Reinventing liberatory practice : how do we work with groups of which we are not a part?

The research that informed this paper asked: how can we work as allies of groups of which we are not a part? This question is particularly focused on work with people who have experienced colonisation by those who are aligned (by race, class, gender, culture or position) with the colonisers or oppressors. The research brings together literature in the fields of community work, adult education, and feminist and postcolonial theory, with Indigenous viewpoints and experience. An analysis of Indigenous viewpoints identified a range of key ideas about achieving social change.

These ideas are developed into several frameworks, two of which will be discussed here. The first framework offers a way of conceptualising work against oppression and proposes that it must involve a focus on fostering emancipatory agency. Emancipatory agency involves the capacity to know and to act towards social justice ends via meaning making which follows ethical criteria. An ethics of meaning making is proposed which includes a focus on: multiplicity and difference; the partial nature of all knowings; the context / situatedness of meaning; and the critical / reflective attitude in meaning making. This type of agency is dependent on the process of transformative dialogue which is inherently communal and is based on four micro processes: affirming the O/other; encountering, exploring and experiencing of multiple and partial views; moving between positions of self and others; and enacting meaning into the world. A second framework operationalises these ideas in the field of community development, and offers a method of practice.

Assessing group work

When effective group management processes are employed, clear assessment guidelines developed and communicated and valid and fair grading processes employed, the likelihood of positive learning outcomes and student satisfaction with group activities is significantly increased. Alternatively, if students cannot see the objective of group work, are unsure of what is expected of them, or believe the assessment methods are invalid or simply unfair, the educational benefits are reduced and tensions can emerge. The conditions under which group work is conducted are crucial to its success:

Group work, under proper conditions, encourages peer learning and peer support and many studies validate the efficacy of peer learning. Under less than ideal conditions, group work can become the vehicle for acrimony, conflict and freeloading. It may also impose a host of unexpected stresses on, for example, students with overcrowded schedules living long distances from the University.
(University of Wollongong assessment policy, 2002).

The educational benefits of students working cooperatively in groups are well recognised. Among other things,
• studying collaboratively has been shown to directly enhance learning;
• employers value the teamwork and other generic skills that group work may help develop; and
• group activities may help academic staff to effectively utilise their own time.

The design of assessment is central to capturing the benefits of group work and avoiding its pitfalls. Assessment defines the character and quality of group work. In fact, the way in which students approach group work is largely determined by the way in which they are to be assessed.

To maximise student learning in group activities, this section offers advice on how academic staff can:
• establish explicit guidelines for group work to ensure that learning objectives are met and to ensure that they are transparent and equitable; and
• manage the planning, development and implementation of processes and procedures for learning through group work and group assessment.

The effect of the work environment on accounting students' moral reasoning and development

Puxty et al. (1994) claim that professional accountants are induced to act ethically through two aspects of their socialisation, the education process, and the influence of work experience and role models who show what it means to be ethical. The education of accountants is not simply a matter of becoming technically competent, it is also a process of internalising accepted norms of professional conduct. Student accountants learn acceptable behaviour by learning the principles of good conduct in their education, and receiving advice and observing what significant others do in the workplace. The purpose of this paper is to explore the effect of the work environment on accounting students moral reasoning and development by comparing the DIT P-scores of accounting students pre and post cooperative education. Cooperative eduction is an industry placement program where students are required to work in commerce and industry for one year. Findings indicate that DIT P-scores decrease during cooperative education suggesting that accounting students, whilst in the work environment, do not reason according to their capability as measured by their pre-test scores.

A probabilistic framework for extracting narrative act boundaries and semantics in motion pictures

This work constitutes the first attempt to extract the important narrative structure, the 3-Act storytelling paradigm in film. Widely prevalent in the domain of film, it forms the foundation and framework in which a film can be made to function as an effective tool for story telling, and its extraction is a vital step in automatic content management for film data. The identification of act boundaries allows for structuralizing film at a level far higher than existing segmentation frameworks, which include shot detection and scene identification, and provides a basis for inferences about the semantic content of dramatic events in film. A novel act boundary likelihood function for Act 1 and 2 is derived using a Bayesian formulation under guidance from film grammar, tested under many configurations and the results are reported for experiments involving 25 full-length movies. The result proves to be a useful tool in both the automatic and semi-interactive setting for semantic analysis of film, with potential application to analogues occuring in many other domains, including news, training video, sitcoms.

