Positioning people with intellectual disabilities as the experts : enhancing pre-service teachers’ competencies in teaching for diversity

The need for graduate teachers to own their professional responsibilities to engage successfully with students with special educational needs (SENs) in mainstream classrooms has been recognised in educational policies and programmes in many countries for well over two decades. Despite wide-ranging research, questions remain as to how pre-service education courses can help beginning teachers to develop the required commitment, knowledge and pedagogies to feel confident in teaching students with disabilities. Challenges to find new ways to enhance pre-service teachers’ familiarity with special needs children, overcome resistance from some towards including SEN students in mainstream classrooms and develop a sense of efficacy in teaching are common to many programmes. In this paper, we report on a pilot study where adults with intellectual disabilities, as members of a community theatre, were positioned as the experts and explored their schooling experiences and personal biographies with soon-to-be graduate teachers in a 3 h workshop. Taking the lead and working collaboratively with the workshop participants, members of Fusion Theatre used drama activities to develop understandings of strategies that helped them to learn. By challenging the traditional power relationships between those labelled as ‘disabled’ and those who would be teachers, the workshop helped the participants to engage on many levels. Here, we report on the data, analyse the findings and discuss implications for other pre-service programmes.

A cluster-randomized controlled trial to reduce sedentary behavior and promote physical activity and health of 8-9 year olds : the transform-us! study

Background: Physical activity (PA) is associated with positive cardio-metabolic health and emerging evidence suggests sedentary behavior (SB) may be detrimental to children’s health independent of PA. The primary aim of the Transform-Us! study is to determine whether an 18-month, behavioral and environmental intervention in the school and family settings results in higher levels of PA and lower rates of SB among 8-9 year old children compared with usual practice (post-intervention and 12-months follow-up). The secondary aims are to determine the independent and combined effects of PA and SB on children’s cardio-metabolic health risk factors; identify the factors that mediate the success of the intervention; and determine whether the intervention is cost-effective.
Methods/design: A four-arm cluster-randomized controlled trial (RCT) with a 2 × 2 factorial design, with schools as the unit of randomization. Twenty schools will be allocated to one of four intervention groups, sedentary behavior (SB-I), physical activity (PA-I), combined SB and PA (SB+PA-I) or current practice control (C), which will be evaluated among approximately 600 children aged 8-9 years in school year 3 living in Melbourne, Australia. All children in year 3 at intervention schools in 2010 (8-9 years) will receive the intervention over an 18-month period with a maintenance ‘booster’ delivered in 2012 and children at all schools will be invited to participate in the evaluation assessments. To maximize the sample and to capture new students arriving at intervention and control schools, recruitment will be on-going up to the post-intervention time point. Primary outcomes are time spent sitting and in PA assessed via accelerometers and inclinometers and survey.
Discussion: To our knowledge, Transform-Us! is the first RCT to examine the effectiveness of intervention strategies for reducing children’s overall sedentary time, promoting PA and optimizing health outcomes. The integration of consistent strategies and messages to children from teachers and parents in both school and family settings is a critical component of this study, and if shown to be effective, may have a significant impact on educational policies as well as on pedagogical and parenting practices.

Disadvantaged locations and transition: lived lives of students demonstrating resilience

This study answered what biographical experiences shape the trajectory of students demonstrating resilience during a time of transition. It charted the material conditions of agency and structures. The findings pointed to supportive social relationships, community and school resources and educational policies being critical to shaping agency.

Mono-cultural approach in multicultural education: mapping the contours of multicultural early childhood education in New Zealand

There has been an increase in research activities in multicultural early childhood education in New Zealand. This article provides a critical review of these activities. This is an attempt to unravel the aspirations and complexities associated with the educational policies and practices with children of culturally diverse backgrounds. The conclusion from this literature review is that despite the multicultural principles that support democracy and equitability in education in New Zealand, a monocultural approach is still pervasive in multicultural early childhood classrooms.

Dilemmas concerning the employment of university graduates in China

This article draws on a ‘within-subject’ design of employment of university graduates in China over two different periods, namely 2008 and 2014. This research was conducted based on semi-structured interviews and secondary data analysis with four groups of key stakeholders including universities, government agencies, labor-market intermediaries and university graduates. The ‘within-subject’ design enabled an in-depth exploration of how changes at formal and informal institutions affect the employment of university graduates in a fast-changing labor market. The results show that lack of institutional interactions, socially constructed norms that influence graduates’ perceptions and ambiguous directions of educational policies significantly affect university graduates’ employment.

