Sociology : Australian connections

Sociology offers a way of understanding our lives, from individual experience to public affairs. This third edition of a widely used textbook introduces the major figures in sociological thought and examines key aspects of society.

Theories of international relations

This collection of essays demonstrates the continuing importance of the work of Michael Polanyi for the understanding, not only of the great events of the 20th century, but also of the problems that face us in the 21st century. Polanyi moved liberalism away from a negative, sceptical and rationalist basis towards an acceptance of trust, tradition and faith in transcendent values. His conception of the free society is not one merely of doing as one pleases nor vacuously 'open', but one of individual and communal self-dedication to those values and ideals.These essays, authored by a distinguished international and interdisciplinary panel of invited contributors, examine Polanyi's specific insights in the theory of knowledge, the nature and source of social order and the philosophy of economics and science and draw relevant comparisons between Polanyi and related thinkers such as Popper, Hayek and Mises. This book shows the sources of Polanyi's ideas and his distinctive contribution to philosophy generally, to social and political thought and to economics.

Traum a dream

"Traum A Dream ... can be designated as activating object, with all lines of thought and action leading through it. Traum A Dream is a film that comes out of a life-long experimental animation practice; a body of work that has been evolving over 35 years. This is now more than half the time I have carried a trace of the trauma in my real and lived-in body, some of the personal events, which I reveal here.
This film was produced at a time when I was coming to terms in my personal life, remembering abuse from childhood. Traum A Dream emerged after an unsuccessful attempt to lay bare that abuse in a previous project, which co-incided with the conclusion of my CD-Rom Diary V 3.2 production."

"A representaion of traumatised space depicting a person who is consumed by a body of pain, consumed by fire. Slowly something is remembered." www.innersense.com.au/mif/debruyn_films.html

Living with cancer : an ethnographic study of Thai cancer patients

This thesis is an ethnographic investigation aimed at describing the lived experiences of Thai cancer patients residing in Cancer Hostel, a shelter provided for the needy whilst undergoing radiation treatment at Siam Hospital. All names, including the hospital, the shelter, and all respondents have been altered to preserve anonymity. The practice of withholding the true diagnosis from Thai patients meant that very little was known about their own feelings on cancer and its treatment. That, coupled with entrenched medical practice beliefs, presented an unusual challenge, for which an ethnographic research method was advocated as being most appropriate in helping toward a better understanding of the problem and resolving the existing dilemma. To understand the real experiences of Thai cancer patients, it was extremely important that the researcher get as near as possible to becoming one of them. Therefore, by physically 'being with’, establishing rapport, and gaining patients trust, the researcher was assured of acceptance as an insider, and was thus allowed to share the experiences of their life encounters. Research findings graphically illustrated the flaws in the practice of protecting patients from their diagnosis, who almost universally, wanted to know more about their diagnosis in order to seek help from the medical care system. Towards this, patients created meaning by linking folk beliefs, culturally inherited knowledge and a common sense, albeit naive approach in trying to make sense of their illness and treatment. Although patients saw cancer illness and its treatment, especially radiotherapy, as life threatening, it was the fear of radiation treatment, not cancer illness which turned patients away from medical treatment. As well, uncertainty, fear and frustration through the lack of information and involvement in their treatment saw patients employ strategies of both reciprocal and fatalistic acceptance; stoic resistance; and thinking positively in their efforts at coping with those life threatening situations.

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.

Towards a cyberspatial pedagogy : exploring synchronous online learning potentials

It has been a quarter of a century since William Gibson (1984) coined the term cyberspace in his seminal science fiction novel Neuromancer. Subsequently, a proliferation of online teaching technologies have emerged supporting Virilio’s (1991) contention that, “time and space have ceased to function as meaningful dimensions to human thought and action.” The aim of this presentation is to discuss and demonstrate the innovative modification of an online, synchronous learning environment, Elluminate Live! (eLive), which allows participants to transcend the spatial dimension. Specifically, we present an example of good practice which aimed to enhance student engagement by implementing a structured online tutorial series which replicated the entire first year psychology on-campus tutorial series in the eLive environment. We discuss Student Evaluation of Teaching and Units (SETU) results which support the utility of this pedagogic strategy. Finally, we outline various challenges for the virtual teacher who wishes to implement a structured learning program in the eLive environment.
Gibson, W 1984, Neuromancer, Ace Books, New York, USA.
Virilio, P 1991, The aesthetics of disappearance, Semiotext(e), New York, USA.

