Vision and rationalisation : a study of the school psychology profession within the Victorian Government school system

Since its origins in the 19th century, modern schooling has been a continuously contested domain within nation states. Underlying this contestation dynamic lie competing value systems about the social purpose of education; competing values around which are generated different discourses, and which in turn generate inherently contradictory social and organisational structures. As reflected in other areas of society, the 20th century expansion of state-provided schooling has essentially developed around variations of a bureaucratic model Thus, organisational cultures based around bureaucratic values have come to permeate the enterprise of schooling on a world wide scale. Concomitantly, the value for education to be fundamentally associated with human emancipation from psychological, social, political, or economic states of being, persists as a recurring theme in modern schooling. Premised on these understandings, the thesis argues that the development of the practices of school psychology as a profession, like education in general, and special education in particular, has similarly been influenced by tensions between different and competing constellations of values. It is argued that throughout the 20th century, the pervasiveness of formal schooling systems suggest that schooling may be understood as a modernist cultural archetype. As a socially constructed reality, the phenomenon of schooling has become unproblematic the apparent cultural inevitability of formal schooling in the modern era can also be understood as a premise of a systemised way of looking at the world; that of bureaucratic consciousness. Dialectically, bureaucratic consciousness persists in influencing every manifestation of schooling; structurally through its organisational forms, and epistemologically through the institutionalization of teaching and learning. A particular illustration of the dialectical relationship between bureaucratic consciousness and the social forms and social practices of schooling is the school psychology profession which has developed as a part of school systems. The thesis argues that the epistemic archeology of psychology as a knowledge discipline can be traced through an earlier European intellectual and cultural tradition, but in the 20th century, has come to develop a symbiotic yet contradictory relationship with compulsory schooling in the modern nation state. The research study employs historical and fieldwork methods in a study of the development of the school psychology services within the Victorian Education Department, particularly between 1947 and 1987. The thesis also draws upon several usually distinct literatures; the philosophical and theoretical discourse of modernity and post modernity, the history and development of modern schooling, the ethnography of schooling, the international comparative literature on the school psychology profession, and the literature on action research in education practice and curriculum development, As a case study of Victorian school psychology, the research eschews a quantitative statistical approach in favour of qualitative investigatory genres, which have in turn been guided by the values of action research in education, as well as those of critical theory. The important focus of the thesis is its investigation of some aspects of the development and transformations within the Victorian state education bureaucracy, and the dialectical relationship that has persisted between the evolution of change processes and the shifting conceptions of school psychology practices in the 20th century. A history of the organisational development of school psychology services in Victoria constitutes an important part of the thesis. This is complemented by specific illustrations of how some school psychologists have been influenced by and have contributed towards paradigm shifts within the profession, shifts relating to how the changing nature of their work practices have come to be understood and valued by teachers and by school administrators. The work of J. R. MacLeod from the 1950s is noted in this regard. Particular attention is also drawn to the dialectical relationship between bureaucratic consciousness and school psychology's professional orientation in the 1980s. As a means of providing field data to explore this relationship, ethnographic case studies with two school communities are included as part of the fieldwork of the thesis, and are based upon the author's own work in the mid 1980s. These case studies provide a basis for conceptually refraining the school psychologist's professional experience within schooling systems, and an opportunity to examine how competing value systems impact upon the work of the school psychologist. The thesis concludes with some observations about bureaucratic transformations within educational organisations, and about the future relationship of the school psychology profession with schooling systems, as framed by the theoretical parameters of the modernist /post modernist debate. The issue of competing value systems within the administration of public education is re-examined as is the value of promoting human empowerment in the ongoing work of the school psychologist. Finally, some scenario building with reference to the future of school psychology in Victoria in is undertaken.

How do detectives make love? : themes of the survival of the child: corruption in relation to innocence

The major component of the thesis is a manuscript of poetry titled How do detectives make love? which includes forty poems written over a period of two years. Many of these; poems have been published in literary journals and magazines both in Australia and internationally as well as being performed at various performance poetry venues. How do detectives make love? was accepted for publication by Penguin Books, Australia in 1994. Also included is a 12,000 word exegesis in support of the manuscript titled How do detectives make love? Themes of the survival of the child: corruption in relation to innocence. The exegesis explores various themes and motifs occurring throughout the work, including the motif of birds and dogs, and the themes of love and the police, guns and weaponry, the outback and parklands, the parents, the change from childhood to adolescence and adolescence to adulthood, and the survival of the child. The current vital social relevance of these themes and motifs is explored in the poems. The literary use of the themes is explored comparatively with the work of other Australian poets including Gig Ryan, Kenneth Slessor and Les Murray. The purpose of the exegesis is to give the reader insights into the poet's intellectual processes and literary concerns throughout the work itself.

