Social justice in education in 'new times'

This thesis considers social justice in education in ‘new times’. To facilitate the investigation a number of research questions were pursued. These questions were: • What is meant by the label ‘social justice’? • How is social justice to be understood in contemporary terms? • Are there tensions between traditional and contemporary views of social justice? • How effective are policy developments in delivering social justice via education? • What difference do such policies make at the local level? To answer these questions a critical case analysis of a country community and one of its primary schools was carried out. Data were gathered using a variety of methods. As a researcher who was also a teacher in the school I kept a personal professional journal during 1993 and 1994. During this period I was the teacher in the school with responsibility for curriculum development related to issues of social justice. In 1994 I conducted interviews with twenty students, parents and teachers at the school in relation to social justice issues. I also interviewed the CEO of the town’s Council. A number of relevant Federal and State Government and school policy documents were consulted and an archival search of the local newspaper from 1956 to 1994 was undertaken. Statistical information from the Australian Bureau of Statistics as well as from school records was used. A number of local history books were consulted as well as the minutes of relevant school committee meetings. Contemporary social theory, more specifically the work of Anthony Giddens, provided the major methodological tool. Giddens structuration theory was selected as it provided a way of interpreting society from both macro and micro perspectives, it provided a way of studying the interconnectedness of the individual and society. In addition to this, a metaphor was used as a way of developing an understanding of the data. The river was chosen as the metaphor as it has significance to the case study community and it also provides a way of understanding interconnectedness. At an interpretive level, both social theory and moral philosophy were drawn on, including the work of Geoffrey Sharp, Anthony Giddens and Alisdair MacIntyre. A review of selected literature indicated three main areas of concern in relation to this thesis. We live in a time of constant and ongoing change, understanding how this change impacts on the lives of individuals and society is important. Such an understanding relates directly to issues of ontology. In addition it was necessary to consider schools in these ‘new times’. The literature revealed that the changes occurring in the wider society were related to the changes currently being seen in schools. Specifically this related to the increasing emphasis on economics and on individualism, emphases also reflected in the findings of this thesis. Finally the literature related to social justice was discussed, the focus here was on distributive theories of justice and the way these are reflected in programs such as the DSP. The data, as expressed in the metaphor of the flowing river, revealed dominant and marginal currents in social justice in education in ‘new times’. The dominant social group are the intellectually trained and the dominant issues were related to technology, globalisation and economic and bureaucratic rationalism. In the marginal currents we find the under-employed and the unemployed and marginal issues relating to housing, the black economy, poverty and the survival of rural communities. The data also revealed a marginal tributary running into the river. This tributary shows that social cohesion is still a part of life in ‘new times’, albeit a marginalised part. The dominant and marginal currents in social justice in ‘new times’ reveal changes at a deep cultural level. Social justice in ‘new times’ is set within the limits provided by economic rationalism. Such a position is closely linked to the rise of liberal democracy as a political ideology. A rise which has been on a global scale. This valorizes the individual as compared with the group, and the family as compared to the social whole, within the context of expanded economic groupings and markets. Such an ideological position sees the role of the state as providing the ‘legitimising muscle’ to advance the cause of individuals and their families as compared to larger social groupings. These perceptions were applied in Australia, even under a Labor Government. In this sense social justice policies in ‘new times’ are ideological, they act as a political lever to legitimate economic restructuring. They are policies designed to carry disparate groups forward and together on a common wave of economic reform. They are used to ‘sell’ economic reform as being ‘good’ for all of society. Against the backdrop of economic rationalism and liberal democratic ideals there emerges a language geared to the production of an economically viable self, self image, self identity, self esteem and self confidence. As a result, the sense of identity as ‘social’ is lost from view. This thesis argues that what is needed is a new way of looking at social justice in education. A way that reaches beyond the solutions forwarded by the political Left and the Right. It is about the development of an understanding of the way in which an assimilation of the hyper individual and the social group can result in the emergence of the socially responsible individual. This is a cultural shift that sees the individual/society dualism presented in a new way. The categories enter into a new relationship where the balance shifts away from the individual towards society. A shift to a culture where the individual’s rights and responsibilities are respected within a social whole. Such a cultural shift would result in a curriculum which would build social identity, promoted socially responsible independent thought and make space for creativity and the aesthetic. A ‘curriculum for social responsibility’ would be a socially just curriculum.