Readiness for substance abuse treatment amongst Victorian prisoners

The thesis examined treatment readiness in offender rehabilitation. Findings empirically refuted the notion that treatment readiness occurs in sequential progression through stages. Instead the study offered two treatment readiness models based on concurrent states of thought and behaviour. Furthermore, the treatment readiness models were found to be significantly predicted by offenders' cognitive styles and self-efficacy. The portfolio seeks to demonstrate, through four case studies, how different variables within the three-part ecological framework can either promote or constrain the reintegration process of ex-prisoners and ex-offenders.

Vessels of earth

Earth, water, wind and fire are the intrinsic elements which form the nucleus of life. These essential ingredients are fundamental to humankind as they are in making of pottery. In search for a complete scientific, philosophical or religious understanding, the melding and the transformation of the elements challenges thought and can conjure up abstract imagery. The focus of this paper is to provide an insight into the concept and the mystery surrounding the earthern substance, the vessel and the allegorical relationship that is shared with humankind. The connection between earth, the vessel and humankind involves a journey to rediscover our universal origins. I will expound the unifying conceptual links through my ceramics and an accompanying disseration.

Understanding Chinese identity in international relations : a critique of Western approaches.

In international relations in the West, two main approaches to Chinese identity have emerged: the capability and the culture approaches. Though each takes a different view of China, they share common epistemological ground. positivism. This paper provides an overview of these two influential schools of thought and attempts to challenge their positivistic and ethnocentric assumptions about the identities of both China and the West. While they endeavour to make sense of China, particularly in the post-Cold War era, they fail to understand identity as a form of representation. From a critical perspective, both ’China’ and the ‘West’ are social constructs: each in part constitutes the other. The relationship between them is always relational and fluid. Posing Chinese identity in positivist terms is not only misleading analytically, but potentially dangerous in practice. It is important, therefore, that alternative critical approaches to the complexities of Chinese identity be further explored.

Cross cultural perspectives of teachers : a study in three countries

In a shrinking world where globalization has blurred the boundaries across nation states and cultural divides, limitations on intercultural communication can readily give rise to glib generalizations and lack of understanding of diversity. Acknowledging the key role of teachers in shaping the views of future generations, this paper reports on the first stage of a research study on the intercultural understanding of teachers in Australia, Japan, and Thailand. Overall, the teacher participants had diverse cross-cultural experience, differing both in extent and nature of the contact. The methodology used a common survey instrument, except for its language of presentation. However, instead of using a traditional comparative approach to contrast responses of the three target groups, the study asked teachers to provide their perceptions of prevailing world views of people in their own AND the other two countries. The reciprocal nature of the observations provides a powerful methodology to explore perceived intercultural similarities and differences. The article also considers problems associated with response set in investigations of this kind. Three scales are considered — change through intervention, symbolic inner self, and independent thought and action — and the data reveal some similarities but also some striking differences in perceptions across countries. The differences signal a lack of intercultural understanding which is being explored further in a second, qualitative stage of the research. The findings indicate the need for increasing shared programs, exchanges and other opportunities for reciprocal relations that foster genuine dialogue, partnership and intercultural understanding between countries.

Approaches to learning across cultures : The role of assessment

In the context of a broader research study on the intercultural understanding of teachers in Australia, Japan and Thailand, this paper focuses on approaches to learning and the role of assessment in shaping such approaches. Popular contrasts portray Asian learners as compliant and favouring rote memorisation and Western learners as independent and favouring deep, conceptual learning. Yet Asian students frequently outperform their Western counterparts in competitive tests purported to measure higher cognitive skills. Biggs and his associates have challenged the stereotypical view of Asian students as rote learners as a Western misperception. But data from the present cross-cultural study suggest it is more than a Western misperception, being shared by teachers in Japan and Thailand. With this background, this paper then explores the role of assessment through an analysis of examination papers in the three countries at the high stakes, year 12 level. This analysis of the ways in which knowledge and comprehension are assessed identifies different practices across cultures but not ones corresponding to the rhetoric on contrasting approaches to learning. Rather it concludes that assessment tasks classified superficially as comprehension can be approached through memorisation and conversely, those often classified as memorisation can require careful reading, thought and interpretation, while drawing from an extensive knowledge base. A shared understanding of the nature of assessment tasks in different cultures thus has the potential to dissolve the demarcation of culturally embedded learning styles and to enhance deep learning grounded in specialist knowledge for scholars, be they students or teachers, in all cultures.

