A fish out of water? Legal practitioner - practitioner teacher? Bourdieu, the legal field and the scholarship of teaching in practical legal training

It is surprising to discover during early doctoral research that there is a paucity of Australian scholarship using Bourdieu’s theoretical tools in the field of law, and in the sub-field of post-graduate pre-admission practical legal training. This article introduces Bourdieu’s conceptions of habitus, field, categories of capital, symbolic violence, and misrecognition. It describes how Bourdieu applied these tools to identify structural hostility between legal academics and practitioners, and the struggles for control in the field of law. Review of three North American studies that used Bourdieu’s theories follows, involving law students’ habitus in transition, class stratification in legal education, and gender stratification in law firm partnerships. Drawing on three internally connected ‘moments’ necessary to use Bourdieu’s tools, together with four critical questions concerning teachers’ engagement with the scholarship of teaching, this article identifies new questions for investigation. These questions will frame further research to discover whether the objective structures of the practical legal training field and the habitus of legal practitioners constrains them to act as ‘fish out of water’ in the context of a scholarship of teaching.

Missed Opportunities: The Subordination of Children in Philip Pullman’s His Dark Materials

In the His Dark Materials trilogy, Pullman reworks the fall of humanity into an ascent and suggests that ascent into adulthood through sexual experience is the desired goal for children. Although this ascent is accompanied by a radical reconceptualization of life and death, Pullman fails to offer any genuinely new ideas of the world with respect to adult–child relationships and the roles that children play in our society. Situated as it is at the crossroads of children’s literature and fantasy, His Dark Materials fails to take advantage of the freedom these two genres provide and reinforces current conceptions of children and their role in society.

The foreign presence in the early-industrial Haut-Rhin, 1820–22 : a short history from the ‘pre-history’ of immigration to France

An attempt to limit the rights of domiciled foreigners in the Alsatian department of the Haut-Rhin in 1821 provides an opportunity to examine the impact of immigration on early-industrial society and shifting perceptions of the place of foreigners in French society in a period often omitted from histories of immigration. New conceptions of belonging become evident, which demonstrate a turn away from local and subjective bonds to community, towards bonds regulated nationally through nationality law. Imposed in an emerging urban, industrial context, the limitations of rights—on access to the biens communaux and the droit d’affouage—were traditional restrictions of rural society and modes of distinguishing the included from the excluded and were imposed on long-settled foreigners who failed to become naturalized as French citizens. The article reflects on the question why, if the concerns about immigration and industrialization turned on recently arrived foreign workers, these traditional exclusions were imposed on established resident foreigners.

Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia

In the debate over English language teaching approaches and methods, the influence of examinations on classroom pedagogy and the nature of these examinations are critical considerations for teachers. In the Inner Mongolian context, as for all China, examinations reflect traditional conceptions of teaching and learning, classroom teaching conditions such as class sizes, and the English-as-a-foreign language setting. In this situation, decisions about classroom pedagogy and objectives and whether teaching focuses on test-taking rather than on the learning of language go to the core of teacher agency. In this paper we foreground the struggles and dilemmas experienced by English language teachers in Inner Mongolia in attempts to exercise agency amidst the instructional demands of an exam-oriented community, and a misalignment created by an exam remaining centered on discrete skills rather than students' proficiency in applying ranging uses of the language they are learning. These conditions are now located within New English Syllabus expectations are that teachers will implement their knowledge of educational theories and of current English teaching methodology to create opportunities for more broadly based learning and proficiency. © 2014 © 2014 Taylor & Francis.

Disenchantments of secularism: the West and India

This Chapter is an exercise in comparative secularism. In this chapter I will be concerned basically with a critique of Western conceptions of secularism, beginning with Hegel’s invention of a particular reading of secularism that, through imperialist literature, gave a preeminent direction to the ideology of the less-religiously orientated Indian nationalists during their drawn-out independence struggle. My main concern will be to contrast the Western debates on ‘the secular’, particularly in its recent permutations or attempted revisions as a response to the crisis of modernity, with the current Indian debates—where ‘ the secular; has all but been hijacked by the Hindu Right—and to show—reversing Hegel’s trajectory—what impact the latter could have on the former. There is some evidence of this already occurring, particularly in Charles Taylor’s work and travels wherein he does make some gestures towards looking at non-Western experiences of secularism (which is taken more or less to be synonymous with secularization). There are severe limitations to this overture however, and the chapter hopes to sound a word of caution on the kind of excitement over which Taylor seems to have become something of a celebrity in the academe. Even more disappointingly, one does not find a similar emphatic approach or opening to non-Western experiences and rethinking of the secular in the works of other modernists; and I point to Habermas and Žižek as my examples, who I touch on, albeit very briefly. This lack or lacuna makes both the discourse of modernity and the supplementary critique of secularism much the poorer for it.