Heteroglossia : a space for developing critical language awareness?

This paper reports on research into the challenges of implementing a critical writing pedagogy within a teacher education program in Australia. Participants in this study are student teachers enrolled in a compulsory subject, ‘Language and Literacy in Secondary School’, a subject requiring them to develop a knowledge of the role of language and literacy across the secondary school curriculum and to show personal proficiency in literacy (this is dictated by state government specifications of graduate outcomes for teacher education programs). To develop an understanding of the way that language has shaped their lives, students write a narrative about their early literacy experiences – a task which they all find very challenging, especially in comparison with the formal writing of other university subjects. Rather than simply reminiscing about their early childhood, they are encouraged to juxtapose voices from the past and the present, and to combine a range of texts within their writing. They thereby create a heteroglossic text (Bakhtin, 1981) that stretches their repertoires as language users and enables them to develop a socially critical awareness of language and literacy, including the literacy practices in which they engage as university students. Later in the semester they revisit these accounts of their early literacy experiences, and (in a separate piece of writing) endeavour to place these accounts within the contexts of theories and debates they have encountered in the course of completing this unit.

The students’ writing provides a small window on how they are experiencing their tertiary education, including the managerial controls that are currently shaping university curriculum and pedagogy. Their writing also raises questions as to extent to which tertiary students are actually able to formulate a critical language awareness that will subsequently inform their professional practice as secondary teachers.

Equal employment opportunity and glass ceilings : a contradiction in terms?

This study assesses the status of Equal Employment Opportinity (EEO) within the State Government of Florida. The criterion for this assessment is an examination of the adequacy and relevancy of existing EEO policy and practices.

From the barracks to the burrup : The National Trust in Western Australia

Published to celebrate the fiftieth anniversary of the National Trust in Western Australia, this beautifully designed book contains never-before-published images and draws from a new oral history archive with testimonies from many of the founders, staff and volunteers of the organisation. Heritage battles for the Barracks Arch, the Palace Hotel, the Swan River and the Swan Brewery are covered, as well as the integral role played by grassroots heritage groups. Relations between the Trust, developers and the State Government and changing practices of interpretation and conservation are also discussed. What emerges is not only a history of the National Trust in Western Australia but also the people that shaped it. It is also a history of the ways in which heritage has been understood and practised across Australia.--Publisher description

Finding and filling the gaps in the Australian governments' innovation and entrepreneurship support spectra

A national innovation system is concerned with the full process of converting new knowledge into commercially viable results. Governments are policy-active in trying to create productive national innovation systems. This paper reviews ways of thinking about entrepreneurship as the commercialisation component of Australia’s innovation system. The paper explores the impact and relevance of selected existing Australian Commonwealth, and to a lesser extent State government, programs for the commercialisation channels so identified, using four frameworks for the analysis: financial, management/start-up, innovation and entrepreneurial. The analysis indicates program initiatives covering the later development and commercialization phases, but serious gaps in the support available for the entrepreneurship phase involving the act of new entry. This gap is covered by research provider business development people and to a limited extent by incubator and State government initiatives. A critical issue has been and is access to smaller amounts of seed finance. The critical human component is the education of public servants and politicians about the nature and operation of entrepreneurship.

The client's complex decision-making environment on international mega projects

More than ever before, architectural, engineering and construction (AEC) firms are working on international mega projects. The mega project environment offers a range of opportunities for firms but is but is characterised by a high level of risk and uncertainty. International mega projects bring together networks of people with differing backgrounds and cultures to work in unfamiliar locations to integrate the social, economic, technical and political components of design and construction. Within such an intense environment there is a process of rapid relationship development at an unprecedented level. The interests and power relations on such projects are often very strong given the vast amount of money, jobs, environmental impacts, publicity and national prestige involved. Therefore in a field as costly or consequential as mega project design and construction there is an increased need to effectively manage these projects given the associated high risks of failure. Internationalisation is a relatively new field of research in the AEC sector and past research has tended to focus on explaining the attitudes and behaviour of the industry itself towards improving performance on such projects. To date there has been little research investigating the sophistication of the international client in terms of their regular business environment which is characterised by a set of social, economic and political responsibilities. The values that clients ascribe to their everyday practices and experiences inevitably condition how they act economically, which in turn impacts upon project decision-making. Clients establish the structural organisation of project teams through the procurement strategy and establish the context for effective decision-making. To a large extent they establish a unique culture that project team members need to work within and make decisions. Since clients establish the context within which firms operate the findings of past studies on the industry’s position and attitudes are more indicative than enlightening. Clients occupy a distinctly different position in the construction supply chain and therefore experience and respond to project matters based upon their environment and not the construction industry environment. Clients are confronted with uncertainties and need support to help them understand the critical role that they play in creating good decision-making environments. This theoretical paper seeks to develop a rationale for studying the client’s complex decision-making environment on international mega projects. Specifically it charts the quest for improved industry performance through client leadership as documented in various industry and government publications since the 1940s and highlights that there has been considerable attention to address industry problems through client leadership, however, with little evidence that the issues have been resolved. This paper is positioned within a PhD study, which seeks to move beyond the aspirations of policymakers and idealistic descriptions of how clients ought to behave to explain the reality of what really happens on mega project client decision-making based upon a critique of cultural political economy.