Critical intellectual resources for praxis in physical education teacher education : the limits to rationality

This study focuses on the way four student-teachers engage with critical social discourses in a year-long physical education unit. The student-teachers were encouraged to examine and (re)construct their pedagogy through their interactions with critical discourses. Drawing on their personal theories and actions, the study examines the extent to which critical intellectual resources can provide pedagogical frames of reference that are 'practical and non-ideal'. Using a critical ethnographic methodology the students' interactions with critical social discourses are diagnosed across three levels. The first level is the case study presentations of each student's engagement with the critical intellectual resources and the extent to which they were able to understand and implement them. The second level involves an interpretation of the individual cases that is informed by Brian Fay's (1987) metatheoretical reconstruction of the critical social sciences. In the third stage of diagnosis the study focuses on retheorising critical aspirations for praxis pedagogy in physical education. Critical scholars within the physical education arena argue that critical praxis represents a pedagogy based on a 'world view' of the potential for agents to engage in a rational reordering of their qualitative existence. The essence of their claim is that critical discourses have the potential to facilitate a mode of praxis through which physical education teachers might better recognise, understand, critique and transform their values and practices. However, there is broad recognition that the translation of social-critical discourses into a pedagogic context is highly problematic. Interpretation of the study is provided by Fay's (1987) 'limits to change' thesis which recognises that critical aspirations must ultimately be adopted and implemented by real people in real settings. As a diagnostic frame of reference, Fay insists that a 'complete' critical theory [of physical education] be simultaneously scientific, critical, practical and non-ideal. In seeking to temper the "e; over-rationalistic"e; tendency of the critical project he recognises the historical, embedded, embodied and traditional nature of human existence Criticisms of critical theories of education traverse a number of philosophic perspectives. Recent post-structural criticisms of truth regimes, knowledge-power differentials, rationality and agency have seriously destabilised modernist justifications of the critical agenda. Critical theories of physical education have not been absolved of such criticism. A prominent element of this study is its promotion of a dialectical relationship between agency and structure to extend critical conceptualisations of physical education pedagogy. Through the mediation of structural determinism and self-determination this research proffers a means of practically advancing a critical praxis in physical education. The conclusion of this thesis outlines some broad recommendations pertaining to the introduction of social critical discourses in physical education teacher education.

Within and against performativity : discursive engagement in adult literacy and basic education

