Deconstructing diversity discourses in the fields of educationnal management and leadership

Discourses of diversity have supplanted those of equal opportunity or social justice in many Western democratic societies. While the notion of diversity is seemingly empowering through its recognition of cultural, religious, racial and gender difference within nation states, the emergence of this discourse during the 1990s has been in the context of neoliberal managerialist discourses that assume social action is fully explicable through theories of maximizing self interest. Thus notions of diversity, while originating in collective demands of social movements of feminism, anti racism and multiculturalism of the 1970s and 1980s, have in recent times privileged learning and leadership as an individual accomplishment and not a collective practice. Thus the dominant discourse of diversity is more in alignment with the deregulatory aspects of the increasingly managerial and market orientation of schooling, decentring earlier discourses of more transformatory notions premised upon reducing inequality and discrimination and developing ‘inclusivity’ in and through schooling. This paper provides a contextual and conceptual framework through which to explore the intersections and divergences of discourses of diversity in schools and their practical application.

Truth is God harm minimization through the practice of ecologically sustainable design and buddhism

The emergence of the global ecological crisis is presenting unique opportunities for the coordination of ethical thinking across cultural boundaries. Harm minimization as an ethical imperative operates as the ‘modus operandi’ behind both Ecologically Sustainable Design (ESD) and Buddhist practice. The architectural response to ESD is founded upon the ‘Declaration of Interdependence for a Sustainable Future’ adopted in 1993 by the International Union of Architects, of which the RAIA is a member.

Buddhism is a response to existential concerns universal to humanity. It developed as a set of principles for personal transformation known as the Four Noble Truths elucidated two and a half thousand years ago. Buddhist meditation practise ‘interrupts automatic patterns of conditioned behaviour’ recognised as the major obstacle to be overcome in any programme for change. Unsustainable egocentric behaviour is considered fundamental to our global ecological crisis and calls for radical behavioural change are increasingly being heard at the professional as well as the personal level. Emerging synergies between the Western cognitive sciences and Buddhist study of the mind increasingly validate the Tibetan Buddhist mind development phenomenon. Buddhists argue that their programme for enhancing ethical behaviour through mind development is a step-by step process of observation and analysis built upon empirical observation – a fundamental pre-requisite of any ‘scientific’ enquiry. Collaborative research programmes currently underway are an attempt to re-interpret Buddhist meditation techniques within a framework acceptable to Western scientific understanding. A truly holistic approach to harm minimization requires its consideration.

Framing the discourses of harm and loss: a case study of power relations, mobile phones, and children in Australia

The current penetration of mobile phones in Australia is 92% and it records one of the world’s highest rates of ownership among children under 18. The paper reviews the literature on mobile phones and Australian children and examines the various discourses dominating the public debates; the systematic frames used in these discourses; and whose interests are served in the process. The frames discussed fall under the optimistic (gains); pessimistic (losses, costs or harms); pluralistic (technology per se is neutral but how it is used matters); historical development (skills learnt and the importance of using mobiles); futuristic predictions (promises and dangers for the future); current uses (connectivity, convergence and interactivity); and the techno-realist view (as a mixed blessing) views of technology. Taking the critical perspective and borrowing from Joshua Meyrowitz, the paper illustrates how mobile phones have eroded parental power over how, when, where and with whom their children communicate, surpassing adult supervision, intervention or knowledge, while at the same time, becoming a ‘digital leash’ for parents to re-establish their control an d an ‘umbilical cord’ for their off spring to remain connect! ed with parents, at all times.

Diversity discourses / diversity experiences : teaching for and with cultural diversity

The contexts for 'cultural diversity education' usually reported in the research literature typically involve white middleclass people being prepared for teaching in ethnically diverse classrooms. The emphasis is thus on 'diversity' 'out there' in the classroom, with little acknowledgement of what such diversity education might mean for trainee teachers who themselves either identify as or are classified as culturally diverse. This study examines intercultural interactions reported by ethnically and culturally diverse teacher education students. Their difficulties with making sense of these interactions are described as 'intercultural disjunctions', often affecting personal or professional identity. I ide ntify three dominant discourses in the research literature that attempt to describe such disjunctions and analyse these in relation to the participants' stories. I conclude by outlining some implications for teacher education.