New directions in biodiversity policy and governance? : a critique of Victoria's land and biodiversity white paper

The overall condition of biodiversity in many parts of Australia is poor and declining, despite the establishment of national parks and other reserves, and the adoption of conservation activities on private land. The impacts of climate change add further challenges to sustaining biodiversity. In response to these issues, in December 2009, the State Government of Victoria released a major policy statement that aimed to provide the framework and directions to secure the health of Victoria's biodiversity and associated land and water resources over the next 50 years. Given Victoria's reputation for environmental policy reform and innovation, the question arises as to whether the Victorian approach will provide a model for other Australian jurisdictions to adopt or adapt. Drawing on insights from environmental policy, discourse theory, and ecological theory, this article provides a critique of Victoria's approach, focusing on the way in which biodiversity is conceptualised and governed.

Public and personal domains : professional standards for teachers of English in Australia

For many teachers the term ‘professional standards’ conjures up notions of benchmarks against which to measure their performance. This is to locate standards in a public domain that is external to individual teachers, defining their professional role largely in terms of their accountability to other stakeholders in education. The following article argues an alternative view of standards as mediating between public and personal domains. Those domains should remain distinct – indeed, sometimes they may exist in a productive tension – but for standards to have any purchase with the profession they must be personally meaningful. The author draws on both his experience in teaching graduate English students in the pre-service Diploma in Education course at Monash University and his research in a national project to develop subject specific standards for primary and secondary teachers of English. The project, Standards for Teachers of English Language and Literacy in Australia (STELLA), is federally funded and involves a consortium of universities, state government bodies and the two English teaching associations, whose members constitute the panels of teachers at the heart of the project.

Heteroglossia : a space for developing critical language awareness?

This paper reports on research into the challenges of implementing a critical writing pedagogy within a teacher education program in Australia. Participants in this study are student teachers enrolled in a compulsory subject, “Language and Literacy in Secondary School”, a subject requiring them to develop a knowledge of the role of language and literacy across the secondary school curriculum and to show personal proficiency in literacy as part of graduate outcomes for teacher education dictated by the State Government of Victoria. To develop an understanding of the way that language has shaped their lives, students write a narrative about their early literacy experiences – a task which they all find very challenging, especially in comparison with the formal writing of other university subjects. Rather than simply reminiscing about their early childhood, they are encouraged to juxtapose voices from the past and the present, and to combine a range of texts within their writing. Later in the semester they revisit these accounts of their early literacy experiences and, in a separate piece of writing, endeavour to place these accounts within the contexts of theories and debates they have encountered in the course of completing this unit. The students’ writing provides a small window on how they are experiencing their tertiary education and their preparation as teachers, including the managerial controls that are currently shaping university curriculum and pedagogy. We argue that such heteroglossic texts (Bakhtin, 1981) prompt students to stretch their repertoires as language-users, enabling them to develop a socially critical awareness of language and literacy, including the literacy practices in which they engage as university students.

