Educational research in a global economy of knowledge production : what troubles a traveling textworker?

The first (and most specific) postcolonial intersection to which this paper refers was constituted initially by an Australian-South African institutional links project (funded by the Australian federal government) and subsequent collaborations and partnerships between Australian and South African academics arising (directly or indirectly) from this project. In this paper I will focus on activities that were intended to enhance research capacity in educational leadership and in environmental education, with particular reference to appropriate methodologies and supervision practices. Other postcolonial intersections to which this paper will refer include those that have been formed as a result of international students from various locations in Africa and Asia studying at Deakin (either on-campus or by distance modes). My purposes in the paper are (i) to examine, through cases and examples, some ways in which difference (with particular reference to race, ethnicity, language and location) might be linked to individual and/or community dispositions to take up (or to reject) specific research methodologies and epistemologies, and (ii) to consider the implications of such differences and dispositions for academic practices directed towards developing 'communities of understanding' at postcolonial intersections.

Re/de/signing the world : postructuralism, deconstruction and 'reality' in outdoor/environmental education research

This paper examines rhetorical constructions of ‘reality’ in selected outdoor/environmental education discourses-practices.1 Many outdoor/environmental educators privilege philosophical realism coupled with suspicion towards poststructuralism(s) and deconstruction. From a postlogographic position on language, we argue that producing texts is a method of inquiry, an experience and performance of semiosis-in-use as we sign (and de/sign) the world into existence. This re/de/signed world never represents the ‘real’ world precisely or completely, and in this paper we explore and enact modes of textual (and extratextual) production that struggle to retain a poststructuralist skepticism towards representational claims without falling into antirealist language games. We focus in particular on Deleuzean concepts of ‘rhizomatic’ inquiry and nomadic textuality as enabling dispositions for re/de/signing worlds in which realities and representations are mutually constitutive (rather than dialectically related).

A study of social responsibility of Sri Lankan immigrant entrepreneurs in Australia

Increasing globalisation, technological advancement and migration waves in the last few decades have changed the look of many advanced countries to be more cosmopolitan and Australia is no exception. The number of South Asian migrants in Australia is steadily increasing. Among the South Asians, there are 31,482 Sri Lankans in the state of Victoria and the majority of them are entrepreneurs. Social responsibility perceptions and practices of these entrepreneurs have not been researched. The study aims to fill this gap by undertaking a triangulation method to investigate the social responsibility perceptions and practices of these entrepreneurs and identify whether or not they are influenced by home country contextual factors, specifically national culture, and business environment. The study is a work in progress and the survey will be undertaken in the second quarter of the year. Socially responsible businesses have the potential to promote an overall approach to quality and sustainable development as they can have positive impacts not only on their own businesses but also on the community and the environment in which they operate. This study is thus significant as it will deliver economic, social and environmental benefits to Australia.

Description of new species of Setosabatieria and Desmolaimus (Nematoda: Monhysterida) and a checklist of New Zealand free-living marine nematode species

Two new marine nematode species are described from intertidal sediments in southern New Zealand. Setosabatieria australis sp. nov. is characterised by an amphideal fovea with 3.5 turns, 7–9 small pre-cloacal supplements, and 2–5 sub-cephalic setae per file. Setosabatieria australis sp. nov. differs from all known species of the genus in having L-shaped spicules with a hollow median region, in contrast to the typical curved shape. Desmolaimus courti sp. nov. is characterised by the presence of four long (15 µm) cephalic setae, two cuticularised rings in the buccal cavity, and a lightly cuticularised pharyngeal lumen. It differs from other species of the genus by having eight sub-cephalic setae. A total of 116 marine species are included in the checklist of New Zealand free-living nematodes, with the majority of records from the coast of Campbell and Auckland islands from the early part of the 20th century. Most records were from habitats such as seaweed or sponge, which may explain the high proportion (>50%) of cosmopolitan species recorded in New Zealand to date. Little is known about the sediment nematode fauna, particularly in deeper waters (>120 m), from where there are no records to date.

Reconsidering the state : cosmopolitanism, republicanism and global governance

Cosmopolitan arguments for global forms of democracy and governance have intensified in the last decade because of the increasing significance of transnational interconnections and the increased impact of global problems. However, questions remain as to how cosmopolitan structures are going to be realized in practice, given the continued significance of the state in global politics. This paper advocates the importance of considering republican arguments for redeveloping the state alongside the proposals for global democratic structures advocated by political cosmopolitans such as David Held. It contends that many forms of cosmopolitan thought are too quick to dismiss the state as a potential locus of ethical global governance and that republican conceptions of the state and political practice are important counterpoints to political cosmopolitanism. Consequently, this paper critically considers the assumptions embedded in the literature of political cosmopolitanism in relation to the proposals for global democracy and governance. Then the paper considers republican arguments that developing civically minded citizens and responsive state institutions could be a crucial foundation for transnational forms of governance to be realized in practice. The paper then concludes by considering the practical tensions between republican and cosmopolitan proposals.