Systematic examination of publicly-available information reveals the diverse and extensive corporate political activity of the food industry in Australia

BACKGROUND: The political influence of the food industry, referred to as corporate political activity (CPA), represents a potential barrier to the development and implementation of effective public health policies for non-communicable diseases prevention. This paper reports on the feasibility and limitations of using publicly-available information to identify and monitor the CPA of the food industry in Australia. METHODS: A systematic search was conducted for information from food industry, government and other publicly-available data sources in Australia. Data was collected in relation to five key food industry actors: the Australian Food and Grocery Council; Coca Cola; McDonald's; Nestle; and Woolworths, for the period January 2012 to February 2015. Data analysis was guided by an existing framework for classifying CPA strategies of the food industry. RESULTS: The selected food industry actors used multiple CPA strategies, with 'information and messaging' and 'constituency building' strategies most prominent. CONCLUSIONS: The systematic analysis of publicly-available information over a limited period was able to identify diverse and extensive CPA strategies of the food industry in Australia. This approach can contribute to accountability mechanisms for NCD prevention.

ANT on the PISA trail: following the statistical pursuit of certainty

The OECD’s Programme for International Student Assessment (PISA) is increasingly depended upon by education policy makers to provide reliable measures of their country’s education system against international benchmarks. PISA attempts to provide efficient, scientific and technical means to develop educational policies which achieve optimal outcomes (Berg &Timmermans, 2000, p. 31). This kind of scientific evidence is seen by policy makers as being free of prejudice and ideology. Science is expected to represent the truth, state universal facts and make predictions.Thus PISA seeks to rank countries’ performances, work out future scenarios and offer policy direction. By what means does PISA gain knowledge and speak with confidence about diverse cultures and distant nations? How does it acquire a ‘voice from nowhere’ (Haraway, 1988; Suchman, 2000), and become a modern-day Oracle that countries might consult for policy advice? Modelled on early actor-network accounts of laboratory life, this ethnography traces how PISA knowledge comes to be made, guided by interview data with two ‘insiders’ in the ‘PISA laboratory’. It traces the translations and the circulating reference that turn PISA into a ‘centre of calculation’. It highlights how human and non-human entities are imbricated in the assembling of scientific facts and argues for a suspension of the divide between ‘science’ and ‘politics’. In the process, the paper offers an empirical instantiation of how some concepts from actor-network theory may be applied in the field of education policy, and ponders the implications of such an understanding for evidence based policy making.

Dietary sodium intake and overweight and obesity in children and adults: a protocol for a systematic review and meta-analysis.

BACKGROUND: Overweight and obesity in children and adults is a major public health concern. Emerging evidence suggests dietary sodium intake may be associated with obesity. This systematic review and meta-analysis will aim to (i) assess the relation between dietary sodium intake and measures of adiposity in children and adults and (ii) examine the relation between sodium intake and sugar-sweetened beverage (SSB) consumption, which is a known risk factor for obesity. METHODS/DESIGN: An electronic search will be conducted using Medline Complete, CINAHL, Scopus, Embase and Cochrane central register of controlled trials (CENTRAL). The search strategy will identify published peer-reviewed articles that report on dietary sodium and either a marker of adiposity or SSB consumption. Only human studies (ages >1 year) in English will be included, and no limits will be placed on publication date. No restrictions will be placed on the method of sodium intake assessment. Cross-sectional, prospective studies, and randomised controlled trials with a duration of ≥ 3 months will be included. Studies with participants with renal disease, cancer, type 1 diabetes or heart failure or who are pregnant will be excluded. To assess the quality of studies, the Cochrane's Collaboration tool for assessing risk of bias in randomised trials will be used for randomised controlled trials (RCTs), and the modified Newcastle-Ottawa Scale will be used for cross-sectional and prospective studies. Meta-analysis will be used to assess the relation of sodium intake with two primary outcomes: (i) BMI and body weight in adults and BMI z-score in children and (ii) weight category (i.e. healthy weight vs. overweight/obese). For any outcomes in which meta-analysis is not possible, we will present data as a systematic review. Findings will be grouped and reported separately for children and adolescents (ages 1-17 years) and adults (ages >18 years). DISCUSSION: This review and meta-analysis will provide insight into the relation between dietary sodium intake and overweight and obesity. This information can be used to inform public health policies which target population sodium consumption.

Understanding health behaviour trajectories of immigrants in Australia: a longitudinal investigation

This thesis investigates the differences in key health behaviour outcomes (smoking, physical activity and risky alcohol drinking) between migrants from English speaking countries (ESC) and non-English speaking countries (NESC) relative to native-born (NB) Australians over a 12 year period using the Household Income and Labour Dynamics in Australia (HILDA) survey. The thesis also explored English language proficiency and socioeconomic factors as possible mechanisms through which health behaviour changes over time post migration. The results of this thesis enhance understanding of immigrants health behaviour trajectories which have important implications for the development of public health policies.