The field of adult literacy and basic education (ALBE) has undergone dramatic changes in recent years with the advent of labour market programs, accreditation, competency-based assessment and competitive tendering for program funds. Teachers' working conditions have deteriorated and their professional autonomy has been eroded. ALBE has been increasingly instrumentalised to fulfil the requirements of a marketised economy and conform to its norms. The beliefs and value systems which traditionally underpinned the work of ALBE teachers have been reframed according to the principle of 'performativity' and the demands of the 'performative State' (Lyotard, 1984: 46, Yeatman 1994: 110). The destabilisation of teachers' working lives can be understood as a manifestation of the 'postmodern condition' (Lyotard 1984; Harvey 1989): the collapse of the certainties and purposes of the past; the proliferation of technologies; the impermanence and intensification of work; the commodification of knowledge and curricula; and the dissolving of boundaries between disciplines and fields of knowledge. The critiques of the modernist grand narratives which underpin progressivist and critical approaches to adult literacy pedagogy have further undermined the traditional points of reference of ALBE teachers. In this thesis I examine how teachers are teaching, surviving, resisting, and 'living the contradictions' (Seddon 1994) in the context of struggles to comply with and resist the requirements of performativity. Following Foucault and a number of feminist poststructuralist authors, I have applied the notions of 'discursive engagement' and 'the politics of discourse' (Yeatman 1990a) as a way of theorising the interplay between imposed change and teachers' practice. I explore the discursive practices which take place at the interface between the 'new' policy discourses and older, naturalised discourses; how teachers are engaged by and are engaging with discourses of performativity; how teachers are discursively constructing adult literacy pedagogy; what new, hybrid discourses of 'good practice' are emerging; and the micropractices of resistance which teachers are enacting in their speech and in their practice. My purpose was to develop knowledge which would support the reflexivity of teachers; to enrich the theoretical languages that teachers could draw upon in trying to make sense of their situation; and to use those languages in speaking about the dilemmas of practice. I used participatory action research as a means of producing knowledge about teachers' practices, structured around their agency, and reflecting their standpoint (Harding 1993). I describe two separate action research projects in which teachers of ALBE participated. I reflect on both projects in the light of poststructuralist theory and consider them as instances of what Lather calls 'within/against research' (Lather 1989: 27). I analyse written and spoken texts produced in both projects which reflect teachers' responses to competency-based assessment and other features of the changing context. I use a method of discourse mapping to describe the discursive field and the teachers' discursive practices. Three main configurations of discourse are delineated: 'progressivism', 'professional teacher' and 'performativity'. The teachers mainly position themselves within a hybridising 'progressivist /professional teacher' discourse, as a discourse of resistance to 'performative' discourse. In adapting their pedagogies, the teachers are in some degree taking the language and world view of performativity into their own vocabularies and practices. The discursive picture I have mapped is complex and contradictory. On one hand, the 'progressivist /professional teacher' discourse appears to endure and to take strength from the articulation into it of elements of performative discourse, creating new possibilities for discursive transformation. On the other hand, there are signs that performative discourse is colonising and subsuming progressivist /professional teacher discourse. At times, both of these tendencies are apparent in the one text. Six micropractices of resistance are identified within the texts: 'rational critique', 'objectification', 'subversion', 'refusal', 'humour' and 'the affirmation of desire'. These reflect the teachers' agency in making discursive choices on the micro level of their every day practices. Through those micropractices, the teachers are engaging with and resisting the micropractices and meanings of performativity. I apply the same multi-layered method of analysis to an examination of discursive engagement in pedagogy by analysing a transcript of the teachers' discussion of critical incidents in their classrooms. Their classroom pedagogies are revealed as complex, situated and eclectic. They are combining and integrating their 'embodied' and their 'institutional' powers, both 'seducing' (McWilliam 1995) and 'regulating' (Gore 1993) as they teach. A strong ethical project is apparent in the teachers' sense of social responsibility, in their determination to adhere to valued traditions of previous times, and in their critical self-awareness of the ways in which they use their institutional and embodied powers in the classroom. Finally, l look back on the findings, and reflect on the possibilities of discursive engagement and the politics of discourse as a framework for more strategic practice in the current context. This research provides grounds for hope that, by becoming more self-conscious about how we engage discursively, we might become more strategic in our everyday professional practice. Not withstanding the constraints (evident in this study) which limit the strategic potential of the politics of discourse, there is space for teachers to become more reflexive in their professional, pedagogical and political praxis. Development of more deliberate, self-reflexive praxis might lead to a 'postmodern democratic polities' (Yeatman 1994: 112) which would challenge the performative state and the system of globalised capital which it serves. Short abstract Adult literacy and basic education (ALBE) teachers have experienced a period of dramatic policy change in recent years; in particular, the introduction of competency-based assessment and competitive tendering for program funds. 'Discourse politics' provides a way of theorising the interplay between policy-mediated institutional change and teachers' practice. The focus of this study is 'discursive engagement'; how teachers are engaged by and are engaging with discourses of performativity. Through two action research projects, texts were generated of teachers talking and writing about how they were responding to the challenges, and developing their pedagogies in the new policy environment. These texts have been analysed and several patterns of discursive engagement delineated, named and illustrated. The strategic potential of 'discourse polities' is explored in the light of the findings.

