Just imaginary: delimiting social inclusion in higher education

This paper explores the notion of a 'just imaginary' for social inclusion in higher education. It responds to the current strategy of OECD nations to expand higher education and increase graduate numbers, as a way of securing a competitive advantage in the global knowledge economy. The Australian higher education system provides the case for analysis. Three dilemmas for social inclusion policy in this context are identified: questions of sustainability, aspiration and opportunity. The paper argues that while social inclusion policy has 'first-order' effects in higher education, a just imaginary is required for more inclusive 'second-order' effects to be realized. It concludes that transformation of the current imaginary will require a more robust theorization of relations between social inclusion and higher education, to give new and unifying meaning to existing practices and to generate new ones. Short of this, social inclusion may be little more than just imaginary.

Meet the phallic teacher: curriculum design and identity in a neoliberal imaginary

This paper introduces the concept of the phallic teacher, a spectral figure that needs to be negotiated in teachers’ everyday work and in school-based disciplinary communities of practice. Reporting the findings of a three year doctoral study completed in 2014, the paper looks closely at how English teachers design both curriculum and identity in an environment where feminist and poststructuralist work of the late 20th century seems to have lost traction.These observations are based on empirical research in a Victorian school, combined with autoethnographic writing and other materials connecting teachers’ and researchers’ lives to the broader cultural postfeminist debate. The paper makes room for an absent subject, the teacher, marginalised in neoliberal discourses of curriculum and critiques the masculinist hegemony of outcomes and standards-based education. This provides us with new ways to challenge increasingly dominant current paradigms and to conceptualise a different future in which the standpoints of teachers are privileged in curriculum theory and curricular innovation.

Collective cultural rights in Asia: recognition and enforcement

This paper focuses particularly on how the notion of collective cultural rights is understood in Asia and how such rights are recognized in law and enforced through governmental policy. The discussion links the notions of cultural rights and cultural heritage, drawing inspiration from Comment No. 21 of the Committee on Economic, Social and Cultural Rights (2009) which asserts that everyone has the right to take part in cultural life and that “the obligations to respect and to protect freedoms, cultural heritage and cultural diversity are interconnected.” Efforts to protect and enhance human rights can only take place within states, and the record in Asian countries is very mixed. First and second generation human rights, with their emphasis on the individual, are sometimes regarded as Western in origin and character, while third generation collective cultural rights have been closely associated with Indigenous peoples, commonly living as minorities within European settler societies in the New World. Unlike Europe, Africa and the Americas, Asia does not have a regional intergovernmental human rights charter. Using case studies of China, Myanmar, Thailand and Vietnam the paper seeks to show why there is no Asian charter and asks what would it look like if there was one.

The emotional knots of academicity: a collective biography of academic subjectivities and spaces

The highly imagined and contested space of higher education is invested with an affectively loaded ‘knowledge economy optimism’. Drawing on recent work in affect and critical geography, this paper considers the e/affects of the promises of the knowledge economy on its knowledge workers. We extend previous analyses of the discursive constitution of academic subjectivity through the figuration of ‘emotional knots’ as we explore three stories of the constitution of academic subjectivities in institutional spaces. These stories were composed in a collective biography workshop, where participants constructed accounts of the physical, social, material and imaginative dimensions of subjectivities in the ‘academic-city’ of higher education spaces. Identifying moments of ‘perturbation’ in these stories, this paper considers the micro-contexts of ‘becoming academic’: how bodies, affects and relations become knotted in precise times and places. The figuration of ‘knots’ provides an analytical strategy for unravelling how subjects affectively invest in the promises of spaces saturated with knowledge economy discourses, and moments of impasse where these promises ring hollow. We examine the affective bargains made in order to flourish in the corporate university and identify spaces of possibility where optimistic projections of alternative futures might be formed. These stories and their analysis complicate the metanarrative of ‘knowledge economy optimism’ that is currently driving higher education reform in Australia.

Meet the phallic teacher: designing curriculum and identity in a neoliberal imaginary

This paper introduces the concept of the phallic teacher, a spectral figure negotiated in teachers’ everyday work and in school-based disciplinary communities of practice. Reporting the findings of a three year Australian doctoral study completed in 2014, the paper looks closely at how English teachers design both curriculum and identity in an environment where feminist and poststructuralist work of the late 20th century seems to have lost traction. These observations made here are based on empirical research in a Victorian school, combined with autoethnographic writing and other materials connecting teachers’ and researchers’ lives to the broader cultural postfeminist debate. The paper makes room for an absent subject, the teacher, marginalised in neoliberal discourses of curriculum and critiques the masculinist hegemony of outcomes and standards-based education. This provides us with new ways to challenge increasingly dominant current paradigms and to conceptualise a different future in which the standpoints of teachers are privileged in curriculum theory and curricular innovation.