Making visible the invisible act of doping

This paper describes the construction of the visual space of surveillance by the global anti-doping apparatus, it is a space inhabited daily by professional cyclists. Two principal mechanisms of this apparatus will be discussed—the Whereabouts System and the Biological Passport; in order to illustrate how this space is constructed and how it visualises the invisible act of doping. These mechanisms act to supervise and govern the professional cyclist and work to classify them as either clean or dirty in terms of the use of prohibited doping substances or methods. Contrary to the analysis of liberal anti-doping scholars such as Hanstad, Loland and Møller this paper argues that Foucault’s Panopticon paradigm is a useful tool for the analysis of this apparatus. The Whereabouts System and Biological Passport are the instruments by which the anti-doping apparatus intensifies the construction of the space of surveillance in professional sport. This space of surveillance not only locates and makes visible the physical location of each individual cyclist, but it also makes visible their internal bodily functions, in this case the composition and the fluctuations of the composition of their blood. In making the cyclist visible the instruments do not allow the cause of doping, or the event of doping to be known or observed. Rather what they do is cast the body in terms of abnormalities of time, place or blood. In the case of an abnormality of the cyclist’s blood, the cause itself cannot be identified with any certainty, all that is made visible is a suggestion, or a probability, that doping may have occurred. The ultimate effects are twofold—an internalisation and continual monitoring of one’s self as well as by the authorities, and a radical change in the nature and the definition of the offence of doping. No longer is it positive evidence of doping that is punishable, but what becomes punishable is an abnormality, in the cyclist’s location, or their body, which suggests a probability that the invisible act of doping may have occurred. In the course of this process accepted manners of proving an offence by the use of scientific evidence and expert commentary are transformed. The Whereabouts System and the Biological Passport open up a new manner in which the invisible can be visualised. Through the discourse and the attendant commentary of the expert a new alliance between doping and the law is constructed. The result is a redistribution of the way in which the law visualises and treats the symptoms (the signifier) and the signified act of doping. The Whereabouts System and Biological Passport are the instruments by which the anti-doping apparatus intensifies the construction of the space of surveillance in professional sport. This space of surveillance not only locates and makes visible the physical location of each individual cyclist, but it also makes visible their internal bodily functions, in this case the composition and the fluctuations of the composition of their blood. In making the cyclist visible the instruments do not allow the cause of doping, or the event of doping to be known or observed. Rather what they do is cast the body in terms of abnormalities of time, place or blood. In the case of an abnormality of the cyclists’s blood, the cause itself cannot be identified with any certainty, all that is made visible is a suggestion, or a probability, that doping may have occurred. The ultimate effects are twofold—an internalisation and continual monitoring of one’s self as well as by the authorities, and a radical change in the nature and the definition of the offence of doping. No longer is it positive evidence of doping that is punishable, but what becomes punishable is an abnormality, in the cyclist’s location, or their body, which suggests a probability that the invisible act of doping may have occurred. In the course of this process accepted manners of proving an offence by the use of scientific evidence and expert commentary are transformed. The Whereabouts System and the Biological Passport open up a new manner in which the invisible can be visualised. Through the discourse and the attendant commentary of the expert a new alliance between doping and the law is constructed. The result is a redistribution of the way in which the law visualises and treats the symptoms (the signifier) and the signified act of doping.

Sex does not matter: gender bias and gender differences in peer assessments of contributions to group work

This paper considers the possibility of gender bias in peer ratings for contributions to team assignments, as measured by an online self-and-peer assessment tool. The research was conducted to determine whether peer assessment led to reliable and fair marking outcomes. The methodology of Falchikov and Magin was followed in order to test their finding that gender has no discernable impact on peer ratings. Data from over 1500 participants at two universities enrolled in four different degree programmes were analysed. The research indicates an absence of gender bias in six case studies. The research also found that women received significantly higher ratings than men.

