Identifying opportunities and promoting discourse by modeling future development initiatives

Based on the development of case study research into the proposed rapid expansion of the Deakin University waterfront campus, this paper presents a computational approach to identifying and modelling future development initiatives within the urban context. The aim of the model is to augment cross-discipline discourse by generating an array of permutations that extend the range of potential design scenarios beyond the Iimits of an ad-hoc, piece-meal or discipline specific approach.

Maistre avec de Sade: Zizek contra de maistre

It is possible to argue that the first world is presently living through a period of radical global reaction against the social democratic consensus of the twentieth century. In this context, the use of Slavoj Zizek's Lacnaian theory of ideology to critique the traditions of thought which inform this reaction becomes a vital task. In this paper, I use Zizek's Lacanian theory of ideology to critically analyse de Maistre's remarkable work: particularly his 'Considerations on France'. Zizek's emphasis on the role of the Real in ideology, it is argued, allows us unique purchase on de Maistre's ideological position. It allows us to show, furthermore, how reactionary conservatism does not 'conserve' the symbolic Other of the discourse of the master, since it is animated by fear and trembling that the symbolic can no longer hold in conditions of secularisation. In this context, the proximity of de Maistre with de Sade emerges as something that goes beyond superficially similar celebrations of the role of violence in human affairs. What is minimally at stake in reactionary thought per se, this paper argues, is the attempt to reground lost authority in the unmediated Real, a procedure in which the laying down of the law verges into the need to divide and sacifice others for the Jouissance of the Other. In this way, Lacan's comment that right-wing intelectuals are knaves who, if pushed, are willing to do whatever it takes to preserve power is vindicated and also elaborated. For De Maistre, the paper shows, was nothing if not a
collosally royal knave

Traditions of science : cross-cultural perspectives : essays in honour of B.V. Subbarayappa

Contributed articles

Subcultural capital and the female 'underclass'? A feminist response to an underclass discourse

It is often argued that economically marginalized young women occupy a school and post-school underclass, and that this underclass has a particular culture associated with it. Such views provoke a profound ambivalence in many of those who work with such young people. On the one hand, they are anxious to acknowledge the culture of the communities to which marginalized young women belong. On the other hand, they wish to avoid the pernicious implications of underclass theories that suggest disadvantage is the result of the culture and values of marginalized social groupings. This paper offers an overview and feminist critique of the structuralist and cultural or behaviourist strands of underclass theory. It focuses particularly on the work of Charles Murray, a major proponent of the culturalist perspective and the representation of the single mother in this discourse. It then considers how a less punitive theorization of marginalized cultures might be achieved by drawing on and adapting concepts from Pierre Bourdieu's sociology. The paper reflects on how such ideas might serve as a way of exploring how gender impacts on the forms of cultural capital available to young women in difficult economic circumstances.

Risky business: health education and the limits of risk discourse

The paper explores the ways in which risk operates as a powerful discourse that shapes what health education teachers said about and what they did in their classroom practices. The paper draws on a qualitative study that seeks to explore the dominant and contesting discourses within health education.

Interrogating the discourse of 'social literacies' in an era of uncertainty

Originally, the term 'social literacies' was used to suggest the skills, knowledge and processes for addressing multicultural teaching and learning (Kalantzis and Cope, 1983). The meaning of the phrase has since evolved to encompass widely different concepts, including for example, social 'competencies', and/or citizenship education (eg., Arthur & Davison, 2000). Clearly the discourse around 'social literacies' is shifting in response to changing educational policies, both nationally and internationally.

In this paper, we examine how constructs of 'social literacies' have been and might be deployed. Building from a review of the policy, program and theoretical literature, we pose questions concerning how 'social literacies' might be used to interrogate and rework relations, especially those of gender and culture. Questions to be considered include: will the concept of 'social literacies' enable us to better understand the processes of identity and community formations in this era of uncertainty? Which knowledges and skills are identified in the literature and positioned as critical in establishing 'productive' social relations/literacies? Additionally, we begin to theorise the degree to which such constructions of 'social literacies' might enhance and/or limit quality learning at the tertiary levels of teacher education.