Why should I present my thesis on computer assisted ndjébbana on dvd?

This paper justifies the presentation of a Phd thesis about Computer Assisted NdjTbbana on a Digital Video Disc (DVD). NdjTbbana is a language spoken by 200 Kunibfdji who are the traditional indigenous Australian landowners of Maningrida in Arnhem Land, Australia. The tools of this study are simple digital talking books that were created in NdjTbbana and then presented on touch screens computers. The data was the interaction around the touch screens that was recorded on digital video. Using DVD technology, the NdjTbbana talking books and the digital video can be integrated into a scholarly text for academics and NdjTbbana narrated report for the Kunibfdji, which can be combined to present a thesis. From a theoretical perspective, a thesis on a DVD can be located in the centre of critical literacy, a critical theory of technology and critical research methodologies. There are also logistical, semiotic and ideological reasons for presenting a thesis on about computer assisted NdjTbbana on DVD. Presenting Computer Assisted NdjTbbana on DVD will link the tools and data of the research with academic discourse to enhance the examination process and will also support the empowerment of the Kunibfdji as they are more informed about the research process.

Teach for Australia (TFA) : can it overcome educational disadvantage?

This paper considers an alternative teacher certification pathway known as Teach for Australia (TFA) that is currently operating in the Australian state of Victoria. A discursive approach informed by critical theory is used in the paper to critically examine the specific case of TFA as an alternative teacher certification pathway charged with improving student learning outcomes and reducing educational disadvantage. The problematization of educational programmes such as TFA, including specific terms and statements found in TFA documentation, features prominently in the paper alongside the political and economic policy context of public education. The argument and central contention of the paper is that TFA will not overcome educational disadvantage; nor will it over time improve student learning outcomes.

Are policy makers,researchers and educators 'addicted' to the equity failure cycle?’

Introduction : In this paper,  I suggest part of the key to equity progress is to remove our gaze from the equity defined ‘others’ to focus on recognising and transforming the ‘privilege- benefit loop’ (author’s term) that underpins the creation and maintenance of hegemonic Western educational institutions. As a modest contribution to the efforts to address the ‘equity failure cycle’ (author’s term, later expanded on), I suggest three combined approaches (drawing from critical theory and critical pedagogy ) that incorporate and illustrate the interconnected, usually concurrent and complementary political, cultural/institutional and personal levels of understanding, experience and action that I think are necessary ingredients for change. Each of the three levels or domains are inter-related and ‘co-constructive’ and therefore, potentially ‘de-constructive’ .

Global positioning systems : altered representations of place

Global Positioning Systems: altered representations of place, presents an exegesis from the practice led research submitted for the degree of Master of Fine Art at the Victorian College of the Arts. The thesis proposes a particular understanding of altered states of consciousness that is relevant to my practice.  This is outlined by Charles Tart and supported by the Altered States of Consciousness Consortium and explores a psycho-aesthetic experiences and does not involved transcendental states or spiritual associations. These experiences are transformed by an exhaustive application of digital technologies, where mosaic-like complexity emerges that induces sustained disorientation and surrounds a viewer in an immersive space.

Educational administration and the management of knowledge: 1980 revisited

This paper revisits the thesis of a 1980 paper that suggested a new approach to educational administration based upon the New Sociology of Education. In particular it updates answers to the six key questions asked by that paper: what counts as knowledge; how is what counts as knowledge organised; how is what counts as knowledge transmitted; how is access to what counts as knowledge determined; what are the processes of control; what ideological appeals justify the system. These questions were foundational in the development of a socially critical perspective and a cultural approach to educational leadership and administration.

Recognition, resistance and reconstruction : an introduction to subjectivities and social justice

The aim of this book is to examine new forms of resistance to social injustices in contemporary Western societies. Resistance requires agency, and agency is grounded in notions of the subject and subjectivity. It is a premise of this book that new and/or reconstructed forms of subjectivity are required to challenge social relations of subordination and domination.
Subjectivity is primarily based on lived experience. While subjectivity is sometimes used to explore individualistic strategies for personal meaning, we argue that subjectivity is central to political struggles against regimes of power. Thus, understanding how subjects are constituted is important in fostering the capacity of critical reflection and social transformation.
Our aim  is to understand the relationship between subjectivity and the wider social order. The relationship between the psyche and society is one of the most challenging issues facing social theory. While there is a variety of theoretical approaches to subjectivity, those that explore the links between the subject and society are the most promising in developing strategies for resistance. In this introductory chapter, we review and interrogate what we believe are the most important theoretical approaches to subjectivity, drawing upon Marxism, critical theory, feminism, postcolonialism and post-structuralism. Our aim in this book is not to develop a new theory of subjectivities. Rather, we are more concerned with investigating how diverse subjectivities are constructed and reconstructed.