Encounters with 'strangers' : towards dialogical ethics in English language education

This article takes the inquiry into 'nativeness' and 'non-nativeness' to the level of developing an ethical framework for professional practice in English language education. In so doing, our aim is firstly to use the 'sociology of the stranger' as a framework to problematize discourses on the Other and Othering. We shall argue that these discourses are sedimented in the modernist project of perpetual purification in which "order making ... becomes indistinguishable from announcing ever new abnormalities, drawing ever new dividing lines, identifying and setting apart ever new strangers" (Bauman, 1997, p. 11). Our next step is to open up the possibility of transcending these discourses in education through a dialogical ethics of respecting the otherness in the Other. Pedagogy based on the ethics of dialogical recognition emphasizes the value of difference in learning through the 'surplus of vision' that the Other provides for constructing new meanings and new ways to mean (Bakhtin, 1981; Levinas, 1969). The recognition of 'the foreigner in the self' has significant pedagogical implications for language educators and marks the movement from ethics to politics.

Who stole the cheese? or : How postmodernism can grow your business

In this paper, I examine some of the key management literature of the neoliberal 1990s to make a series of wider observations about contemporary ideology. Post-structuralist or post-modernist theory is often presented as the arch-enemy of neoliberal capitalism, as the orthodoxy of late capitalism. However, adding to work by Frederic Jameson, Thomas Frank and others, this paper examines uncanny proximity between neoliberal ideas about disaggregating, outsourcing, networking, etc. and the learning motifs of postmodernist theory. Its guiding hypothesis is that postmodernism in the academy, despite its own self-misrecognition as "racial", is a further ideological expression of the samr neoliberal drive to overcome "Fordist", "authoritarian" ways of organising producation and social regulation.

Gilles Deleuze : the problem of aesthetic constructions with case studies on the architectural projects of Louis Kahn

Analyses the late aesthetic writings of philosopher Gilles Deleuze, arguing that : Deleuze continuously refers to modern art and architecture as models of modernist thinking; his method can serve in the analysis and creation of architecture; this can be demonstrated through analysis of the work of architect Louis Kahn.

Lithium-doped plastic crystal electrolytes exhibiting fast ion conduction for secondary batteries

Rechargeable lithium batteries have long been considered an attractive alternative power source for a wide variety of applications. Safety and stability1 concerns associated with solvent-based electrolytes has necessitated the use of lithium intercalation materials (rather than lithium metal) as anodes, which decreases the energy storage capacity per unit mass. The use of solid lithium ion conductors - based on glasses, ceramics or polymers - as the electrolyte would potentially improve the stability of a lithium metal anode while alleviating the safety concerns. Glasses and ceramics conduct via a fast ion mechanism, in which the lithium ions move within an essentially static framework. In contrast, the motion of ions in polymer systems is similar to that in solvent-based electrolytes - motion is mediated by the dynamics of the host polymer, thereby restricting the conductivity to relatively low values. Moreover, in the polymer systems, the motion of the lithium ions provides only a small fraction of the overall conductivity2, which results in severe concentration gradients during cell operation, causing premature failure3. Here we describe a class of materials, prepared by doping lithium ions into a plastic crystalline matrix, that exhibit fast lithium ion motion due to rotational disorder and the existence of vacancies in the lattice. The combination of possible structural variations of the plastic crystal matrix and conductivities as high as 2 3 1024 S cm21 at 60 8C make these materials very attractive for secondary battery applications.

Influence of Gertrude Jekyll in the Adelaide Hills : the landscape of 'Broadlees'

‘Broadlees’ exists as an Adelaide Hills hill-station retreat in Australia, established in the 1920s as a permanent residence for the Waite sisters.1 Typically most large hill-station residences and their accompanying private ‘botanic gardens’ were developed as summer residences from the summer onslaught of the Adelaide Plains, but the Waite sisters saw ‘Broadlees’ as their permanent residence. Further, although the design of the residence was not important in the eyes of Misses Eva and Lily Waite, it was the gardens of the property that were their real passion. This article reviews the history and development of the ‘Broadlees’ property and in particular the role played by the writings and gardens of Gertrude Jekyll (1843–1932)2 in its design, form and plantings, which remain the most intact and mature Jekyll-inspired landscape in South Australia today. It is a significant, extant Jekyll-influenced garden developed in the 1920s and 1930s in the Adelaide Hills3 that has been little featured in the coffee-table garden profile literature in Australia, and no article has previously been written about the property. It has been profiled in the Australian Home Beautiful and the South Australian Homes & Gardens magazines in 1932 and 1936 respectively, and also has been subject to a recent comparative assessment as to the role and influence of prominent Adelaide garden designer ElsieMarion Cornish (1870–1946).4 Perhaps because of the wishes of the owners who personally developed and sought to maintain the privacy of the gardens and house, subsequent owners have sought to respect this philosophy in their curatorship of the property.5

Seeing as believing – or is it?