Buffering effect of leisure self-determination on the mental health of older adults

Leisure self-determination was tested for its capacity to buffer the effects of life stress on the level of depression of older adults. A direct association between leisure-self-determination and level depression was also tested. A sample of 152 individuals aged 49 years and over completed a questionnaire which included measures of stress, leisure self-determination, and depression. Hierarchical multiple regression analysis incorporating an interaction component to represent the buffering effect was used to analyse the data. Higher levels of leisure self-determination were significantly associated with lower levels of depression regardless of life stress. Leisure self-determination also acted as a buffer of the association between life stress and depression. The study has significant theoretical and practical implications. Theoretically, it supports the stress buffering hypothesis of Coleman and Iso-Ahola (1993) when applied to a sample of older adults. The practical implications of the empirical evidence focus on the importance of fostering leisure self-determination dispositions through leisure practices, policies, and leadership styles that facilitate and support older adult autonomy in leisure experiences.

Thinking about thinking : innovative pedagogy designed to foster thinking skills in junior primary classrooms

This article reports on the collaborative initiative of two primary school teachers who created and implemented innovative pedagogy in order to foster a culture of thinking in their classrooms. The paper outlines teaching strategies that were used with the intent of making students mindful of themselves as learners and thinkers. A 'Toolbox', inspired by 'Habits of Mind' and the Visible Thinking approach to teaching and learning, is described in narrative form by one of the teachers. The Toolbox aims to equip students with the thinking tools to make their thinking visible to themselves, their peers and their teachers.

New work ethics? The corporate athlete's back end index and organisational performance

Drawing on Michel Foucault’s later genealogies of the Self the paper will illustrate particular dimensions of the increasingly powerful individualizing and normalizing processes shaping the lifeworlds of worker-citizens in a globalizing risk society. Processes that require those who wish to be positively identified as professional, entrepreneurial, resilient, effective, athletic to do particular sorts of work on themselves. Here the paper argues that we can identify the emergence of what we call New Work Ethics. We illustrate this more general argument via an analysis of the ways in which a large Information Technology (IT) organization seeks to produce—via a workplace health and fitness program—employees who imagine themselves as embodying the behaviours and dispositions that mark the person as a corporate athlete. Knowledge of the Self in these terms can, it is promised, enhance the performance of the Self, and the organization.

Reconsidering institutional cosmopolitanism : global poverty and the importance of the state in international political theory

Cosmopolitan scholarship has been at the forefront of efforts to consider political structures capable of realising justice in a more robust manner than prevailing global governance arrangements. In particular, the arguments of Thomas Pogge have contributed significantly to scholarly thinking about global poverty and his scheme of 'institutional cosmopolitanism' aspires to institutionalise human rights in the structures of global governance. This essay critiques the capacity of Pogge's cosmopolitan approach to productively guide political action in relation to global poverty by questioning whether global institutions generated by human rights are sufficient to address global poverty. The argument in this essay is that a viable guide to political action which alleviates global poverty must also take account of the potential utility of the state. This essays draws upon republican ideas to contend that cosmopolitanism needs to encompass a robust account of local institutions such as the state.

Political patriotism

As evidenced by the reactions to Martha Nussbaum’s famous essay of 1996, patriotism is a contested notion in moral debate. This paper explores the suggestion made by Stephen Nathanson that patriotism might be understood as “love of one’s country”, and suggests that this phrase is misleading. It suggests that patriotism, like love, is not rational, and it fails to distinguish two kinds of object for that love: one’s cultural community and one’s political community. Accordingly, this phrase can lead to a kind of nationalism which involves chauvinism and militarism and that is, therefore, morally objectionable. The problem arises from ambiguities in the notion of “country” which is said to be the object of such love. Moreover, “love” is not the appropriate term for a relationship whose central psychological function is that of establishing an individual’s identity as a citizen. I suggest that the proper mode of attachment involved in patriotism is identification with one’s political community, and that the proper object of a patriot’s allegiance is the political community thought of without the emotional, nationalistic and moralistic connotations that often accompany the concept of community. The “political patriotism” that arises from such an attitude is sceptical of “the national interest” and does not accept that our moral responsibilities to others stop at national borders. In this way political patriotism is consistent with a cosmopolitan stance towards human rights and global justice.