International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices

 Abstract:The disproportionate focus on classroom teachers and their instruction—teacher effectiveness—in order to confront and address under-achievement and disadvantage appears as a contemporary education policy theme in Australia. Phrases such as ‘high performing schooling systems’, ‘the best teachers’, ‘high performing countries’, ‘quality teaching’, ‘under-performing schools’, ‘the right change’, ‘operationally feasible’, ‘targeting of reforms’, ‘degrees of under-performance’, ‘educational drivers’, ‘teacher quality and improved teaching’ and ‘external standards and governance’ are constantly mentioned and given continual attention and prominence by policy-makers. The paper questions and critiques a policy-making direction that uses teacher effectiveness research to force and steer reform in education. The distinctive and narrow concern with teacher effectiveness works to the specific exclusion of breadth and scope concerning debate about broader education related issues and questions, for example, matters of student achievement, exclusion and disadvantage. This article uses a qualitative research approach informed by critical theory to examine three influential private sector reports on education and schooling: The McKinsey Report ( 2007 )—How the world’s best-performing school systems come out on top, The Nous Group ( 2011 )—Schooling Challenges and Opportunities and The Grattan Institute ( 2012 )—Catching up: Learning from the best school systems in East Asia. The article subjects the reports to close critical scrutiny and examination and finds that classroom teachers are positioned so that their specific and explicit instruction becomes the differentiating ‘variable’ in matters of student achievement and success.

Performative accountability and early childhood teaching

This paper reports on the findings from a PhD study that investigated influences affecting early childhood teacher decision making at the preschool level in Victoria, Australia. A critical discourse analysis of preschool teacher interviews and curricula related policies found that developmentally appropriate practice was a dominant discourse influencing teacher decision making and, despite no government-mandated curricula framework at the time, teachers were held accountable for their curricula practice. Critical theory was the underpinning framework used for the study and it enabled taken-for-granted understandings to be uncovered within early childhood policies and teacher interviews. The concepts of power, authority, and accountability were examined in policy and in interview transcripts, and subsequently, various forms of control and obligation were brought to the forefront.

New directions in education? A critique of contemporary policy reforms

This paper draws on facets of Foucault's theoretical resources to critique current education policy reform from within the Australian State of Victoria, namely the Department of Education and Early Childhood Development's (DEECD) discussion paper New directions for school leadership and the teaching profession. Implicit in the reform effort is decentralization, including penalties for “underperforming” classroom teachers and “ineffective” teacher education courses. Principals will hold a pre-eminent rank in the reforms proposed as they are charged with their oversight and implementation, including intervening in the education and preparation of pre-service teachers.

Spatial design 3.0

Spatial Design 3.0 forms a new dialogue between the artist and design artefacts, lens-based practice and the entanglements of contemporary critical theory. The artist was invited to exhibit at the Peninsula Art Gallery in Plymouth, UK at the Envelop Exhibition as part of the UK Festival of Design 2015. The artwork involves wire, photography, printing, mark making, typography and patterns negotiated and frozen within spatial arrangements. These elements are manipulated as a means to engage the traditional tools and instruments of art and design methodology in contemporary practice. The work was published and internationally distributed in the accompanying catalogue.

‘A cataclysm of truth from the crisis of falsehood’: reading Habermas on Calvino

Interest in the possibility of a Habermasian approach to literary criticism has recently been sparked by several book-length contributions from scholars working in the field of Frankfurt School Critical Theory. This article seeks to clarify the conceptual stakes in the current debate, which concern whether literature makes truth claims or merely imaginatively discloses new perceptions with a truth potential, by returning to Habermas’s most extended encounter with a literary work since the 1970s. Against the background of the philosophical issues, I re-read to Calvino’s highly self-reflexive If on a Winter’s Night a Traveller to show that in The Philosophical Discourse of Modernity, Habermas has managed to get everything backwards. Literature here reads philosophy alright, but not in the sense of the ludic deconstruction of rational argumentation into rhetorical play that Habermas supposes. Using the notion of an ontological poetics of self-reflexive literature, and with some help from Lacanian psychoanalysis, I interpret Calvino’s novel as a sustained meditation on the connection between authentic literature and the desire to read. In this light, it not only looks like Habermas has missed his polemical target, but, also, and more significantly, it becomes clear that abandonment of the link between literature and truth is misguided.

Introduction to the special issue on science fiction

This introduction to a special issue of Thesis Eleven devoted to science fiction begins by exploring the way the genre has been handled by German and French critical theory and their Anglophone equivalents. It proceeds to a discussion of the historical sociology of the genre and, thence, to an account of what it terms the dialectic of science fiction endangerment. Finally, it concludes with a brief overview of the various contributions to the issue.

Nationalism and ideology in an anticonsumption movement

In this research we examine the role of the nationalist ideology of swadeshi in a contemporary anticonsumption movement and show that its deployment is linked to the experiences of colonialism, modernity, and globalization in India. Specifically, we offer a postcolonial understanding of reflexivity and nationalism in an anticonsumption movement opposing Coca-Cola in India. This helps us offer an interpretation of this consumer movement involving spatial politics, temporal heterogeneity, appropriation of existing ideology, the use of consumption in ideology, and attempts to bring together a disparate set of actors in the movement.