Principals' perceptions of the use of total quality management concepts for school improvement in Mauritius : leading or misleading?

As a small island country, Mauritius is relying on its human capital and innovative hi-tech industry to ensure future economic viability in the global market. As such, Mauritian education authorities are seeking ways to raise educational standards. One idea being canvassed is that Total Quality Management (TQM) could provide the framework for Mauritian school leaders to deliver imperatives for change and improvement and to achieve the aim of ‘world- class quality education.’ This paper reports the findings of a research into Mauritian principals’ current practices in line with TQM tenets and their perceptions about the usefulness or otherwise of ideas implicit in TQM. The findings indicate that whilst principals agree with current progressive notions and thinking compatible with the TQM philosophy, they have not fully translated them into their practice. The paper identifies challenges and opportunities worthy of discussion for school improvement in twenty-first century Mauritius with its high-tech, world-class ambitions.

Whose purpose I don't know

It was bound to be a horrible night.

You see, I had begun working hard at conceptualising our separateness. Inventing my way back from the geomancy-of-two towards the alchemy-of-one. In this way, I could tolerate your bed. The frontiers were not at the level of skin, anyway, they were at the level of horizon, thought and interdiction.

Monumental vision : a confrontation with the image of the Eternal Return

"Monumental Vision” is a nuanced summary of Nietzschean nihilism and the Eternal Return as rite of passage for free subjects and as condensed image of speculative intelligence proper. Utilizing Gerhard Richter’s “Sheet 692” from Atlas, a series of photographs of the mountains and lake at Sils Maria, Switzerland, as summary judgment of the limit imposed by this condition on all systems of representation, this form of vision discloses the chiasmus embedded in consciousness itself. In constantly revisiting Sils, the very location where Nietzsche “suffered” the vision of the Eternal Return, Richter has engaged repeatedly this origin for what has come into his work via Nietzsche – that is, an elective veil that refuses all compromises with transcendence until such is merged with immanence.

As situated amidst modernist “ideology as intellection”, and subsequent nascent forms of anti-modernism, the Eternal Return as image also signals the return of the Kantian “aesthetic-teleological” synthesis in non-discursive or purely visual agency. As an elective form of aesthetic vision, and as image of time insofar as it registers an overwhelming externality (Other) that nominally swallows and empowers the subject at once, this excoriating sense of universal praxis underwrites artistic and architectural production of the highest order, renegotiating concepts of the paradigmatic.

Utilizing Georg Simmel’s late work on Rembrandt (1916) and his encounter with Schopenhauer and Nietzsche (1907), the essay suggests that by the 1920s the avant-garde premises of modernism had already come under attack by an ahistorical and synoptic vision here denoted “monumental vision,” which also contains the imprint of eschatological time (invoking a schism present in rationality as such). The two readings of this image perpetrated by Karl Löwith in Nietzsche’s Philosophy of the Eternal Recurrence of the Same (Nietzsches Philosophie der ewigen Wiederkehr des Gleichen, 1935), or the cosmological and the ethical, while considered irreconcilable by Löwith, have since the 1960s been recalibrated through the figure of the event to pose possible scenarios out of the stalemate of the confrontation between Self and Other (ipseity and alterity) buried within this image as limit. In this manner, the image of the Eternal Return stands at the boundary between two forms of time (or two worlds) and signals the irreducible confrontation present in speculative thought and the necessity of closure through an aesthetic vision that produces a unitary field for all creative acts.

Notably, Nietzsche’s startling vision from Zarathustra suggests that the limit imposed by the Eternal Return is also a mask for an austere condition within subjectivity closely resembling the conundrum of Fichte’s I facing I, or thought turned toward thought itself (absolute subjectivity as cipher for Being). In Alenka Zupančič’s reading, in The Shortest Shadow: Nietzsche’s Philosophy of the Two (2003), the Eternal Return effectively contains a secret formal function that grinds all “error” to dust – a highly suggestive interpretation that also neutralizes the schism introduced by Löwith between the cosmological and the ethical.

New approaches to Raphael Lemkin