Fictions for representing and generating semiotic consciousness: the crime story and educational inquiry

This essay appraises the work of fiction in representing and generating semiotic consciousness in education by examining three intertextual continuities between crime fiction and stories of educational inquiry. First, many reports of educational research resemble detective stories in their quests to determine the (or a) “truth” about something that is problematic or puzzling and this essay describes some of the ways in which the characteristic investigatory methods of fictional detectives resemble forms of educational inquiry. Second, the characteristic ways in which detective stories generate interpretations are compared with the textual strategies deployed in producing meanings and narratives in educational inquiry. Third, recent transformations of both detective fiction and educational inquiry are shown to be comparable — and intertextually linked — manifestations of cultural and semiotic shifts associated with postmodernity. I conclude by suggesting that authors of “anti-detective” crime fiction might provide more appropriate models of educational inquiry than do fictional detectives.

'Aussies' and 'wogs' and the `group in-between': year 10 students' constructions of cross-cultural friendships

This paper reports on an aspect of a small, empirical study that explored how cross-category friendships were constructed among an ethnically diverse cohort of Year 10 students in an Australian school. The students, who self-identified as having friendships across gender and ethnic boundaries, were interviewed in focus groups. Young men and young women, in speaking of their cross-cultural friendships, generally stressed commonalities among rather than differences between groups of friends. Nevertheless, students identified two predominant peer groups and used the terms 'aussie' and 'wog' to name them. Some of the male students appeared to be more keen than many of the females to mark themselves out as belonging to one or the other of these groups. This paper will discuss how these terms are utilised among these students to construct particular identities. On one level, this naming signified differences of choice, with reference to styles of music, clothing, jewellery, hair and entertainment. Is this an attempt to reclaim and rework previously racist descriptors into more egalitarian terms by young people? The meanings and sense that students make of such traditionally racist terms and how their use reflects and challenges wider cultural discourses of difference are discussed. How 'sameness' is constituted around shared experiences rather than common cultural backgrounds is also considered.

Working out intimacy: young people and friendship in an age of reflexivity

Drawing upon a longitudinal, interview-based study of Australian secondary school students, this article explores young people's friendship experiences and attitudes to intimacy and the interpersonal. The discussion develops in relation to the work of Anthony Giddens on detraditionalisation and reflexivity, and Nikolas Rose on modernity and the self. First, I argue that feminism and psychotherapeutic ways of constituting and knowing the self are reconfiguring the cultural meanings of intimacy. Second, I suggest that this reworking of intimacy has differential and uneven effects and has particular consequences for the production of gendered subjectivities. Third, I raise some critical questions about the extent to which either Giddens's or Rose's account can properly capture the gendered and situated experiences of intimacy. I offer examples in which gender is being rearticulated in new yet familiar ways and note some persistent tensions in desires for connection and community versus autonomy and freedom. Carol Gilligan's work on gender differences in orientations to autonomy and connection is briefly revisited. Overall, it is argued that we need to take more account of how class, location and schooling differences influence dispositions to friendship and the interpersonal, and this is elaborated through a discussion of the 'relationship orientations' of two white Australian young men.

Politicised pagodas and veiled resistance : contested urban space in Burma.

The urban landscapes of Yangon and Mandalay in Burma (Myanmar) exhibit a rich cultural layering and complex blending of urban forms and architectural styles. But while both cities today are shaped by contemporary economic and political realities, they also clearly reflect
their historical origins—Yangon as the British colonial capital and Mandalay as the last seat of the monarchy. Burma’s ancient religious monuments, monarchical and colonial heritage on the one hand, and new religious edifices, international standard hotels, commercial enterprises, new public buildings and satellite towns on the other hand, represent the two poles of the dialectic of tradition and modernity. The landscapes, as symbolic representations, have been appropriated by
the authoritarian military regime, the State Peace and Development Council (SPDC) for nation building purposes. But the urban landscapes are also contested and appropriated in symbolic ways and invested with meanings as sites of resistance and struggle by those in opposition, and
are thus contested sites where the power relations of domination and resistance intersect. The paper illustrates these themes with examples drawn from Yangon and Mandalay.

Elections and representations in local government: A Victorian case study

This article examines the application of different views of representation in the electoral systems at local government level: interest, corporate and mirror representation. The electoral framework underpins the process of representation, influencing both who are eligible to become voters and how their votes are collected and counted. The paper examines the  interrelationship between representation and the electoral framework in local government in Victoria. We use a historical analysis, and identify a long period of interest representation; a short, relatively recent period of corporate representation; and an attempt to introduce some elements of mirror representation. We conclude by arguing that local electoral reform needs to take into account the multiple meanings of representation.