Practising gender : the production of identity by school children

The thesis utilises ‘practice theory’ to argue that the self is not only an effect of social practices but also a technique for action and develops an alternative way of explicating and conceptualising the constitution of the self within the micro-practices of routine, everyday life. This is in contrast to a general tendency within ‘practice theory’, ‘constructionist’ and ‘discursive’ approaches towards a determinist conception of the self. The thesis explores this conceptual framework in fieldwork focussed on formation and production of gender-identity among young school children and offers a new perspective of gender-identity in the classroom. The thesis provides a fourfold contribution: (1) It provides insights into how in the classroom, children take up (conventional) gender differentiated conduct and dispositions in order to forge both their identity and the establishment of a social order based on gender. This gender order is not simply imposed on them by teachers but is actively constructed by the children. The thesis provides insights into how the children in the classroom seize and appropriate the practices of gender for their own ends. These ends, I argue, are the construction of their gender-identity, and the establishment and maintenance of a ‘matrix of intelligibility’. (2) It offers a close-up illustration of how gender construction is negotiated and contested between girls and boys. This is characterised as largely a struggle for enablement — the power to be and to do — rather than as a struggle of one gender over another. (3) It develops an analysis of classrooms as productive sites, as ‘complex strategical situations’ in which the participating agents — the teachers and students—deploy and utilise available resources in their ongoing construction of the world. This suggests that that the social world is not as unitary and totalising as ‘constraint perspectives’ within practice theory often imply. (4) It proposes methodological perspectives and strategies for researching empirically the day-to-day production of gender and for capturing that complex and often elusive process ‘in flight’. It shows the value of an ‘ascending analysis’, one that does not foreclose findings on the basis of a pre-existing theoretical position, and the rich potential of ‘flashpoints’ as a way of illuminating ongoing and often ‘unremarkable’ and therefore unnoticed practices of gender production. The theoretical terrain explored a range of theorists on the self not usually brought together, including Butler, Rose, Foucault, Giddens and Garfinkel and Schatzki. These theorists share in common the perspective that social practices rather than the agent or social totality are the ontological basis of the social world. It is argued that the self is constituted in its enactment and the thesis pursues Foucault’s (2002) question of how the self participates in its own subjectification. The empirical focus of the thesis examined the activities of children at school for insights into how they participated in the making of their gender-identity. The research addressed the questions: (1) To what extent do children construct their gender-identity and what kinds of encouragement do they receive for this? (2) To what extent did the children seem to be appropriating gender practices and inciting the making of gender-identity in the classroom? (3) To what extent can the classroom be viewed as a site of gender contestation and borderwork? Using the concept of ‘flashpoints’, — significant or poignant moments in the classroom — classroom activities were observed to catch gender-identity production ‘in flight’ and to describe how the children seize upon moments to make gender salient. Year Three children in five classrooms in two Victorian schools were observed during English communication and literacy lessons. Individual interviews with teachers in the participating schools and group interviews with the children from the classrooms were undertaken to amplify the observations. Much of the children’s behaviour can be interpreted as their efforts to make gender salient in social interactions. Gender-identity production and gender ‘border work’ (Thorne, 1993) and contestation appeared to be a major activity and preoccupation of the children, even in the face of teacher’s attempts to encourage a gender-neutral environment The children were often more active than the teachers in imposing the ‘gender agenda’ identified by Evans (1988). Overall, this thesis contributes to the development of the theory of subjectivity and identity formation. Social practices are not imposed and individuals seize upon social practices to further their own ends. It is through these routine, everyday activities that social practices are reproduced. The study provides an avenue for understanding the actions of children and the operation of gender power and border work within the classroom.

