'Research as dialogue' and cross cultural consultations : confronting relations of power

The 'rescuing' of Indigenous children (from their communities) through education, and the notions of assimilation associated with that, is an aspect of colonialism that has persisted into the so-called 'post-colonial' era. Recent national policy statements (eg. MCEETYA, 2000; NBEET, 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self determination and improve educational outcomes. In this paper, we report on the initial stage of a small empirical research project, Engaging Aboriginal Students In Education Through Community Empowerment.

'Research as dialogue' was a guiding principal and a primary aim was to listen actively to all key stake holders in the remote community setting, particularly to Indigenous parents, teachers and service providers, in order to identify current

strengths and concerns regarding the provision of culturally inclusive schooling; and then, to develop, on the basis of these consultations and in collaboration, community-based education projects that engage non-attending Aboriginal students.

In this paper, we critically analyse the difficulties as well as potential strengths of trying to form collaborative partnerships as researchers, across cultural differences and with diverse community groups. For example, what does 'acknowledging' very different cultural perspectives actually mean to/in this kind of research process? The ways in which relations of power amongst all parties are played out in/through such an approach is also opened up for scrutiny and further discussion.

Whose homework? researching parental labour in socio-economically diverse communities

Recent government education policies in Britain, USA and Australia advocate increased parental involvement in schooling. In the context of inadequate resourcing of public schools, increasingly parents assume significant responsibility for their children's education through active involvement in schools and at home. However, numerous studies have identified barriers to inclusion in the life of schools faced by families living in poverty, by families whose first language is not English, by Indigenous families. Class linked analyses of homework suggest that homework can be a source of stress in many families which serves to reinforce educational and social inequalities and underline cultural differences.


This paper reports on a feminist ethnographic study of homework which examines the nature and underlying purposes of tasks children bring from school for completion at home, the impact of homework on families, and the kinds of parental labour performed in homes where homework is completed. It reconceptualises homework as a 'field of practice' and develops a Bourdiueian analysis of parental management of homework across 2 socio-economically diverse communities. The paper argues that the pedagogical work in the home is increasingly complex and that the labour performed by parents is misunderstood and devalued in policies which shape homework.

Urban growth centres on the periphery : ad hoc policy vision and research neglect

The focus of this paper is peripheral urban growth centres on the edges of capital cities in Australia and the challenges they face as dormitory suburbs attempting to establish their own local business development. These challenges create dilemmas as infrastructure and climate change place pressure on long commuting times, while developing strong locally based communities is limited by many resource and demand constraints. The main research question is to examine how these challenges are being addressed in both public policy and academic research. Two propositions emerge from this analysis. The first is that, despite clear recognition of these challenges by public policy makers, there is a lack of coherent policy vision in addressing the dilemmas that are facing these urban growth centres. The second is that, despite all the concerns and lack of policy vision, there is a dearth of useful academic research in Australia to understand the dilemmas and provide guidance for appropriate policy options. In the context of ad hoc policy and academic neglect; Casey, Melton and Wyndham are the three major urban peripheral local government areas in Victoria that are profiled in this paper. They serve as examples in examining incoherence of policy and then analysing the elements that are needed for effective and strong peripheral growth centres that could propel these centres towards efficient and equitable liveable communities. A broad composite model of regional economic development is used to examine the attendant problems in these urban centres and the various viable policy options for addressing these problems. In the process, this paper aims to provide a basis for further rigorous academic investigation of peripheral urban growth centres in Australia and, arising from this, more coherent policies for the economic development of such centres.

Ethics guidelines for international multi-centre research involving people with intellectual disabilities

This position statement endorsed by the International Association for the Scientific Study of Intellectual Disabilities is designed to promote and facilitate research projects affecting and involving people with intellectual disabilities. The paucity of dedicated research infrastructure and expert ethical review processes to oversee research in this field, especially in developing countries, is asserted as a major issue to be addressed by both the scientific community and governments. International multicenter collaboration has been proposed as a means of addressing these problems. The statement draws on internationally recognized documents outlining the ethical considerations involved in human research activities. It interprets these documents in light of the particular needs and interests of people with intellectual disabilities and incorporates international consultation involving researchers from a variety of disciplines. It affirms the importance of ethical decision making in local communities. Specific recommendations are made concerning ethical review processes, research design considerations, consent processes and the conduct of research involving and affecting people with intellectual disabilities, their families and communities. Research proposals, especially those for international, multicenter projects, need to take into account cultural diversity among participants and differing legal requirements across jurisdictions, while at the same time maintaining the scientific rigor of the research protocol. Promoting partnerships between researchers and people with intellectual disability, together with their families, advocates and local communities are important considerations when developing research projects. Similarly, the development of strategies to both communicate findings to participants and their communities, and to promote their community's access to the benefits of these findings are all important ethical considerations.

