Talking with their feet : student absenteeism and compulsory schooling

Universal access to elementary schooling is a goal that was largely achieved in western democracies by the mid twentieth century. Yet, at the beginning of the twenty-first century, students’ access to schooling appears to be back on the agenda; this time, students themselves rather than our social systems are regulating their access to school. Increasingly, schools throughout Australia and in several other OECD countries are recording a worrying decline in student attendance in the compulsory years, prompting a certain amount of societal ‘fear’, ‘anxiety’ and ‘moral panic’. This paper reviews the literature on student attendance and absenteeism as a feature of contemporary schooling. It begins with an account of how this literature variously defines absenteeism – its discursive categories – and where it locates the ‘problem’. The ‘solutions’ that flow from these accounts are also explicated, specifically in relation to their regulatory effects on students and on the education they are offered. The paper’s critical reading of these problems of and solutions for student absenteeism seeks to highlight the institutional authoring of such student behaviour and of students as ‘other’. It also uncovers the silences in the literature, particularly in relation to cultural difference, student subjectivity and teacher pedagogy – what teachers are doing (and not doing) to/with students. The paper concludes that issues of low socio-economic status do not feature very loudly in the literature (and, we suspect, in practice), despite being strongly associated with students who respond to the demands and relevance of schooling by ‘talking with their feet’.

A content analysis of early childhood teachers’ theoretical and practical experiences with infants and toddlers in Australian teacher education programs

 In Australia, the growth in the provision of early childhood services for very young children aged birth to three years has placed increased demands on pre-service teachers as new policy stipulates the need for qualified early childhood teachers. While many teacher education programs offer early childhood courses, they have traditionally had a greater focus on kindergarten and the formal years of schooling. Less is known about the amount of time devoted to developing the specialist educational capacity for teaching and caring for infants and toddlers. This paper explores 55 Australian early childhood teacher undergraduate education programs to provide data regarding what pre-service teachers learn about children from birth to three years of age during their formal program of study. It explores: if pre-service teachers engage in practical experiences with this age range; what content they learn; and how knowledge for this age range is assessed. Utilising information from fully accessible public program websites, data in the form of course details were examined to reveal the extent and nature of courses inclusive of teaching and learning focusing on children aged from birth to three years. Of the 55 programs, 18 programs provided practical experience with infants and toddlers, and to a lesser extent content was evident and assessed. Most of the programs which included a focus on birth to three years of age were delivered by Victorian institutions. Findings are important for the future of early childhood teacher education in Australia and hold key messages for teacher registration bodies.

Schooling and social justice through the lenses of Nancy Fraser

This review essay draws on Nancy Fraser's work as featured in Adding insult to injury: Nancy Fraser debates her critics to explore issues of schooling and social justice. The review focuses on the applicability and usefulness of Fraser's three dimensional model for understanding matters of justice in education. It begins with an overview of the principles of economic, cultural and political justice as they are reflected in specific examples of equity and schooling policy and practice.This is followed by (1) a consideration of Fraser's concerns that current forms of identity politics are reifying group identity and displacing matters of distributive justice and (2) with an account of her concerns about the political justice issues of representation and misframing in the contemporary global era. With reference to the sphere of Indigenous education, the review examines some of the problematics involved in pursuing distributive, recognitive and representative justice. Fraser's'status model' is presented as a way through these problematics because it engages with a politics that begins with overcoming status subordination rather than with a politics of group identity. Against this theoretical backdrop, the final section of the review briefly considers some of the future challenges for schooling and social justice.

Schooling and social justice through the lenses of Nancy Fraser

This review essay draws on Nancy Fraser's work as featured in Adding insult to injury: Nancy Fraser debates her critics to explore issues of schooling and social justice. The review focuses on the applicability and usefulness of Fraser's three-dimensional model for understanding matters of justice in education. It begins with an overview of the principles of economic, cultural and political justice as they are reflected in specific examples of equity and schooling policy and practice. This is followed by (1) a consideration of Fraser's concerns that current forms of identity politics are reifying group identity and displacing matters of distributive justice and (2) with an account of her concerns about the political justice issues of representation and misframing in the contemporary global era. With reference to the sphere of Indigenous education, the review examines some of the problematics involved in pursuing distributive, recognitive and representative justice. Fraser's ‘status model’ is presented as a way through these problematics because it engages with a politics that begins with overcoming status subordination rather than with a politics of group identity. Against this theoretical backdrop, the final section of the review briefly considers some of the future challenges for schooling and social justice.