The social construction of child maltreatment: the role of medical practitioners

• Summary: This paper explores how medical knowledge in child protection practice operates, in conjunction with social work knowledge and legal knowledge, as a social process of constructing meaning as ‘maltreatment’ (or not) in which the physical body of the child and perceived abnormalities represent ‘evidence’. Through discourse analysis of two case studies, this paper makes explicit and problematizes the social processes by which meanings are given by medical practitioners, social workers, police and parents to material experiences, the preference given to some meanings over others, and the econsequences of particular meanings for children and families and social work practice.

• Findings: Medical, social and legal knowledge are not neutral but embedded in power relations. The case studies show, through a sociological analysis of professional practice in child protection, how preferred versions of knowledge and meaning may override or dismiss alternative meanings, with particular consequences for parents and children and for practice outcomes.

• Applications: The case studies offer opportunities by which critically to engage with child protection knowledge, policy and practice in keeping with contemporary approaches that advocate dialogue, critical reflection and reflexivity, so that professional knowledge and professional power may be deployed constructively rather than oppressively.

Fateful moments and the discourses of grief

This paper is concerned with the ways in which language functions in our making sense of death and loss, not only with the use of euphemisms for death, but also the wider discourses which frame meanings and understandings. Many bystanders and commentators on September 11, 2001, for example, likened the impact of the planes on the towers, and their subsequent collapse as “just like a movie ... I couldn’t believe it was happening”. From a culture whose primary experience of death and violence is mediated by film and television, the issue of how these experiences are communicated and understood – by the families of those who died, by the rescue workers and police, by the politicians and the military, and also importantly, by the media and their audiences – is crucial in understanding the ways in which what seem like natural responses are socially and culturally constructed.

Moving towards a model of professional identity formation in midwifery through conversations and positioning theory

The disciplines of nursing and midwifery both uphold a powerful oral tradition that can impact upon student learning. Students enrolled in a Graduate Diploma of Midwifery are supervised and assessed by midwives during their placements in midwifery practice settings by a program of 'preceptorship' support and where conversations are innate. Positioning theory, eveloped by Harre and others, is a metaphorical concept in which an individual 'positions' herself/himself within entities of encompassing people, institutions and societies where conversations are conducted either privately or publicly. As construction sites of professional learning, conversations are underpinned by reflective practices.In unravelling conversations, positioning may be applied as an analytical tool by educators to interpret the emerging meanings and themes in their discussions with students, reflective journals by students and in meetings with preceptors/midwives.

Being dialysis-dependant: a qualitative perspective

The technology of renal dialysis offers a way in which life can be sustained, so it is not surprising that the complex, diverse and evolving iatrogenic aspects of dialysis-dependency continue to be researched. However, there has been a tendency to take for granted the human process of making sense of the intrusiveness of dialysis. This study was designed to explore the meanings of dialysis-dependency. The study sample was 10 participants: five female, five male; five on peritoneal dialysis, five on haemodialysis; whose ages ranged from 22 to 68 years. Using a narrative methodology the following methods were used: in-depth interviews, narrative and thematic analysis, fieldwork/notes from five renal units, participant validation, and journal reflections. A thematic analysis revealed the continuum themes of Freedom-Restrictions, Being Normal-Being Visible, Control-Acquiesce, Hope-Despair and Support-Abandon. The themes portrayed as continuums serve to remind health care professionals that those with chronic illnesses strive to make sense of what is happening to them. Variations within each of these themes can occur daily, weekly or monthly. Acceptance may never be reached or may be tentative. Some clients will strive for control and freedom to choose for themselves, others will acquiesce to the overwhelming changes wrought in their lives. Thus, health care professionals might consider placing the personal meanings of those who are dialysis-dependent to the fore, being sensitive to the sufferings wrought by the regime, which treats but does not cure, which sustains life but does not heal.

The influence of collectivism in society and its implications for research on information systems and national culture

This paper argues that the nature of IS research that deals with indigenous culture must be informed as much by context as it is by culture models, which has been the focus of such research in the past. This is considered important because it better reflects the meaning of the data collected for the researcher. To appreciate the importance of context this papers also argues that research subjects from designated individualist societies will inform the researcher in different ways from those subjects located in collectivist societies. To illustrate the practical implications of this argument the paper reports three separate case studies in IS research where the researchers reflect on the impact that a collectivist view has had on the research findings. The paper suggests that (1) similar ethnicity and appearance are significant in gaining the trust of subjects in a collectivist society; that is the researcher is part of the in-group as they belong to the same culture or ethnic group; that (2) who introduced the researcher to the subject is significant in that trust is best reflected when a member of the group/collective plays an important role in the research process itself; and that (3) an ability to (a) communicate in the natural language and (b) understand the implicit body language and (c) cultural codes is important in gaining significant and more meaningful research outcomes. This is enabled via the implicit meanings embedded in members of the collectivist society.