Discovering Web Page Communities

The rapid development of Web technologies has made the World Wide Web a huge information source. However, due to the lack of a well-defined underlying data model for Web documents, effectively and efficiently finding required information and managing Web data are usually tedious and difficult tasks when using conventional information retrieval and data management techniques. The Web page community, defined as a set of Web-based documents with its own logical and/or semantic structures, provides a flexible and effective approach to support Wed data management, information retrieval and applications. This book addresses using hyperlink information to discover Web page communities. The work establishes a uniform framework for hyperlink analysis and community construction. Algorithms, supporting mechanisms and data models are proposed in the book. This book should help shed some light on this new and exciting research and application area. It is useful to researchers and students in Web mining, Web data management and information retrieval, as well as to professionals who may be considering utilizing Web communities to improve their applications.

Are the potential benefits of a community-based participatory approach to public health research worth the potential cost?

Much of public health research is conducted in a community setting or is designed to target particular population groups. Community-based participatory research (CBPR) is gaining recognition as good practice in studies of this type(Flicker et al 2007). Its merit is based on the inclusion of the community as active participants at all stages of the research process (Goodman 2006). The focus on justice and equity in this approach is seen to contribute to a range of additional potential research benefits including increased relevance and sustainability of interventions arising from the research ( Blumenthal 2004; Wallestein 2006) However, it is widely acknowledged that adoption of a consciously CBPR approach requires additional expertise. time and resources from researchers and from communities (Tanjasiri et al 2002; Massaro & Claiborne 2001; Israel et al 1998). Adoption of CBPR is also limited by existing infrastructures which are supportive of more· traditional models of research. Changes to professional development programs, funding guidelines and criteria. grant review processes and ethics requirements are needed to support increased application of this approach (Israel et al 2001). As all research resources are limited, the potential additional benefits offered by CBPR over and above a more traditional research approach need to be weighed against the potential additional costs involved. Changes to research infrastructure are unlikely to occur until the costs and
benefits of a consciously CBPR approach as compared to a more traditional research approach can be demonstrated.

This is an exploratory paper that summarises the arguments put forward to date in relation to CBPR. A research case study and an evaluation framework are then used for a conceptual analysis of differences in the potential costs and benefits of the two approaches. Firstly, the paper describes the differences between traditional and consciously CBPR approaches. The reported benefits of CBPR are then outlined, followed by a discussion of the potential costs. Finally, the potential costs are compared to the potential benefits of using a CBPR approach, using a case study of existing research.

Communities of enterprise : developing regional SMEs in the knowledge economy

Purpose – This paper proposes the concepts of Communities of Enterprise (CoEs) and Virtual Communities of Enterprise (VCoEs) to describe business networking patterns in regional areas where there is no central organisational or industry focus and small and medium enterprises dominate the economy. Design/methodology/approach – Based on analysis of the literature this paper builds on theoretical understandings of knowledge management, clustering and regional development.
Findings – The concept of CoEs is most appropriate for regional areas characterised by many small enterprises in diverse industries. CoEs enhance development of regional clusters by contributing to their intellectual capital, innovation culture, value networks and social capital. The incorporation of ICT creates VCoEs which provide added potential by enabling regions to expand their learning potential through innovation.
Research limitations/implications – This paper provides a conceptual foundation for empirical research into regional network or cluster development using ICT.
Practical implications – Virtual Communities of Enterprise value creation potential is substantial but only when the socioeconomic elements of regional clusters are understood. The VCoE approach addresses the fact that without an industry focus it can be difficult to engage and link SMEs from different industries, although this is where the greatest potential
for value creation in regional clusters is to be found.
Originality/value – The Virtual Communities of Enterprise (VCoEs) concept specifically addresses the unique requirements of SMEs in regions. It has the potential to provide value for regions in a way few ICT based regional development initiatives have been able to achieve.

Western Australia intercultural arts research project : an investigation into culturally and linguistically diverse art and artists in Western Australia

Background: The introduction of the Australia Council's 'Arts in a Multicultural Australia Policy' (AIMAP) (2000) represented a shift in how the arts in multicultural communities were viewed. It has long been recognised that the arts play a significant role in promoting social cohesion, social policy goals, economic growth, and shaping a nation’s sense of identity. However, prior to the introduction of this policy, multicultural arts was typically seen as involving cultural retentive activities which had their roots in expressions of migrant cultural traditions. The introduction of the policy heralded the beginning of an era in which culturally and linguistically diverse (CaLD) Australians were seen as integral to the fabric of the Australian arts sector. Evaluation of the policy in 2005 however, revealed that culturally and linguistically diverse Australians were under-represented in most artistic categories. Western Australia is the most culturally diverse state in Australia. It is therefore of great interest to the State Government to have a comprehensive picture of the situation in that state. Hence, the Office of Multicultural Interests (OMI) commissioned Deakin University to undertake an investigation into the participation rates of CaLD artists in the arts sector in Western Australia.

Scope: The project examined the participation in the arts of CaLD artists in Western Australia. The arts sector comprises many more individuals and organisations than artists. For example, there are arts agency administrators, venue operators, policy officers, curators, and countless others who work together to make up the arts sector. This project focused on the artists, the individuals such as those who make music, visual art, dance and theatre performances. In the past it has been shown that CaLD populations are not well represented in the broader arts sector. This research aimed to discover the current position for CaLD artists in terms of participation in the broader arts sector and what factors influence their situation.