Fabricating an identity in neo-liberal times: performing schooling as ‘number one’

This paper presents interview data from a case study of ‘Lemontyne College’; a large government school situated in a ‘master planned community’ (MPC) in Australia. The paper draws on Ball’s (2003) theorising of performativity and fabrication to analyse this school’s take up of the status‐oriented corporate discourses of performance, competition and accountability. This theorising brings to light the ways in which the managerial processes at the school, driven by the administration’s embracing of these discourses, shape Lemontyne into an auditable commodity and fabricate an identity around being ‘number 1’. The paper highlights the lack of authenticity of this fabrication by drawing attention to its careful and deliberate construction. Our focus here is on the surveillance and accountability measures required to discipline teachers into this performative sociality and on the alternative reality articulated by teachers in terms of their resistance to this sociality. To these ends, the paper highlights how Lemontyne’s embracing of performative discourses results in a de‐socialisation of schooling relations. We propose that such de‐socialisation compromises efforts in schools to respond productively to social change and in particular to the new equity challenges arising in contexts such as Lemontyne situated in a MPC.

Making modern lives: subjectivity, schooling and social change

Making Modern Lives looks at how young people shape their lives as they move through their secondary school years and into the world beyond. It explores how they develop dispositions, attitudes, identities, and orientations in modern society. Based on an eight-year study consisting of more the 350 in-depth interviews with young Australians from diverse backgrounds, the book reveals the effects of schooling and of local school cultures on young people's choices, future plans, political values, friendships, and attitudes toward school, work, and sense of self. Making Modern Lives uncovers who young people are today, what type of identities and inequalities are being formed and reformed, and what processes and politics are at work in relation to gender, class, race, and the framing of vocational futures.

The role of management consultation, support, and coping on nurses` health during the stress of restructuring

This study examined the impact of hospital restructuring moves on a sample of Australian nurses' health. The role of organizational support, assessed via levels of consultation with staff, social support, and nurses coping were examined as further contributors or mediators of the relationship between the impact of restructuring and nurses' health. Data from 201 hospital nurses indicated that the factors in the model explained 41% of the variance in nurses' health. “Top-down” communication style by management contributed negatively to nurses' health and increased their perceptions of the impact of restructuring. Support from peers, supervisors, and family together with seeing the demands of impact of restructuring as a challenge, contributed positively to nurses' health and reduced the level of avoidance strategies used. The implications of these findings are discussed.

Surviving financial distress : the case of too many herbs and spices

Over 120 years ago Sir James Burns founded an organisation that is today, the international business group of Burns Philp and Company Ltd. The Group is widely known as a leading producer of yeast products and manufacturer of other bakery ingredients. Its ability to adapt to the ever-changing demands of business is widely recognised. During the late 1980’s however, after the group expanded into the herbs and spices industry its financial state deteriorated. Yet, arguably the Group had entered a market that complimented its then existing core-activities. This paper examines circumstances surrounding that venture into herbs and spices. It argues that the Group’s financial predicament, at that time, was exacerbated by the use of conventional accounting procedures. It illustrates that up-to-date market related financial details, in lieu of accounting book constructs, more aptly assist directors, managers, all stakeholders to conduct business and make informed economic decisions. This paper suggests that it is an entity’s current financial state of affairs, with regard to tangible market referents, that enables a firm’s strategic progress and facilitates proactive management; and in turn, assists in the sustainable development of business throughout the world.

The history of distance education in Australia

This article presents a history of distance education in Australia. Australia's large distances and widely distributed population has meant that distance education has been an important part of its history. From the earliest provision of schooling by mail through a series of correspondence schools, both state and federal governments have provided a sound infrastructure to support distance education. Innovative uses of technologies to provide communication and interaction and ease the isolation of distance have also been a feature of Australia's distance education history. The impact of this history is particularly relevant as the Internet and information and communication technologies are changing this field and making distance educators of all institutions and sectors.

Culture and leadership in educational administration: a historical study of what was and what might have been

This paper examines the consequences for school leadership of the abandonment of Waller's insights into the school as a social organism and the embracing of the cult of efficiency as the foundation for the analysis of school culture. Tracing the separation of conception from execution, leadership from teaching, administration from education through the cult of professionalism and functionalist sociology, the paper argues that a more appropriate basis for understanding both leadership and the culture of the school can be derived from ethnographies of schooling which show the complex interactions of internal and external cultures in the construction of leadership and the culture of the school.

Evidence-based practice and the borders of data in the global information era

This article explores the range of boundaries to negotiate the demands of evidence-based practice. Increasing demands that social work be a profession committed to evidence-based practice have coincided with innovations in information technology, which potentially give social workers unprecedented access to a plethora of sources and types of evidence. Because these innovations can enable access to evidence beyond traditional boundaries, the question of how the author establish the borders of acceptability warrants consideration. Recommendations for a critical approach to selective evidence based for social work interventions are also provided.