This article explores aspects of the life and art of the Australian artist Arnold Shore, the subject of my recently published book Arnold Shore – Pioneer Modernist, Macmillan Art Publishing, 2009. The pantheon of Australian art history celebrates particular artists and their visual output. These designated artists become the celebrated and orthodox names, who are seen as defining specific cultural and historical moments. Arnold Shore is cursorily acknowledged in many Australian art history accounts, most often for his teaching at the modernist school he co-founded in 1932, The Bell – Shore School. Much about his art and life remains hidden with the National Gallery of Victoria owning thirteen of his works, none of which are on display. Whilst suggesting there are specific reasons for Shore`s place in art history not being fully acknowledged, the article further investigates why some artists are consigned to a peripheral role, only for their significance and importance to be re-discovered at a later date after historical revisionism. Why is this so? Who are the tastemakers and gatekeepers that actively suppress artists stories and their contributions from receiving wider currency? What factors potentially conspire to obscure or push aside one group to the detriment of others? These questions are increasingly prescient in the twenty-first century as globalisation and spectacle capitalism, compete with representative historical perspectives; issues raised in the latter part of the article.

From site to text : Australian Aborigines and the origin of the family

Missions were not simply sites of modernity, they were also the source of key data for the modernist theories of human progress. The idea that so called “primitive peoples” provided a window to the origins of human institutions seemed axiomatic to nineteenth-century theorists of human society who sought evidence for these ideas from settlers, administrators and particularly missionaries. The 1870s and 1880s were the high point of missionary engagement with study-bound anthropologists, as questionnaires and letters were sent from the centres to the edges of empires. Missionary responses, augmented with settler and explorer observations, became the footnotes in early anthropological texts on “primitive” societies. These analyses were then mined for the foundation texts of the other social sciences in the late nineteenth century. Along with many other scholars, Karl Marx and Friedrich Engels read the anthropology of the period and slotted the findings into their analyses of human society.

E-book devices and m-commerce : what might be the impact on organizational learning?

E-book devices are changing current organizational practices by providing a source of e-learning, in which organizations and their employees can more easily access information about current business developments that impact on their existing practices. E-book devices (also referred to as e-book readers or e-readers) use electronic ink technology to display written words from books, newspapers, magazines and other documentation. They are portable devices that are the size of a paperback book and are a new technology that has only been mass-marketed to the general population in the past year. Most importantly for an organization is that e-books could transform and will certainly influence their current technology practices and how people communicate and perform their job tasks.

Gyration

European Renaissance and Romantic landscape appeared in vistas. The conditions of the industrial revolution and, according to Patrick Maynard and Jonathon Crary, the film camera especially, led to a Modernist re-vision vividly recorded in Xavier Herbert’s contrary Modernist vision, prompted by seeing the Australian bush, its ‘... stunted trees, the mulga and the wilga and the gimlet gum, doing a kind of dance, spinning past, seeming to swing away from the train to the horizon and race ahead, to come back...the same set of trees in endless gyration’.

Schooling and the production of social inequalities : what can and should we be doing?

To speak of an ideal is to lay claim to what ought or should be and to explain 'reality' as deviation. That is, ideals serve to provide direction towards some desired goal as well as judgment about how well a perceived reality approximates that desire. In more recent times, the postmodernist critique has provided its own 'reality check' on modernist ideals, challenging the notion that there is one best way to reach Utopian ends. The emergence of postmodern theories has signalled a general shift in 'the structure of feeling'1 from acquiescence to censure of the universal. But it is not as if there are no postmodern ideals. In these accounts, utopianism is more cogently understood as 'heterotopianisms'. While we are convinced by such critique, that there are diverse goals of value and pathways to reach them, we admit to some uneasiness about a 'postmodern pluralism' in which ideals have die potential to wash away into relativism, where one ideal is as good as the next and ways of achieving them are also equally regarded.