Neighbourhood renewal in Victoria, Australia : an effective way to address social inclusion

People who live in disadvantaged communities are at increased risk of social exclusion through diminished access and quality of services, lack of opportunity and feeling powerless over decisions relating to their neighbourhoods. Neighbourhood Renewal (NR) is a Victorian State Government initiative that seeks to address this. This paper presents the findings from two individual project sites, side-by-side. Data were collected in 2004/5 and 2009 using face-to face interviewing with convenience samples of 900 NR residents across the two NR sites at each time period. A comparison group for each NR site consisted of a sample of 150 people living in the same suburb or town but outside the NR site, data were collected by telephone. Data were analysed separately for each NR project site. Findings indicate that neighbourhood renewal strategies can be effective in improving trust in government, perceptions of community participation, influence and control over community decisions and improved services. Community level strategies are valuable in addressing area-level determinants to improve social inclusion. The successes of the NR scheme support the implementation and continuation of area-specific interventions to address disadvantage and social exclusion across Victoria, Australia.

Solar industrial process heating in Australia - Past and current status

Thirty years ago in Australia, there was a significant research, development and demonstration programme in solar industrial process heating (SIPH). This activity was led principally by the Commonwealth Science and Industrial Research Organisation, the country’s main scientific research body. Other state government bodies also funded demonstration projects. Today, there is very little SIPH activity at any level in Australia. The contrast with the progress in other renewable energy technologies like wind and solar photovoltaic systems is striking. While the implementation of these technologies has progressed, SIPH has gone backwards. If Australia is to decarbonise its economy at the rate required, a massive deployment of solar thermal technology in those industries which use large quantities of low temperature hot water is also required. Recent developments nationally and internationally may rekindle new applications of solar thermal energy use by industry. This paper reviews the past achievements in SIPH in Australia and describes the lessons learned in order to better prepare for any new wave of SIPH activity.

The characteristics, responsibilities and future of chief information officers in the public sector

This chapter presents a model which depicts the critical factors and assists in understanding the demands and effectiveness of Chief Information Officers (CIO) in public sector organisations. The chapter explores the literature on public sector CIO addressing personal and professional characteristics. It also reviews the literature pertaining to the responsibilities and career advancement and future directions in Government departments. The authors adopt a qualitative methodology by which semi-structured interviews are conducted with CIO representatives from a State Government in Australia. From collation of the interview results, utilising a ‘mind mapping’ strategy, the chapter identifies a model that adequately reflects the critical factors required for a public sector CIO. The chapter concludes that there are certain unique characteristics and responsibilities that a public sector CIO must possess yet a private sector CIO does not require. The chapter also acknowledges the importance of outlining a future direction of the role; something which is neglected by the literature.

An Eyre Peninsula report card : adaptation practice and research in the far west of South Australia

The formation of Natural Resource Management Boards in South Australia provided a robust and integrated, and well resourced, regional landscape planning quasi-­‐authority in South Australia that has had major beneficial outcomes to several SA regions in being able to better co-­‐ordinate long term and creative public and private land management strategies, as well as enable several unique research projects to be tackled that would not otherwise under traditional fragmented state government agency configurations and relationships.

I vote and tote : moral panics, resistance and the failure of quiet regulation

The term moral panic has entered the media and popular culture lexicon, but retains a particular meaning for sociologists. This chapter expands on existing models of moral panics and outlines a case study that illustrates that folk devils have fought back in recent years, using technologies such as social media to present their arguments (in this instance, turning a local political controversy in Melbourne, the Australian state of Victoria, to their advantage). The battle began over a classice law-and-order issue, that is, the problem of  alcohol-related violence, expecially as it involves young people. However, the conflict took an unexpected turn when the fold devils successfully used the media to prosecute their case and force the state government's hand.

Classroom teacher effectiveness research and inquiry, and its relevance to the development of public education policy: an Australian context

This paper has as its focus an analysis of the question and problem of classroom teacher effectiveness research and inquiry. It presents an examination of what counts as valid and worthwhile research in classroom teacher effectiveness studies for the development of education policy within an Australian context, the State of Victoria. The Government’s Blueprint, the major education policy document of the Victorian State Labour Government, outlines its educational approach. Important and core features of government direction for education policy include a focus on social and economic disadvantage. A priority for the Victorian State Labour Government is tangible and measurable improvement in the performance of the public education system. A particular concern is the problem of academic underperformance within public schools, particularly those designated as low-performing and situated in socially and economically disadvantaged communities. Building the capacity of the State’s teacher workforce forms a key component of the Blueprint, and State Government direction in public education. The paper utilises a qualitative theoretical framework. Eight education policy actor/participants were interviewed and their responses analysed using a critical discourse approach. The main findings indicate that education policy actors advocate a strong belief in particular forms of evidence-based research for the development of education policy in the area of classroom teacher effectiveness.