Education and work in service of the nation: Canadian and Australian girls' fiction, 1908-1921

This chapter compares early twentieth-century Australian novels by Ethel Turner, Mary Grant Bruce, and Lilian Turner to Canadian novels by Nellie McClung and L.M. Montgomery to demonstrate important differences in attitudes towards education and work. Girls’ fiction in these white settler colonies has many similarities, containing strong ideals related to domesticity, education, employment, and femininity. In the Canadian fiction, attitudes towards women’s higher education and employement are generally much more positive. Although both Australian and Canadian girls’ fiction typically conclude with marriage, Montgomery’s Anne of Green Gables and Nellie McClung’s Pearlie Watson are offered the opportunity to pursue higher education and use this education to teach others. In contrast, Lilian Turner’s Paradise and the Perrys, Ethel Turner’s Fair Ines, and Mary Grant Bruce’s ’Possum emphasise the importance of domesticity while also showing how girls sought to earn income without leaving home. Through our comparison of these Canadian and Australian novels, all published between 1908 and 1921, we demonstrate how the different feminine ideals embodied through these heroines are inevitably intertwined with the needs of the nation

Towards an emergent view of learning work

The purpose of this paper is to challenge models of workplace learning that seek to isolate or manipulate a limited set of features to increase the probability of learning. Such models typically attribute learning (or its absence) to individual engagement, manager expectations or organizational affordances and are therefore at least implicitly causative. In contrast, we discuss the contributions of complexity theory principles such as emergence and novelty that suggest that learning work is more a creative and opportunistic process that emerges from contextualized interactional understandings among actors. Using qualitative case study methods, we discuss the experiences of workers in two organizations asked to ‘act up’ in their managers’ role to ensure work continuity. We believe the differences in how workers take up these opportunities result from a complex combination of situational factors that generate invitational patterns signalled from and by various understandings and interactions among actors doing collective work. Rather than a deficit view of learning that needs fixing, an emergent model of learning work suggests that learning develops as a collective generative endeavour from changing patterns of interactional understandings with others. This re‐positioning recognizes that although invitational qualities cannot be deterministically predicted, paying attention to the patterns of cues and signals created from actors interacting together can condition ways of understandings to expand what is possible when work practices also become learning practices.

Reliability and validity of the Alberta context tool (ACT) with professional nurses: Findings from a multi-study analysis

Although organizational context is central to evidence-based practice, underdeveloped measurement hindersitsassessment. The Alberta Context Tool, comprised of 59 items that tap10 modifiable contextual concepts, was developed to address this gap. The purpose of this study to examine the reliability and validity of scores obtained when the Alberta Context Tool is completed by professional nurses across different healthcare settings. Five separate studies (N = 2361 nurses across different care settings) comprised the study sample. Reliability and validity were assessed. Cronbach's alpha exceeded 0.70 for9/10 Alberta Context Tool concepts. Item-total correlations exceeded acceptable standards for 56/59items. Confirmatory Factor Analysescoordinated acceptably with the Alberta Context Tool's proposed latent structure. The mean values for each Alberta Context Tool concept increased from low to high levels of research utilization(as hypothesized) further supporting its validity. This study provides robust evidence forreliability and validity of scores obtained with the Alberta Context Tool when administered to professional nurses.

Learning to become an international work-based learner

In this chapter you will learn
• Key success factors for work-based learning students across cultures
• The importance of learning another way to think, write and act to be a successful work-based learning student in a multi-cultural context
• How to build your own personal learning network and wider environment, which will be essential in helping and motivating you through your studies
• How to continually improve your academic performance through self-reflection and self-leadership
• How to plan for and manage

Balancing act

A sculptural goblet inspired by childhood experiences and how they equate to contemporary fairytales. The work is hand-blown and engraved. This piece represents scene two in the narrative. It is a work that condenses the animated moving image into a sculptural form.

Obese adults' perceptions of news reporting on obesity: the panopticon and synopticon at work

News reporting, in channels such as broadcast and print media, on obesity as an issue has increased dramatically in the last decade. A qualitative study, in which we used in-depth interviews and thematic analysis, was undertaken to explore 142 obese individuals’ perceptions of, and responses to, news reporting about obesity. Participants believed that news reporting on obesity focused on personal responsibility and blame, and portrayed obese people as “freaks.” They described being portrayed as “enemies” of society who were rarely given a voice or identity in such news coverage unless they were seen to be succeeding at weight loss. They were also critical of the simplistic coverage of obesity, which was in contrast with their personal experiences of obesity as complex and difficult to address. Participants believed that obesity news reporting added to the discrimination they experienced. We consider how this news reporting may act as a form of “synoptical” social control, working in tandem with wider public health panoptical surveillance of obesity.