Pathway planning and 'becoming somebody' : Exploring the tensions between wellbeing and credentialism with students at (educational) risk

This paper maps the policy shifts around the education and training of youth that frame how schools respond to issues of youth' at risk'. These shifts have occurred with the move from the self managing schools marked by market discourses of competition, autonomy and image management that supplanted earlier discourses of welfare and community, through to recent policies in Victoria arising from the Kirby Review of Post compulsory Education and Public Education, the Next Generation undertaken by the Labor government. These reports, and the policies emerging out of them, are producing new discourses about youth and schooling focusing on wellbeing, learning networks and more systemic support for schools at the same time as there is increased accountability and expectations of schools. Drawing on the school exclusion literature from the U.K, and using Bourdieu's notion of habitus, we examine the findings from a recent study undertaken on the Geelong Pathways Planning project, funded through a Victorian government strategy, to discuss how schools respond to such initiatives. The project explored the ways in which students in the Geelong region understood and worked with the job planning pathways program, and how service providers (schools, community education facilities, job networks etc) coordinated to meet the needs of individual youth. There was a disjuncture in the participating schools between the discourses of care and welfare for students at risk, and the actual practices and policies that ignored or excluded such students. This paper concludes with a discussion of what might be required systemically, in schools and in their relations to other education providers, to build the capacity to respond more effectively to all students.

Tracking the nomadic life of the educational researcher :- what future for feminist public intellectual(s) and/in the performative postmodern university

Is the idea of the liberal university dead, has the post modern university any chance of being emancipatory, has the theory practice divide merely collapsed in an era of 'new knowledge work', or has the university just become one aspect of market state and global capitalism. Knowledge based economies simultaneously locate universities as central to the commodification and management of knowledge while the legitimacy of the university and the academic as knowledge producers is challenged by post modernist, feminist, postcolonial and indigenous claims within a wider trend towards the 'democratisation of knowledge' and a new educational instrumentalism and opportunism. What becomes of the educational researcher, and indeed for their professional organizations, in this changing socio political and economic scenario? Is our role one of policy service or policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in a socalled era of post feminism and public-/private convergence? The paper draws on recent debates around the nature of knowledge based societies, trends in relations between policy and educational research, and draws upon feminist and critical perspectives to mount a case for the importance of the postmodern university and the public intellectual.

States, markets and communities : is there room for educational leadership?

This paper attempts a comparative analysis of classification and framing relationships as they are exemplified in the four papers presented in this Special Issue. In particular, it interrogates Bernstein's assertion that education is simply a relay for power relations external to it and examines approaches to educational leadership and administration that follow from such analysis. It is concluded that in different times and places power relationships external to education are often complex and contested, producing a variety of relays and attempts at classification and framing that serve differing interests and are articulated through policies containing significant internal contradictions. In such circumstances contingency and immediate local influence may affect the practice of educational leadership as well as offering scope for subversion, resistance, simulated consent and collective action. The possibility of a public pedagogy through which such complexities could be articulated is raised and its importance to the practice of educational leadership affirmed.

People, places and policies – trying to account for health inequalities in impoverished neighbourhoods

Objective : We consider associations between individual, household and area-level characteristics and self-reported health.
Method : Data is taken from baseline surveys undertaken in 13 socio-economically disadvantaged neighbourhoods in Victoria (n=3,944). The neighbourhoods are sites undergoing Neighbourhood Renewal (NR), a State government initiative redressing place-based disadvantage.
Analysis :This focused on the relationship between area and compositional factors and self-reported health. Area was coded into three categories; LGA, NR residents living in public housing (NRPU) and NR residents who lived in private housing (NRPR). Compositional factors included age, gender, marital status, identifying as a person with a disability, level of education, unemployment and receipt of pensions/benefits.
Results : There was a gradient in socio-economic disadvantage on all measures. People living in NR public housing were more disadvantaged than people living in NR private housing who, in turn, were more disadvantaged than people in the same LGA. NR public housing residents reported the worst health status and LGA residents reported the best.
Conclusions : Associations between compositional characteristics of disability, educational achievement and unemployment income and poorer self-reported health were shown. They suggested that area characteristics, with housing policies, may be contributing to differences in self-reported health at the neighbourhood level.
Implications : The clustering of socio-economic disadvantage and health outcomes requires the integration of health and social support interventions that address the circumstances of people and places.