Illusions of consensus : New South Wales stakeholders' constructions of the identity of history

This article analyses the relationships between the perspectives of stakeholders involved in the development of the 1998 New South Wales Stages 4–5 history syllabus. It examined four key issues that emerged in the debates about history education during the review and found that stakeholders' views diverged significantly on three of these issues. While loose coalitions formed around particular issues, stakeholders provided different rationales for their positions, and coalitions re-formed on other debates. The analysis highlights the divergence between stakeholders and between the Commonwealth and state governments and stakeholders on the desirable content and goals of history education. The findings indicate that consultation might not produce consensus, and that even the appearance of consensus can be grounded in substantively and philosophically different premises. In practical terms, the findings suggest that if the purpose of consultation as a method of curriculum development is to produce a syllabus that reflects the diverse perspectives held by stakeholders, then the syllabus structure needs to make provision for content options as well as common core areas of study.

Discursive representation of international students

The data consists of qualitative interviews regarding international students. It provides insight into the discursive representations of international students in an Australian university setting. This data provides a critique of institutional discourses that are informed by race, culture and identity, learning constraints and particular constructions of English and offers ways of thinking that enable a movement beyond into the arena of multiplicity and complexity. While this data is of the discursive practices at one institution it is nonetheless suggestive for other universities. It points to the benefits of examining through a postcolonial lens the discursive practices of the institution alongside the subjectivities of students. The mismatch that is evident in this data indicates the need for institutional change if the goal of genuine internationalisation is to be achieved.

A unified formalism for landmark based representation of maps and navigation plans

We present a unified formalism for representing maps and using them for constructing plans of navigation for an autonomous agent. The foundation of this work lies in addressing key questions that an agent is confronted with when navigating. That is, besides the main task of how to reach the intended destination from the current position, the agent faces other questions like: where am I? what landmarks can I see? where is my destination relative to me and the landmarks I am seeing? Fundamental to this representation is the use of visual landmarks, which are used as pivotal points in the landscape being described. Further, in the representation of spatial information and navigation there are three different viewpoints: first, the localized representation from the viewpoint of a sighted, mobile agent; second, the static representation seen by the map-maker; and third, the view of an external agent giving directions on the basis of his own experience/knowledge. The major contribution of this map model and the associated navigation method lies in the framework which unifies these three different points of view. This unification enables the agent to make no distinction in terms of following implicit instructions contained in a map and the directions given by external agents.

Object categorization via sparse representation of local features

Sparse representation has been introduced to address many recognition problems in computer vision. In this paper, we propose a new framework for object categorization based on sparse representation of local features. Unlike most of previous sparse coding based methods in object classification that only use sparse coding to extract high-level features, the proposed method incorporates sparse representation and classification into a unified framework. Therefore, it does not need a further classifier. Experimental results show that the proposed method achieved better or comparable accuracy than the well known bag-of-features representation with various classifiers.

Human identification from ECG signals via sparse representation of local segments

This work proposes a novel framework to extract compact and discriminative features from Electrocardiogram (ECG) signals for human identification based on sparse representation of local segments. Specifically, local segments extracted from an ECG signal are projected to a small number of basic elements in a dictionary, which is learned from training data. A final representation is extracted by performing a max pooling procedure over all the sparse coefficient vectors in the ECG signal. Unlike most of existing methods for human identification from ECG signals which require segmentation of individual heartbeats or extraction of fiducial points, the proposed method does not need to segment individual heartbeats or detect any fiducial points. The method achieves an 99.48% accuracy on a 100 subjects dataset constructed from a publicly available database, which demonstrates that both local and global structural information are well captured to characterize the ECG signals.

Introduction: of turtles, dining and the importance of history in food, food in history

Feasting on North American moose or Caribbean turtle in Renaissance Italy, Ancient Rome, or the colonial working-class pub, is Social and Cultural history in a new and exciting form. Dining on Turtles traverses time and place to open up food and drink as a new field of historical enquiry. In chapters covering the heritage landscapes of sugar canefields, the reform of popular drinking customs, the importance of eating and drinking culture to Olympic Games planning, and the significance of cookbooks to civic society, historians here break new ground in locating food's importance. From the exploration of French tavern rituals, Scottish feasting on haggis, and memories of food traditions in Cyprus come themes of identity and nationalism, change and continuity.

The silent witness: art as a mode of representation of voices and visions of how,as a woman, I build borders and bridges in enacting my identit(ies)

Feminist theorists unveil how women negotiate their identities within complex entanglements of social constructs such as race, ethnicity, religious belief and practices, cultural tradition, and values. Feminist artists use subjective experiences that shape representation and performativity in empowering women to have a ‘voice’. In this paper, I focus on ‘breaking silences’ through series of my artworks (as part of my PhD research) that represent self-narratives as subjectivities of life experiences, contingencies, and cultural shifts through migration transitions as new ways of figuration and reflection on such issues. I look through discourses of gender differences, nomadic subjectivity, and new ways of figurations (Braidotti 2011, 10) and the affect theory (Gregg and Seigworth 2010), and the concept of giving ‘voice’ (Berlant 2011). Such discourses frame how I interrogate and represent my gendered identities.

A review of “Raj Rhapsodies: tourism, heritage and the seduction of history”

A book review of - Raj Rhapsodies: tourism, heritage and the seduction of history, edited by Carol Henderson and Maxine Weisgrau, Aldershot, Ashgate, 2007, xiv + 236 pp., ISBN 13: 9780754670674

Towards understanding epistemological assumptions of history teacher educators: my experience with phenomenological enquiry

This paper draws upon the methodological aspect of my thesis project completed in June 2007. At the center of the research problem was the question: How do history teacher educators (HTEs) in Bahir Dar University comprehend the sources and nature of historical knowledge? Phenomenological approach to research was employed in an attempt to explicate invariant structures of their epistemic assumptions of history as a school subject. Accordingly, with six purposefully selected educators as research participants, in the two-month time field work, in- depth interview and essay questions for personal text were used to gather qualitative data. Then, the data were analyzed thematically using an adapted six-phase model and interpretive themes emerged as findings of the study. And it was learnt that the educators have a very muddled conception and unquestioned assumptions on the nature and sources of historical knowledge. With this, also phenomenological enquiry, with difficulties and rewards of its own, was found to be an appropriate strategy to understand personal meaning and beliefs of the educator with regard to disciplinary knowledge of history. The paper, therefore, describes the way I employed phenomenological research approach to understand the case, and presents my personal experience of it as a beginner education researcher.