Emotional turmoil at the Bauhaus : problems of internal and external legitimacy : an historical case study

Walter Gropius established the Bauhaus in Germany in 1919. The organization established one of the most important design movements of the twentieth century. The organization had a very brief existence and was fraught with disruptions and emotional turmoil. Despite the difficulties, Gropius managed to keep the organization alive long enough for its extraordinary creativity to be harnessed and developed. The organization closed in 1933, but by that time its legitimacy as a source of design and pedagogy was assured. Organizational survival is often dependent on government subsidies, support through sales, donations or sponsorships. A factor in attracting this support is the perceived legitimacy of the organisation. Legitimacy is defined as a degree of consensus that the meanings and behavior of an organisation are valid and desirable by society in
general. Legitimacy remains an undeveloped concept. This paper reviews relevant theories of legitimacy, considers the role of emotions in shaping legitimacy and the emotions evoked as legitimacy is negotiated by internal and external stakeholders. A historical case study of the Bauhaus provides the backdrop for portraying the focal role emotions can play in institutionalization. The paper concludes with a discussion of the lessons of legitimacy available to contemporary cultural organisations.

Global now : searching for meaning

How do teacher educators prepare students to become teachers for a world which is global in its outlook and influences? There are now strong imperatives for teacher educators to develop pre- service students' understandings about a world which is 'global'. It is not only curriculum statements, textbooks, films, videos, that are the carriers and resources in global education but teachers themselves through their own stories
and narratives and the meanings attached to these. The role of teachers' lived experiences in teaching global education is often silenced in teacher education courses, policy documents and school classrooms.

In searching for meaning in global education, it is the capacity of the teacher to reflect not only on their own multiple identities but on the nexus between their local and global worlds and the struggle often evident here. A resource teachers have to teach global education is their own stories, lived experiences of being in a global world. This comes from giving meaning to travel, of living in a multi-cultural multi-faith world of viewing and noticing similarities and differences and giving meaning to these.

Despite increasing demands from education systems and governments for teachers to teach with a global focus, many teachers do not feel confident or prepared to do so. Importantly curriculum policy statements are carrying imperatives to teach to a global world that is rapidly changing. Curriculum statements in Society and Environment area in Australia include 'global' in their rationale. However this does not mean that global education is taught nor understood by teachers who translate these documents to practice. In curriculum documents such as those
produced by the state and territory governments there is some inclusion of global education. Singh (1998) argues that there is a marginalisation of global education in official curriculum policies in Australia. Integrating global education into different subjects is really up to the creativity, expertise and experience of teachers. If it is up to teachers to teach global education as stated by Singh then it will be the capacity of the teacher to draw on a range of resources, pedagogy and approaches to teach global education. One resource is teachers' stories and
narratives and students own lived experiences and stories.

Banks (2001, p. 5) states that "teachers must develop reflective cultural national and global identifications themselves if they are to help students become thoughtful caring and reflective citizens in a multicultural world society." Teacher educators who wish to embed global perspectives in their teaching require reflective practices on their own identities, prejudices, choice of curriculum content and pedagogy.

Teaching global education requires a conscious understanding and reflection to begin the journey of self as located in the classroom. The central issue of this paper is to bring forth emphasis on the lived experiences of teachers and teachers educators in order to develop deeper global understandings in students.

Freedom and slavery: constructions of ideologies in illicit drugs treatment

Freedom, autonomy, enslavement and coercion have a multitude of meanings which are determined by the writer’s discipline background and intent, even more so in the area of illicit drugs’ policy and treatment. This paper proposes to begin to untangle the multiplicity of meanings which are attached to two contrasting forms of illicit drugs treatment, harm minimisation and abstinence-based treatments. Both treatment regimes lay claim to the high moral ground in this regard - freedom and autonomy are explicit terms used in the rhetoric of both. How this can best be understood and what sociologists can contribute to the debates about illicit drug treatments is the terrain this paper traverses. It does this by laying out the different meanings of the terms in social theory and then by trying to understand the ‘truth’ claims of treatment proponents and using a Foucauldian perspective to critique these claims.

Reason for hope : primary students' mathematics learning environment

This paper reports the results of a student survey of perceptions of classroom learning environment conducted as part of a major investigation into effective pedagogical practices in mathematics and science. All primary school project participants were surveyed, The 36 Likert-type items were subjected to a Partial Credit Model analysis, and response categories subjected to statistical requirements. The results are presented graphically, their meanings examined, and the implications of the findings for both researchers and practitioners are discussed.

Contested terrain: Point Nepean, Victoria

It is within the power of place to encompass many meanings, stories, and memories. Point Nepean has always been a contested landscape. But over recent years this 'land' has been the subject of intense debate as its future status is renegotiated. Evidence overwhelmingly suggests that Point Nepean should be recognised again as a unique and inviolable whole, in spite of the Commonwealth Government's division of the land into three parcels. It has always been my contention that all decisions relating to Point Nepean should be made with a clear understanding and appreciation of the natural and cultural significance of the whole area, in the broader context of 'place', such that place governs the approach and decision-making process. It is therefore necessary to not only establish that natural and cultural heritage is inextricably linked, but that it must be approached in an integrated manner.