Geographical dimensions of imagined futures: post school participation in education and work in peri-urban and regional Australia

This paper discusses preliminary findings from a sub-set of empirical data collected for a recent NCVER study that explored the geographic dimensions of social exclusion in four locations in Victoria and South Australia with lower than average post school education participation. Set against the policy context of the Bradley Review (2008) and the drive to increase the post-school participation of young people from low socio-economic status neighbourhoods, this qualitative research study, responding to identified gaps in the literature, sought a nuanced understanding of how young people make decisions about their post-school pathways. Drawing on Appadurai’s (2004) concept ‘horizons of aspiration’ the paper explores the aspirations of two young people formed from, and within, their particular rural ‘neighborhoods’. The paper reveals how their post-school education and work choices, imagined futures and conceptions of a ‘good life’, have topographic and gendered influences that are important considerations for policy makers.

The implications of contractualism for the responsibilisation of higher education

Within the context of heightened perceptions of risk within thehigher education sector worldwide, responsibility for outcomes isincreasingly required not only of universities but, also, ofindividual academics. In turn, contracts have become a key formof governance for institutions in mediating and modulating thisrisk and responsibility. While much writing around the use ofcontracts in higher education has focused on market-based,competitive neoliberal conceptions of contractualism, thisarticle argues that there are, in fact, two largely antagonisticnew modes of contractualism – market contractualism andrelational contractualism – and a third, residual mode, paternalcontractualism. These three modes of contractualism coexistwithin universities, in tension. The article draws on two Australianexemplars to highlight how these tensions play out and tohighlight the potential for contractualism to create spaces forshared goals and projects and shared risks resulting from theways in which responsibility and individual agency are negotiated.

The place of place-based education in the Australian primary geography curriculum

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, & Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using placebased methodologies long before it became a new movement in education (Morgan, 2009, p. 521 ). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, & Koliba, 2005).
In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new. Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment placebased education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from placebased education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.

Hard times and the "fact" and "fancy" of modern labour management

Dickens believed that, played out in practical terms, the pursuit of a totally rationalised society devoid of ‘Fancy’ only served to benefit those in power to the impoverishment of those in their charge. He was appalled by a selfish and self-interested philosophy that combined with laissez-faire capitalism to reduce human effort to mere numbers for the sole purpose of determining its monetary worth. His story thus provides a rebuke to the dehumanising effects of utilitarianism and the way it is used to calculate workers in the manner of machines; reducing them to little more than a resource that is no more or less important any other resource used in industrial enterprise. Their modern-day counterparts live in similar Hard Times in being in the grip of laissez-fair economics of global proportions, which visits upon them similar conceptions of their worth, as evidenced by the current precariousness of their employment and their present exposure to the vicissitudes of arbitrary power exercised by managements still wedded to utilitarian principles. As a result, the ‘light of Fancy’ that at one time would periodically burst through in earnest storms of protest, is now refracted into cynical asides directed at rational systems that continue to standardise and homogenise all that ‘counts’ in working life.

Family physician preceptors' conceptualizations of health advocacy: implications for medical education

PURPOSE: Despite its official acceptance as an important physician responsibility, health advocacy remains difficult to define, teach, role model, and assess. The aim of the current study was to explore physicians' conceptions of health advocacy based on their experience with health-advocacy-related activities. METHOD: In 2012, the authors conducted 11 semistructured interviews with family physician clinical preceptors and analyzed the interviews in the tradition of phenomenography. RESULTS: The authors identified three distinct but related ways of understanding health advocacy: (1) Clinical: Health advocacy as support of individual patients in addressing health care needs related to the immediate clinical problem within the health care system, (2) Paraclinical: Health advocacy as support of individual patients in addressing needs that the physician preceptors viewed as peripheral yet parallel to both the health care system and the immediate clinical problem, and (3) Supraclinical: Health advocacy as population-based activities aimed at practice- and system-level changes that address the social determinants of health. CONCLUSIONS: The qualitatively different understandings of health advocacy shed light on why current approaches to defining, teaching, role modeling, and assessing health advocacy competencies in medical education appear idiosyncratic. The authors suggest the development of an inclusive and extensive conceptual framework that may allow the medical education community to imagine novel ways of understanding and engaging in health advocacy.