Toward a broader appreciation of human motion in education

Motion is a fundamental activity for the healthy functioning human organism. Its importance, however, is increasingly de-valued in Western cultures as they speed toward adopting technologies and virtual experiences as adjuncts to, and even replacements for7 traditional educational structures and processes that involve physical activity. Organised and reflective experience of human motion is becoming increasingly marginalised in teaching methodologies and learning programs in educational institutions at all levels around the globe. This inquiry sets out to gain a greater understanding of why people and human motion become disconnected, particularly during periods of formal education. A central question and two sub-questions form the basis of the inquiry. The central question asks why human motion is not valued and more utilised in education. In particular, why do learning areas that directly represent involvement with human motion, such as physical education, continually struggle in education programs. It directs the investigation to focus on the causes rather than the symptoms of the disuse and devaluation of human motion in Australian education. The two sub-questions split the praxis of the study. The first seeks to understand how the causes of devaluation work in the educational context lo affect the lack of acknowledgement; and the second considers ways to counter the disuse of human movement in education programs. To address these questions, the research focuses on rebutting the notion of a mind-body dualism. Rather, it seeks to better understand how humans learn and function as monists - integrated beings, acquiring self-knowledge in their 'world of being' in which bodily and emotional experiences, and reasoning are inextricably intertwined. I have approached this qualitative research as an ethnographic sociologist examining the issues from a critical high modernist perspective in order to demonstrate the pervading influence in Australian education of strong beliefs and values from the era of Enlightenment. Narrative analysis of 'memoir' in the form of self-defining memories was selected to gain a sensibility of the connectedness between human emotion, motion and reasoning in the lived experiences of students in three primary and three secondary schools across Years 2-12. An opportunity for human movement to be more valued and utilised in emerging educational frameworks that have life knowledge, dispositions and capabilities at their core is identified. The inquiry proposes a conceptualisation of human motion in education for new times characterised by the need for people to develop personal resources and strong positive identities in order to cope with a world of rapid change and uncertainty.

Investing in intelligence : an inquiry into educational paradigm change

In this philosophical and practical-critical inquiry, I address two significant and closely related problems - whether and how those involved in the enterprise of education conceptualise a need for educational change, and the observed resistance of school cultures to change efforts. I address the apparent lack of a clear, coherent and viable theory of learning, agency and change, capable of making explicit the need, substantive nature and means of educational change. Based on a meta-analysis of numerous theories and perspectives on human knowing, learning, intelligence, agency and change, I synthesise a 'Dynamic Paradigm of Learning and Change', characterised by fifteen Constructs. I argue that this more viable Paradigm is capable of informing both design and critique of systemic curriculum and assessment policies, school organisation and planning models, professional learning and pedagogical practice, and student learning and action. The Dynamic Paradigm of Learning and Change contrasts with the assumptions reflected in the prevailing culture of institutionalised education, and I argue that dominant views of knowledge and human agency are both theoretically and practically non-viable and unsustainable. I argue that the prevailing culture and experience of schooling contributes to the formation of assumptions, identities, dispositions and orientations to the world characterised by alienation. The Dynamic Paradigm of Learning and Change also contrasts with the assumptions reflected in some educational reform efforts recently promoted at system level in Queensland, Australia. I use the Dynamic Paradigm as the reference point for a formal critique of two influential reform programs, Authentic Pedagogy and the New Basics Project, identifying significant limitations in both the conceptualisation of educational ends and means, and the implementation of these reform agendas. Within the Dynamic Paradigm of Learning and Change, knowledge and learning serve the individual's need for more adaptive or viable functioning in the world. I argue that students' attainment of knowledge of major ways in which others in our culture organise experience (interpret the world) is a legitimate goal of schooling. However, it is more viable to think of the primary function of schooling as providing for the young inspiration, opportunities and support for purposeful doing, and for assisting them in understanding the processes of 'action scheme' change to make such doing more viable. Through the practical-critical components of the inquiry, undertaken in the context of the ferment of pedagogical and curricular discussion and exploration in Queensland between 1999 and 2003, I develop the Key Abilities Model and associated guidelines and resources relating to forms of pedagogy, curriculum organisation and assessment consistent with the Dynamic Paradigm of Learning and Change. I argue the importance of showing teachers why and how their existing visions and conceptions of learning and teaching may be inadequate, and of emphasising teachers' conceptions of learning, knowing, agency and teaching, and their identities, dispositions and orientations to the world, as things that might need to change, in order to realise the intent of educational change focused on transformational student outcomes serving both the individual and collective good. A recommendation is made for implementation and research of a school-based trial of the Key Abilities Model, informed by and reflecting the Dynamic Paradigm of Learning and Change, as an important investment in the development and expression of ‘authentic' human intelligence.