Theorizing the imaginary character in David Holman's the small poppies

For this project, I focus on David Holman's The Small Poppies (1989) as a case study to highlight the significance of the imaginary character in a stand-out Australian theatre-in education (TIE) play. The main premise of the article is to extend the study of imaginary characters and its association with young children, using a reflective inquiry that is based on an artist-in-school practitioner's viewpoint. Holman's play negotiates the competing forces between a child's positive notions about the imaginary companion and society's varied comprehension of such imaginings, which at times is unflattering. The story of Clint and his imaginary dog, Digger, in The Small Poppies emerges as a micro-socio-psychological phenomenon in the form of: (1) an invisible, known identity; (2) an emotional stabilizer; and (3) shared imaginings. In this study, the analysis pivots solely on the imaginary character at particular performative "turning points" (Bullock and Ritter 2011) within the play. The theorization of the imaginary character in The Small Poppies offers a new perspective for young people's relationships with imaginary characters from the field of Australian TIE.

The transplant team's support of kidney transplant recipients to take their prescribed medications: a collective responsibility.

AIMS AND OBJECTIVES: To obtain an understanding of how health professionals support the kidney transplant patient to take their medications as prescribed long term. BACKGROUND: Kidney transplantation requires stringent adherence to complex medication regimens to prevent graft rejection and to maintain general well-being. Medication nonadherence is common in kidney transplantation, emerging in the first few months post-transplantation, leading to poor patient outcomes. DESIGN: Exploratory qualitative design. METHODS: Five focus groups were conducted with a total of seven renal nurse transplant coordinators, two renal transplant nurse unit managers, seven nephrologists, seven pharmacists, four social workers, and one consumer representative representing all five hospitals offering adult kidney transplantation in Victoria, Australia in 2014. The views of two general practitioners who were unable to attend the focus groups were incorporated into the data set. All data underwent thematic analysis. RESULTS: Analysis revealed that adherence was a collective responsibility involving the whole of the transplant team and the patient via education blitz in hospital, identifying and managing nonadherence, promotion of self-advocacy, and the partnership between the patient and health professional. Patients were directed how to take their complex medications to be self-empowered, yet the partnership between the patient and health professional limited the patient's voice. CONCLUSION: Although medication adherence was a collective responsibility, communication was often one-way chiefly as a result of staffing and time constraints, hindering effective partnerships necessary for medication adherence. Expert skills in communication and adherence counselling are necessary to identify barriers affecting medication adherence. Patients need to be systematically screened, prepared and supported long-term within an accommodating healthcare system for the reality of caring for their transplanted kidney. RELEVANCE TO CLINICAL PRACTICE: Kidney transplant recipients require systematic preparation and quality long-term follow-up to adhere to their prescribed medications.

Upholding whose right? Discretionary police powers to punish, collective 'pre-victimisation and the dilution of individual rights

This article uses the example of Victoria’s alcohol-related banning notice provisions to explore the changing conception of balance within criminal justice processes. Despite the formalisation of individual rights within measures such as Victoria’s Charter of Human Rights and Responsibilities Act 2006, the discretionary power of the police to issue on-the-spot punishments in response to actual or potential criminal behaviour has increased steadily. A key driver, evident across the parliamentary debates of the banning legislation, is a presumed need to protect the broader community of potential victims. As a result, the individual rights of those accused (but not necessarily convicted) of undesirable behaviours are increasingly subordinated to the pre-emptive protection of the law-abiding majority. This shift embodies a largely unsubstantiated notion of collective pre-victimisation. Significantly, despite the expectations of Victoria’s Charter, measures such as banning notices have been enacted with insufficient evidence of the underlying collective risk, of their likely effectiveness and without meaningful ongoing scrutiny. The motto of Victoria Police – Uphold the Right –appears to belie a growing uncertainty over whose rights should be upheld and how.

Enacting the violent imaginary : reflections on the dynamics of nonviolence and violence in Buddhism

In this paper, I explore the complex ethical dynamics of violence and nonviolence in Mahāyāna Buddhism by considering some of the historical precedents and scriptural prescriptions that inform modern and contemporary Buddhist acts of self-immolation. Through considering these scripturally sanctioned Mahāyāna ‘case studies,’ the paper traces the tension that exists in Buddhist thought between violence and nonviolence, outlines the interplay of key Mahāyāna ideas of transcendence and altruism, and comments on the mimetic status and influence of spiritually charged texts. It is the contention of this paper that violent scriptural metaphors can create paradigms of enactment that are paradoxically illustrative of the core ‘non-violent’ Mahāyāna virtues of compassion (karuṇā), giving (dāna), patience (kṣānti), and vigor (vīrya). The discussion will show that these virtues are underpinned by the Mahāyāna philosophical mainstays of non-duality (advayavāda), bodhisattvic transcendent altruism, skillful means (upāya), and dependent co-origination (pratītyasamutpāda).

Poetry and prose as pedagogical tools for addressing difficult knowledges: translocational positionality and issues of collective political agency

In this paper the focus is on the possibilities that poetry and prose offer as pedagogical tools that can both accommodate and address difficult and painful knowledges. The paper presents and analyses poems and prose written by students at a non-traditional secondary school for disadvantaged girls (many of whom identify as Indigenous Australian). Through stories of grief and pain, but also hope and possibility, the poetry/prose book signifies a sense of collective political agency against oppressive relations towards the girls creating new moulds of existence. Contra to dominant approaches to recognising and valuing Indigeneity in schools, these writings represent Indigenous culture as a complex, dynamic and contingent social practice. While it is contended that a valuing of marginalised cultures is an important aspect of cultural recognition, the paper argues that a broader and more critical focus is required in beginning to address Indigenous oppressions.