Antisubjectivism and the (spectral) return of consciousness in landscape research

This paper analyses the changing conceptions of consciousness within landscape research over a critical period from the late 20th century to the present. The 1980s and 1990s mark a radical shift in the framing of consciousness away from psychological, perceptual, or experiential perspectives towards an ontology of consciousness as signifier, cultural artifact, and ideology. In cultural geography and the visual arts, these reframings can be characterised as anti subjectivist in that they do not attempt to problematize human consciousness so much as deactivate it and disqualify it from discussion. I draw out the theoretical and critical foundations of these antisubjectivist approaches as well as the subsequent opening out of the notion of landscape in more recent discussion. This ‘opening out’ implicates a more complex reengagement with minds, bodies, and landscapes and with the contested distinctions between subject and object. At the same time however, consciousness is seldom formulated explicitly within the literature and hence consciousness often occupies a spectral presence in the landscape of landscape research. I use one of my own paintings, Dalek in Landscape, to presage the discussion and attempt to highlight the tensions between these ideological, cultural and biological dimensions of consciousness at play within the landscape idea. Given the broader adoption of these anti-subjectivist developments within the academy, the example of landscape serves as a potentially useful case study for thinking upon the changing conceptions of consciousness in cognate creative and academic disciplines.

The surveillance of social networking and the social value of privacy

This chapter argues that theories about privacy would benefit from embracing deliberative democratic theory on the grounds that it addresses harms to democracy, and widens our understandings of privacy infringements in social networking environments. We first explore how social networking services (SNS) have evolved through different phases and how they enable political deliberation. Subsequently, we discuss more traditional individualistic and intersubjective theories of privacy in relation to social networking and point out their limitations in identifying and redressing social networking-related harms. We then critique emerging claims concerning the social value of privacy in the context of the social Web. Here we point out how these theories might identify non-individualized harms, yet, at the same time, suffer important challenges in application. We conclude by arguing that deliberative democratic theory can add some critical insights into the privacy harms encountered on the contemporary “social Web” that are only imperfectly understood by individualistic and social conceptions of privacy.

The League of Nations and the Refugees from Nazi Germany. James G. McDonald and Hitler’s victims

Greg Burgess's important new study explores the short life of the High Commission for Refugees (Jewish and Other) Coming from Germany, from its creation by the League of Nations in October 1933 to the resignation of High Commissioner, James G. McDonald, in December 1935.The book relates the history of the first stage of refugees from Germany through the prism of McDonald and the High Commission. It analyses the factors that shaped the Commission's formation, the undertakings the Commission embarked upon and its eventual failure owing to external complications.The League of Nations and the Refugees from Nazi Germany argues that, in spite of the Commission's failure, the refugees from Nazi Germany and the High Commission's work mark a turn in conceptions of international humanitarian responsibilities when a state defies standards of proper behaviour towards its citizens. From this point on, it was no longer considered sufficient or acceptable for states to respect the sovereign rights of another if the rights of citizens were being violated. Greg Burgess discusses this idea, amongst others, in detail as part of what is a crucial volume for all scholars and students of Nazi Germany, the Holocaust and modern Jewish history.

Privacy, surveillance, and the democratic potential of the social web

This chapter argues that theories about privacy would benefit from embracing deliberative democratic theory on the grounds that it addresses harms to democracy, and widens our understandings of privacy infringements in social networking environments. We fi rst explore how social networking services (SNS) have evolved through diff erent phases and how they enable political deliberation. Subsequently, we discuss more traditional individualistic and intersubjective theories of privacy in relation to social networking and point out their limitations in identifying and redressing social networking-related harms. We then critique emerging claims concerning the social value of privacy in the context of the social Web. Here we point out how these theories might identify non-individualized harms, yet, at the same time, suff er important challenges in application. We conclude by arguing that deliberative democratic theory can add some critical insights into the privacy harms encountered on the contemporary “social Web” that are only imperfectly understood by individualistic and social conceptions of privacy

Memory, image, matter: Trauma and acts of un-forgetting

How might we conceive of the role of memory as a non-representational mode of commemoration that reconstitutes and transforms lived experience? In this paper I will draw on aspects on Indigenous epistemology and apply conceptions of memory outlines in works of Edward Casey, Henri Bergson and others to consider how social and psychological effects of trauma are manifested through generations. An understanding of the relationship between images, memory and matter and of memory as a primarily eidetic and material process may also help to suggest how some people may be able to avoid or overcome trauma. As image production, art-making generates images that like memory, perform acts of "unforgetting" through which the past is returned as a presence that is materially apprehended. This process can both sustain and transform individual and collective histories. Central to this idea is the notion that, the structure of mind and of memory are co-extensive with the external world an that the articulation of consciousness is crucially dependent on space and place.