Studentship and oppositional behaviour within physical education teacher education : a case study ; and, Between the rings and under the gym mat : a narrative

This thesis represents a part of a program of study that is reaching a closure. The broadest brush that could be applied to my work is that it concerns Physical Education Teacher Education (PETE), that it focuses on aspects of professional socialisation, and that it involves various case studies utilising naturalistic inquiry. Whilst it would be impossible and naive to believe that the reading of these texts will produce the meanings that I encourage, or have internalised, nevertheless the order of reading is at least something that I can argue for. Read in the order I suggest throughout the thesis I am hopeful that my subjectivities, and the learning and understandings I have reached may become clear. The purpose of this two part thesis is an exploration of the interplay or dialectic that exists between PETE students, academic staff and the subject matter within PETE. I have had to come to understand the limitations and advantages of insider research as the work has been completed at my University in the School of Human Movement and Sports Science where I have worked for twenty years. This thesis examines the extent to which studentship and oppositional behaviour underlies the dialectic that exists between the students and the various discourses within the program. I have written the study in two very different formats, one, a collection of stories about PETE and the other, an interpretative case study conducted during 1993 and 1994. Within the case study, studentship and oppositional behaviour were viewed as a measure of the extent to which students react and push against the forces of socialisation within their PETE program that is seen to represent dominant discourses, The following broad research questions were considered to enable the above analysis. 1. What is the nature of studentship and oppositional behaviour in a high status subject within PETE compared to a subject that is seen by students to be of little relevance and of low status? 2. How are studentship and oppositional behaviour related to students subjective warrants? 3. How are the studentship and oppositional behaviours exhibited by students related to the pedagogy and discourses reflected in the knowledge, beliefs and practices within the two sites. The starting point for this research was a study conducted as a totally separate research task (Swan, 1992) that investigated the hierarchies of subject knowledge within a PETE site and investigated the influence of such hierarchies upon student intention. A great deal of meta analysis exists about the manner in which a technocratic rationality pervades PETE but very little case study material of what this means to students and academic staff within such institutions is available. The stories in Between The Rings And Under The Gym Mat, which is the second part of this thesis, represent ‘the data’ differently from the case study, but they speak their own truth. At times the nature of the story is indistinguishable from the reality of the case study. Wexler (1992) undertook an ethnographic study about identity formation in three very different high schools, and published the findings in a book entitled Becoming Somebody. His introductory words about the nature of the social story he tells, are significant to this study and story. Social history is recounted by creative intervention that can only be made from culturally accessible materials. Ethnography is neither an objective realist, nor subjective imaginist account. Rather, it is an historical artefact that is mediated by elaborated distancing of culturally embedded and internally contradictory (but seemingly independent and coherent) concepts that take on a life of their own as theory. So, this is not ‘news from nowhere,’ but a theoretically structured story where both the story and its structure are part of my times. (p.6) The case study before you is organised with an analysis of studentship and oppositional behaviour detailed in chapter one. The following chapter conceptualises studentship and oppositional behaviour in relation to particular themes of professional socialisation, resistance to oppression and youth culture. Chapter three locates the case study to the major paradigmatic debates about the value and nature of the subject matter content within PETE, Chapter four outlines the case site, the research process and the research dilemma’s confronted in this study. The remaining three chapters are the case record as I can best understand it. In Between the Rings and under the Gym Mat (part B) the story most directly concerned with studentship and oppositional behaviour, is called Tale of Two Classes’. It takes on a very different reality to the case study (part A) and much can be said about the reality of lived experience which can be portrayed in narrative form as opposed to a clinical case study. Many of the other stories pose similar images that are contradictory and never quite complete. I have written a separate methodological section for the narrative stories. It is my intention that the case study and the series of stories should be viewed as essentially complementary, but also a discrete representation of a part of PETE. As part of the Ed D program I have undertaken four discrete research tasks as the starting point for this research I have referred to the first one (Hierarchies of Subject knowledge within PETE). I also undertook an action research project about ‘Teaching Poorly by Choice.’ A further piece of research was a somewhat reflective effort to draw together what this has all meant to me from a subjective and reflexive perspective. Such efforts are often seen as being self indulgent, as subjectivity in the form of lived experience sits uneasily in academia. A final paper involved an evaluation of Between the Rings and Under the Gym Mat from a pedagogical perspective by PETE professionals around the world. And that's the way things turned out.

