expanding unregulated private sector; the international impact of de-regulation; the demise of union power secure education jobs, time-honoured hours and working conditions; constant, rapid education policy change and the proliferation of open access technologies which are rendering physical education campuses less relevant or obsolete. The paper suggests that at this stage in history we are witnessing game-changing forces that are fundamentally altering educational provision, the nature of education work, the education workforce, educational outcomes, educational leadership, governance and business. Most importantly, it argues that educational leaders and education business managers need to be ready for them and more instrumental in policy debates arising in their wake. The paper concludes with ideas for responsive action from education business leaders.

How ready are you? A preliminary investigation into the workplace readiness of final-year education students at a regional university

One criticism of teacher-training programs is that they do not sufficiently prepare graduating teachers for the transition between higher education and the demands and practicalities of classroom teaching. This lack of workplace readiness or 'teacher ready' status of graduates has been attributed to insufficient pre-service practical experience and the failure of training programs to adequately coach pre-service teachers in the delivery of quality pedagogy (Nelson, 2005). On the other hand, the Australian Council of Deans of Education (2005, p. 3) argues that teacher-training programs should provide foundational knowledge and skills with the onus on the profession to build on these foundations and elevate the teacher 'to the point of full and complete practitioner-readiness'. Central Queensland University has tried to respond to these concerns through the introduction of the Bachelor of Learning Management. This paper reports on a preliminary investigation into the perceived strengths and weaknesses of the program in preparing graduates and enabling workplace readiness. Towards the end of 2005 a cohort of final year students was asked to identify their levels of confidence in the transition from university to work; and how the cohort could have been better prepared. It is intended that the issues identified will be translated into recommendations for future program improvements.

New directions in education? A critique of contemporary policy reforms

This paper draws on facets of Foucault's theoretical resources to critique current education policy reform from within the Australian State of Victoria, namely the Department of Education and Early Childhood Development's (DEECD) discussion paper New directions for school leadership and the teaching profession. Implicit in the reform effort is decentralization, including penalties for “underperforming” classroom teachers and “ineffective” teacher education courses. Principals will hold a pre-eminent rank in the reforms proposed as they are charged with their oversight and implementation, including intervening in the education and preparation of pre-service teachers.

The nature of imagination in Education for Sustainability

 This research investigated the nature and role of imagination in Education for Sustainability. Through participation, observation and interview, the research examined the ways in which understanding sustainability requires imagination. From a New Materialist standpoint, imagination is re-conceptualised and re-positioned as central and constitutive to learning and knowing.

Incorporating new technology into the delivery of property education

Property education has changed substantially in Australia in recent years. Whilst there has been an increase in the number of courses being offered in property education, the profile of a typical student has also changed. Property students are under increasing pressure to balance study and work due to the higher cost of living and the associated cost of education. This in turn has placed pressure on the education system to deliver property in a manner which meets the needs of the industry and the students. At the same time, there has been a marked increase in the use of technology in the business and corporate world which has resulted in increased efficiencies. This paper critiques the potential for a property education course to embrace new technology rather than 100% face-to-face teaching and only paper-based assignments. The focus is placed on the delivery of material and the interaction between the students, the lecturing staff and the wider community. Using the new Deakin property course as a case study approach, the emphasis is placed on pushing the boundaries of the conventional property education process, including the delivery of property lectures, assignment submission and assessment, as well as the overall communication process. The findings conclude that by embracing technology in a property course, there can be a 'win-win' scenario for the students, the staff and the industry stakeholders. Whilst different property courses embrace varying levels of technology, it seems inevitable that we must continue to evolve the delivery of property education in order to become efficient and effective over the long-term.

Bisexuality in education: erasure, exclusion and the absence of intersectionality

Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts.This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this book's contributors share their experiences, expertise and ongoing questions.

Txeemsim and a journey of transformation— decolonizing post-secondary education

Colleges are the product of colonial government policies that established and support mainstream educational models. Eurocentric perspective dominates all aspects of these institutions and is frequently un-yielding to Indigenous perspectives, values and educational approaches. This thesis outlines the transformation change of one College to incorporate and honour the Indigenous paradigm.