The comparative energetics and growth strategies of sympatric Antarctic and subantarctic fur seal pups at Iles Crozet

The period of maternal dependence is a time during which mammalian infants must optimise both their growth and the development of behavioural skills in order to successfully meet the demands of independent living. The rate and duration of maternal provisioning, post-weaning food availability and climatic conditions are all factors likely to influence the growth strategies of infants. While numerous studies have documented differences in growth strategies at high taxonomic levels, few have investigated those of closely related species inhabiting similar environments. The present study examined the body composition, metabolism and indices of physiological development in pups of Antarctic fur seals (Arctocephalus gazella) and subantarctic fur seals (Arctocephalus tropicalis), congeneric species with different weaning ages (4 months and 10 months, respectively), during their overlap in lactation at a sympatric breeding site in the Iles Crozet. Body lipid reserves in pre-moult pups were significantly greater (t₂₈=2.73, P<0.01) in subantarctic (26%) than Antarctic fur seals (22%). Antarctic fur seal pups, however, had significantly higher (t₂₆=3.82, P<0.001) in-air resting metabolic rates (RMR; 17.1±0.6 ml O₂ kg^-1 min^-1) than subantarctic fur seal pups (14.1±0.5 ml O2 kg^-1 min^-1). While in-water standard metabolic rate (SMR; 22.9±2.5 ml O2 kg^-1 min^-1) was greater than in-air RMR for Antarctic fur seal pups (t₉=2.59, P<0.03), there were no significant differences between in-air RMR and in-water SMR for subantarctic fur seal pups (t₁₂=0.82, P>0.4), although this is unlikely to reflect a greater ability for pre-moult pups of the latter species to thermoregulate in water. Pup daily energy expenditure was also significantly greater (t₂₇=2.36, P<0.03) in Antarctic fur seals (638±33 kJ kg^-1 day^-1) than in subantarctic fur seals (533±33 kJ kg^-1 day^-1), which corroborates observations that pups of the former species spend considerably more time actively learning to swim and dive. Consistent with this observation is the finding that blood oxygen storage capacity was significantly greater (t₉=2.81, P<0.03) in Antarctic (11.5%) than subantarctic fur seal (8.9%) pups. These results suggest that, compared with subantarctic fur seals, Antarctic fur seal pups adopt a strategy of faster lean growth and physiological development, coupled with greater amounts of metabolically expensive behavioural activity, in order to acquire the necessary foraging skills in time for their younger weaning age.

Actor network theory and the study of online learning: new perspectives on quality

This paper describes an approach to studying innovation and change that is taken from the field of Science and Technology Studies. Actor-network theory draws attention to the performative nature of the implementation of new technologies like quality systems and on1ine teaching. The theory posits that the world is not populated with entities that possess certain essences in and of themselves, but rather that the world is a texture of relations-a network which occasionally produces the effect of stabilised entities. We examine the consequences of producing durable forms of online teaching and quality assurance and argue that achieving durable performances requires a conformity to existing performances of a university thus reproducing current patterns of inequity.

Exploring the career experiences of indigenous teachers : beyond policy and resource initiatives

In this paper we provide a contextualising account of a new four-year ARC study, Indigenous Teachers: Understanding their Professional Pathways and Career Experiences . The project has grown from our concerns about the low numbers of Indigenous teachers in schools and questions about why it is that of the few Indigenous teacher education students who graduate, many resign from teaching after short periods of time or never take up teaching positions at all.

We believe that one of the reasons for the under representation of Indigenous teachers is due to what we are calling the ‘impenetrability’ of the dominant white culture of schooling, a racial imaginary that portrays the ‘naturalness’ of whiteness. Such an imaginary informs the everyday practices and relations of social power of Australian schooling from curriculum policy to the organisation of the school sports. Our research project is concerned, in part with making visible the discourses of whiteness that shape the experiences and career pathways of Indigenous teachers. In this paper we draw on excerpts of data from interviews with Indigenous teachers in order to begin to understand how discourses of whiteness have shaped their teaching and professional experiences.

Observation of pain assessment and management- the complexities of clinical practice

• Pain assessment and management are complex issues that embrace physiological, emotional, cognitive, and social dimensions.

• This observational study sought to investigate nurse–patient interactions associated with pain assessment and management in hospitalized postsurgical patients in clinical practice settings.

• Twelve field observations were carried out on Registered Nurses' activities relating to pain with their assigned patients. All nurses were involved in direct patient care in one surgical unit of a metropolitan teaching hospital in Melbourne, Australia. Six observation times were identified as key periods for activities relating to pain, which included change of shift and high activity periods. Each observation period lasted 2 hours and was examined on two occasions.

• Four major themes were identified as barriers to effective pain management: nurses' responses to interruptions of activities relating to pain, nurses' attentiveness to patient cues of pain, nurses' varying interpretations of pain, and nurses' attempts to address competing demands of nurses, doctors and patients.

• These findings provide some understanding of the complexities impacting on nurses' assessment and management of postoperative pain. Further research using this observational methodology is indicated to examine these influences in more depth. This knowledge may form the basis for developing and evaluating strategic intervention programmes that analyse nurses' management of postoperative pain and, in particular, their administration of opioid analgesics.