Little boys : the potency of peer culture in shaping masculinities

This study explores the peer group understandings of five male friends between the ages of six and eight years and seeks to examine the ways in which the group’s social dynamics interact to define, regulate and maintain dominant and collective understandings of masculinities. Within a self-selected affinity context, and drawing on their lived and imagined experiences, the boys’ enact and interpret their social worlds. Adopting the principles of ethnography within a framework of feminist poststructuralism and drawing on theories of ‘groupness’ and gender(ed) embodiment, the boys’ understandings of masculinities are captured and interpreted. The key analytic foci are directed towards examining the role of power in the social production of collective schoolboy knowledges, and understanding the processes through which boys subjectify and are subjectified, through social but also bodily discourses. The boys’ constructions of peer group masculinities are (re)presented through a narrative methodology which foregrounds my interpretation of the group’s personal and social relevances and seeks to be inductive in ways that ‘bring to life’ the boys’ stories. The study illuminates the potency of peer culture in shaping and regulating the boys’ dominant understandings of masculinity. Within this culture strong essentialist and hierarchical values are imported to support a range of gender(ed) and sexual dualisms. Here patriarchal adult culture is regularly mimicked and distorted. Underpinned by constructions of ‘femininity’ as the negative ‘other’, dominant masculinities are embodied, cultivated and championed through physical dominance, physical risk, aggression and violence. Through feminist poststructural analysis which enables a theorising of the boys’ subjectivities as fluid, tenuous and often characterised by contradiction and resistance, there exists a potential for interrupting and re-working particular masculinities. Within this framework, more affirmative but equally legitimate understandings and embodiments can be explored. The study presents a warrant for working with early childhood affinity groups to disrupt and contest the dominance and hierarchy of peer culture in an effort to counter-act broader gendered and heterosexist global, state and institutional structures. Framing these assertions is an understanding of the peer context as not only self-limiting and productive of hierarchies, but enabling and generative of affirmative subjectivities.

Taking risks- experiential learning and the writing student

The role of a professional and creative writing degree is to provide resources, structured workshops, professional interactions - and the potential for creative risk. Opportunities for risk, within the structured environment of the university, challenge the individual's perspectives and judgements, as well as their ability to analyse and to reflect on their writing and creative practices.

From this starting point the authors, both writing industry practitioners and academics, have developed experiential projects with the aim of transforming their teaching practice from a model of narrative hierarchies of knowledge to learning through performativity, social correctedness and immersive workplace learning.

As the case studies illustrate, this transitional approach has enabled our millennial learners more confidently to take risks, accept challenges and transform their understanding of their own knowledge, skills and identities.

Does testosterone determine dominance in the house sparrow Passer domesticus? An experimental test

Badges of status function in many birds within a social context to establish dominance hierarchies and reduce antagonistic encounters. In order to maintain the honesty of the signalling system, such badges must be costly to produce or to maintain. The chest bib of the house sparrow functions as a badge of status and changes in size are known to be controlled by testosterone levels. We sought to test the relative importance of testosterone as opposed to bib size in determining dominance within a group of male house sparrows. We did this by manipulating testosterone levels independently during both breeding and post-breeding seasons in experimental birds and examining the effect of testosterone titre, as well as corticosterone titre relative to bib size on dominance levels. Dominance hierarchies within the groups were tested during both the breeding and post-breeding phases. We compared the results of these tests with dominance among intact (unmanipulated) birds. Results suggested that the breeding season dominance levels were largely determined by testosterone levels as well as bib size, whereas the post-breeding dominance levels were determined by postbreeding testosterone titre and previous breeding season dominance level. Within unmanipulated birds, basal corticosterone levels were significantly, negatively correlated with dominance level, but only during the breeding season. The influence of breeding season dominance on post-breeding dominance suggests social history is important in determining dominance interactions as well as current testosterone levels and bib size.

A brain inspired approach for multi-view patterns identification

Biologically human brain processes information in both uniimodal and multimodal approaches. In fact, information is progressively abstracted and seamlessly fused. Subsequently, the fusion of multimodal inputs allows a holistic understanding of a problem. The proliferation of technology has exponentially produced various sources of data, which could be likened to being the state of multimodality in human brain. Therefore, this is an inspiration to develop a methodology for exploring multimodal data and further identifying multi-view patterns. Specifically, we propose a brain inspired conceptual model that allows exploration and identification of patterns at different levels of granularity, different types of hierarchies and different types of modalities. A structurally adaptive neural network is deployed to implement the proposed model. Furthermore, the acquisition of multi-view patterns with the proposed model is
demonstrated and discussed with some experimental results.