Lichen flora of the Mount Donna Buang Scenic Reserve, Victoria

This report investigated the lichen flora of the Mt Donna Buang Scenic Reserve in Victoria, There were several aims: to describe the lichens of the region, to produce a pictorial key enabling field identification and to determine any distribution patterns. A floristic survey covering approximately 50 square km was undertaken to determine lichen diversity of the region generally. Lichens were sampled along roads, tracks, walking trails and in sections of bush, taking into account forest type and, particularly, areas that were lichen rich. Seventy-five lichen species in 43 genera and 27 families were identified and described from the region. An unknown, species H, also was described. Of the 76 lichen species, 22 were crastose and the remainder macrolichens. The best represented families were: Cladoniaceae (8 species), Hypogymniaceae (6), Lobariaceae (7), Lecideaceae (6), Pannariaceae (6) and Parmeliaccae (6). This study described 12 species (17%) which previously were not known for Victoria and which are a first record for the state. These include: Cladonia sarmentosa (J.D. Hook & Taylor) Dodge, Graphis librata Knight, Parmelinopsis neodamaziana (Elix & Johnston) Elix & Hale, Pertusaria novaezelandiae Szatala, Placopsis pardlina f. microphylla Lamb, Porina leptalea AX. Sm., Pseudocyphellaria ardesiaca Galloway, Trapeliopsis congregant (Zahlbr.) Brako, Menegazzia myriotrema (Mull. Arg.) P. James, Bunodophoron scrobiculatum (Church. Bab,) Wedin, Parmelia testacea Stirton and Menegazzia purpurascens S. Louwhoff sp. nov.. The last eight species are new to the mainland and, apart from Menegazzia purpurascens, previously were known only from Tasmania. Five main elements of distribution were identified for the lichen flora of the Mt Donna Buang Scenic Reserve: cosmopolitan, austral/australasian, paleotropical, pantropical and western pacific. The majority of species (68%) had austral/australasian distributions, eleven (16%) were endemic to Australia and nine (13%) occurred only in Tasmania , Victoria and New Zealand. A pictorial, dichotomous key was constructed for the lichen flora of the Mt Donna Buang Scenic Reserve. Previously, keys to the lichen flora of Tasmanian rainforests were suggested as appropriate to similar areas in Victoria, however, the Victorian forests include a significant sclerophyll element The key presented is specific for the study site but is appropriate to similar regions in Victoria and has been tested in a number of these areas. The key was designed to be ‘user-friendly’ so that the experienced and inexperienced alike are able to use it. A more detailed investigation of the lichen flora of the Mt Donna Buang Scenic Reserve was carried out in order to determine distribution. A total of 50 quadrats, each 20m x 20m in size, were sampled. Within each, the dominant vegetation type was determined and individuals were identified and location noted. The cover abundance of each lichen species on each individual tree was estimated using a modified Braun-Blanquet scale. A total of 710 trees, representing 13 different species, were examined. Nothofagus cunninghamii (Hook.) Oerst, Eucalyptus regnans R Mull., Acacia dealbata Link, A. melanoxylon R. Br., Hedycarya angustifolia A. Cunn. and Atherosperma moschatum Labill. were the six most common tree species encountered at the study site. Nothofagus cunninghamii supported the greatest lichen diversity (39 species), although most species occurred on less than 10% of the trees. The majority of lichens occurring on N. cunninghamii A. melanoxylon, A. dealbata and H. angustifolia were foliose or crustose, those on Ł. regnans fruticose and foliose and those on A moschatum crustose. Bunodophoron australe was the only lichen species at the study site to occur on one host, Nothofagus cunninghamiL Many occurred on a number of different hosts, but were most common on one particular tree species. The distribution of lichens at the study site was analysed with a rnultivariate statistical package (PATN) which dealt with ‘pattern analysis’. The program ‘SSH’ in PATN which uses the Bray-Curtis ordination technique, was used to create scatterplots displaying the degree of dissimilarity between quadrats in terms of presence/absence of lichen species. The program ‘TWAY’ in PATN was used to construct a two way table to display which lichen species occurred in each vegetation type. The pattern analysis revealed that the lichens of the Mt Donna Buang Scenic Reserve were not restricted to any particular forest type, but particular lichens, or groups of lichens, tended to predominate in certain vegetation communities. This concurs with work done by others in Tasmanian forests. Quadrats which were situated in cool temperate rainforest were grouped more closely with each other than with quadrats in other vegetation types. These also supported the greatest number of lichen species. This was not surprising since N. cunninghamii the dominant tree species in cool temperate rainforest, supported the greatest lichen diversity.

On strangers, ‘moral panics’ and the neo-liberalization of teacher education

This paper explores the convergence of neo-liberal managerialism with the neo-conservative technologies of creating ‘moral panics’ about teacher education, English language and literacy curriculum and traditional values that allegedly fail to address the issues of public safety and cultural integration in the post- September 11th world. It problematises the neo-conservative vision of managing ‘strangers’ and public risks through dominant cultural literacy. The paper counters the neo-conservative backlash with a framework that emphasizes dialogical ethics in teaching for difference and conceptualizes transcultural literacy as an alternative model of education in multicultural conditions. This model is presented both as a way of resisting the subliminal infiltration of neo-conservative thinking in teacher education today and as a way of imagining a ‘cosmopolitan’ professional.