Research ethics, reconciliation, and strengthening the research relationship in Indigenous health domains : an Australian perspective

Australia has one of the best health care systems in the world. Despite this, the health of Indigenous Australians remains poor in comparison to non-Indigenous Australians and in comparison to other Indigenous peoples in other developed countries, such as Canada, the USA and New Zealand. Although the disparities in Indigenous health are the result of a complex array of interacting social and political processes, the historical failings of the nation's research endeavours to directly benefit the health status of Indigenous peoples are bring increasingly implicated in the status quo. Because of their shared memories of past bad experiences, Indigenous communities are profoundly distrustful of non-Indigenous health researchers. As a result of this distrust, opportunities to improve the performance, accountability and benefits of health research in Indigenous health domains are being lost—to the further detriment of the health of Indigenous peoples. In an attempt to redress this distrust and strengthen the research relationship in Indigenous health domains, various national research ethics guidelines and frameworks have been developed. It is evident, however, that if the research relationship in Indigenous health domains is to be improved, researchers need to do much more than merely uphold prescribed rules and guidelines. This article contends that if the research relationship in Indigenous health is to be strengthened, health researchers must also engage in the distinctive political processes of ‘recognition’ and ‘reconciliation’. In support of this contention, the processes of recognition and reconciliation are described, and their importance to improving the overall performance, accountability and benefits of Indigenous health research explained.

Preparing leaders to work with emotions in culturally diverse educational communities

Purpose – This paper argues that because leadership is a relational practice and leaders are gendered and racialised, in socially diverse schools and societies, leader preparation around difference is potentially emotionally confronting to leaders' professional and personal identities.

Design/methodology/approach – The paper draws on critical race and feminist theoretical perspectives to undertake a review and analysis of current approaches to professional development.

Findings – The paper concludes that because there is significant agreement now that leadership is considered to be emotional management work, then leadership learning, if it seeks to change practice, is also emotionally laden. The paper concludes that to develop more reflexive leaders, professional learning should begin with scrutiny of the self as gendered and racialised to consider what that means for “the Other” in terms of leadership in culturally diverse communities and schools.

Research limitations/implications – The paper is context specific, largely drawing on Australian data with reference to indigeneity. This is consistent with its theoretical position that leadership is relational and situated.

Practical implications – The paper identifies possible strategies that could be undertaken in professional learning forums that address issues of difference.

Originality/value – While there are significant issues around professional learning to develop pedagogical practices that address student diversity, there is less theorising around leadership diversity and what that might mean in terms of professional development of leaders.

Defining learning communities

The beginning of the twenty-first century heralds a shift in emphasis from learning with the focus on the individual to learning as part of a community. The concept of “learning communities” is currently one that is to the fore of much educational and organisational literature and discussion. In the literature, however, the term “learning communities” is being defined and used in diverse and flexible ways. As well as learning communities that are geographically defined, there has been growth in accessing learning through participation in “communities of common purpose”. Information and communication technologies have facilitated the emergence and rapid growth of learning communities whose members interact from remote corners of the globe to form online learning communities.

This paper explores the ways in which learning communities are defined, and the commonalities, blurred boundaries and close associations that are apparent between learning communities and other contemporary areas of interest, such as lifelong learning, social capital, communities of practice and distributed cognition. The Faculty of Education at the University of Tasmania has acknowledged the potential that learning communities offer for the new century, and the benefits that can flow from an improved understanding of the concept, by adopting learning communities as the key metaphor of its research. It is apparent that learning communities can be a powerful means of creating and sharing new knowledge.

Developing effective learning programs : what extension can learn from the fields of adult education and learning communities

Learning is an investment in capacity building that has and will continue to reap rewards for primary producers and government in terms of increased sustainable production, profitability, exports, jobs and sustainable rural communities. Primary production operates in a context of continual change and requires up to date, complex and varied skills of primary producers and land managers.

A recent national research project funded by the Department of Agriculture, Forestry and Fisheries Australia confirmed that application of best practice from the theory of adult education in designing and developing learning programs in primary industry results in learning activities that provide information that is relevant to farmers’ needs, delivered in an entertaining way, and that draws on examples directly relevant to the participants. As a result, the training often exceeds the expectations of the participants.

The project produced a self-assessment checklist to identify ways of improving the development and delivery of training for extension practitioners and training providers. The key issues include continuous monitoring of client’s needs, and actively seeking opportunities to meet and work with industry organisations, other training providers and funding bodies.

There appear to be two drivers for the development of learning programs. One is problems or opportunities identified by people and organisations that could be termed ‘scanners’ and who tend not to be potential participants, the other is learning needs expressed by individuals or enterprises who want to participate in learning activities (participants). Scanners are typically industry organisations, government agencies and researchers, but may include providers and participants. Extension practitioners are well-placed to act as scanners.

It is very important that farmers and farmer organisations contribute to the development of new learning programs. Without industry input and support, extension practitioners and training providers cannot be expected to ensure they meet client needs. In other words, to develop effective learning programs, there must an industry learning community of producers, industry organisations, extension practitioners and training providers and other stakeholders such as supply chain enterprises, government and researchers.