You're too queer for the straights and now too queer for the gays!

In this piece, the author traces her history and objectives as an academic, author and activist with and in gay, lesbian, bisexual, transgender, intersex and queer/questioning (GLBTIQ) issues and communities in Australia, her border zone positioning in relation to internal debates and exclusions between gay/lesbian and bisexual rights and subcommunities and the various responses to her work on bisexuality from research participants, other GLBTIQ academics and activists. The author also discusses the pivotal role the Journal of Bisexuality has played in her development.

Clusters driven implementation of a brain inspired model for multi-view pattern identifications

The human brain processes information in both unimodal and multimodal fashion where information is progressively captured, accumulated, abstracted and seamlessly fused. Subsequently, the fusion of multimodal inputs allows a holistic understanding of a problem. The proliferation of technology has produced various sources of electronic data and continues to do so exponentially. Finding patterns from such multi-source and multimodal data could be compared to the multimodal and multidimensional information processing in the human brain. Therefore, such brain functionality could be taken as an inspiration to develop a methodology for exploring multimodal and multi-source electronic data and further identifying multi-view patterns. In this paper, we first propose a brain inspired conceptual model that allows exploration and identification of patterns at different levels of granularity, different types of hierarchies and different types of modalities. Secondly, we present a cluster driven approach for the implementation of the proposed brain inspired model. Particularly, the Growing Self Organising Maps (GSOM) based cross-clustering approach is discussed. Furthermore, the acquisition of multi-view patterns with clusters driven implementation is demonstrated with experimental results.

Classifying and learning cricket shots using camera motion

This paper presents a method to classify and learn cricket shots. The procedure begins by extracting the camera motion parameters from the shots. Then the camera parameter values are converted to symbolic form and combined to generate a symbolic description that defines the trajectory of the cricket bell. The description generated is used to classify the cricket shot and to dynamically expand or update the system's knowledge of shots. The first novel aspect of this approach is that by using the camera motion parameters, a complex and difficult process of low level image segmenting of either the batsman or the cricket ball from video images is avoided. Also the method does not require high resolution images. Another novel aspect of this work is the use of a new incremental learning algorithm that enables the system to improve and update its knowledge base. Unlike previously developed algorithms which store training instances and have simple method to prime their concept hierarchies, the incremental learning algorithm used in this work generates compact concept hierarchies and uses evidence based forgetting. The results show that the system performs well in the task of classifying four types of cricket shots.

The case of children's literature : colonial or anti-colonial?

Since Jacqueline Rose published The Case of Peter Pan in 1984, scholars in the field of children’s literature have taken up a rhetorical stance which treats child readers as colonised, and children’s books as a colonising site. This article takes issue with Rose’s rhetoric of colonisation and its deployment by scholars, arguing that it is tainted by logical and ethical flaws. Rather, children’s literature can be a site of decolonisation which revisions the hierarchies of value promoted through colonisation and its aftermath by adopting what Bill Ashcroft refers to as tactics of interpolation. To illustrate how decolonising strategies work in children’s texts, the article considers several alphabet books by Indigenous author-illustrators from Canada and Australia, arguing that these texts for very young children interpolate colonial discourses by valorising minority languages and by attributing to English words meanings produced within Indigenous cultures.

Learning between schools and hospitals – young people and a curriculum of (dis)connection

As noted in other papers in this volume, a group of health and education researchers and practitioners came together to further develop their understanding of the situation of young people, who were clients of The Royal Children's Hospital Education Institute in 2007 in Melbourne, Australia. The resultant research project, funded by the Australian Research Council Linkage Grant, aimed to understand young people's perspectives on who they are and what matters to them in relation to education connectedness, identity, social relationships, and experiences with professionals. The project team was aware of the persisting patterns of relationships between the hospital, schools, young people, and their families. They were also cognizant of the heavy emphasis in the research and professional literature on evidence from relevant family adults and from health and education professionals. The intention of this project was to put the young people at the centre a study with the stories they told through word and image. Identity issues and school connections framed the analytical work. Thirty-one adolescents dealing with chronic illness participated in this longitudinal qualitative study for a 3-year period of their lives. Given the apparently active role of teachers and health professionals in the lives of these young people, the researchers wanted to include the various relevant adults to see what coherence or lack of coherence existed in the categories, emphases, and values they expressed compared with those of the young people. The researchers have had to determinedly keep their focus on the data from the young people and not be seduced by the familiar and readily accessible data from these professionals. Nonetheless, this data set does provide a ‘curriculum conversation’, which is profitably read behind the stories of the young people and in the foreground of new pathways of curriculum construction. It is this data which informs the work reported in this paper and which has led the researchers to resist the rhetoric of currently held story lines in this field, to see beyond the present hierarchies of power over relevant ‘knowledges’, to maintain a dual focus with the young people at centre stage and the professionals as ‘walk ons /extras’ and to argue for a ‘curriculum of connection’ between young people and the relevant education and health professionals. These issues are readily engaged in arguments for change through the interweaving of larger discourses of inclusivity, curriculum, and policy. This paper works those intersections in the everyday positionings of professionals and young people.

Where has class gone? The pervasiveness of class in girls' physical activity in a rural town

This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the paper questions the impact of class and how the girls experience the obstacles, impediments and interferences to participation in PA. These girls are portrayed as living multiple, complex and embodied subjectivities that shape and are informed by the relational geographies in which they are located, as they interact ‘with’, ‘to’ and ‘between’ the social, emotional and classed hierarchies that require them to access familial and other resources in making decisions about participation in PA.

RGB Wattle Park chalet

New technologies have arguably displaced the hegemony of painting within the hierarchies of contemporary art. Projectors and other digital imaging technologies in particular continue to expand the contemporary artist’s aesthetic and conceptual possibilities beyond canvas, paper, and stone. Yet painting - the practice of smearing coloured mud about - far from being superseded, simply continues to cannibalise these powerful technologies extruding them into its own analogue processes. Whether intentionally or as an by-product of this cannibalisation, painting tends to create a critical distance in which the tacit aspects of these technologies – their representational language and ‘special effects’ - are made fully visible. Of course 'easel' painting practices persist not only to critique new technologies. Rather new technologies inevitably fold back into the now souped-up vocabularies of contemporary painting, expanding the medium’s physical boundaries, formal strategies, and modes of display.

YGR Fontainebleau

New technologies have arguably displaced the hegemony of painting in the hierarchies of contemporary art. Projectors and other digital imaging tools in particular continue to expand the artist’s aesthetic and conceptual possibilities beyond canvas, paper, and stone. Yet painting, (the practice of smearing coloured mud about) far from being marginalised, simply continues to cannibalise these new technologies extruding them into its own analogue processes. Whether intentionally or as a by-product of this cannibalisation, painting creates a critical distance in which the tacit aspects of these technologies – their representational language and ‘special effects’ - are made fully visible. Of course ‘traditional’ easel painting practices persist not just to critique new technologies. Digital imaging technologies inevitably feed back into the souped-up vocabularies of contemporary painting, expanding the medium’s physical boundaries, formal strategies, and modes of display. The work for this project explores the ways in which projection and virtual geographical mapping invite new configurations for the practice of landscape painting.

YGR Warrandyte

New technologies have arguably displaced the hegemony of painting in the hierarchies of contemporary art. Projectors and other digital imaging tools in particular continue to expand the artist’s aesthetic and conceptual possibilities beyond canvas, paper, and stone. Yet painting, (the practice of smearing coloured mud about) far from being marginalised, simply continues to cannibalise these new technologies extruding them into its own analogue processes. Whether intentionally or as an by-product of this cannibalisation, painting creates a critical distance in which the tacit aspects of these technologies – their representational language and ‘special effects’ - are made visible. Of course ‘traditional’ easel painting practices persist not just to critique new technologies. Digital imaging technologies inevitably feed back into the souped-up vocabularies of contemporary painting, expanding the medium’s physical boundaries, formal strategies, and modes of display. The work for this project explores the ways in which projection and virtual geographical mapping invite new configurations for the practice of landscape painting.

A journey through places: politics of spatial location in the stories of South Asian diaspora in Australia

In this paper, I analyse the post-colonial and post-modern experiences in the light of questions and issues concerning the spatial identities or locations that the diasporans carry. By politics of spatial location, I mean a migrant's positions within power hierarchies created through geographic, historical, political, economic and other socially stratifying factors in the new homeland. This paper is mainly concerned with the theoretical ways in which a shift is accelerated in Australia's literary landscape by the South Asian diasporic writers who produce and cover the dynamics of politics of location in different contexts. It also focuses on South Asian diaspora's widely agreed ‘ability to recreate their cultures in diverse locations’. I conclude that these stories are not just of spaces but also of a promising future for the South Asian diaspora in Australia.