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

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

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

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

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

Making sense of difference? Teaching identities in postmodern contexts

How do teachers make sense of ethnic and classed differences? Frequently students from non-mainstream cultures and of lower socio-economic status are constructed in the literature and through practice as ‘deficit’ and consequently become marginalised. A range of short-term, ‘quick fix’ policy and curriculum approaches have aimed to address the ‘problems’ of those ‘othered’ from the mainstream due to their perceived difference. These have had little effect on improving educational results for students of specific ethnic and/or class backgrounds whose outcomes remain below the national average.

Poststructural theories offer opportunities to think about how teachers are positioned within discourses of identity. Our research (and others’) suggests the need for teachers to interrogate their assumptions about class and culture and how these are played out in their pedagogical relationships with students.

In this paper we report on a small research project that investigates the professional practices and personal beliefs of teachers. Empirical data from this study will build knowledge about how difference is constructed and diversity is ‘taken up’ by teachers as they engage with secondary students who have Language Backgrounds Other Than English and who are economically disadvantaged.

Conceptualising the effect of self-service technologies on established brands

Self-service technologies (SSTs), such as machine assisted and electronic services are prevalent. Many established brands in industries such as banking, retailing, and hospitality have adopted SSTs to complement or replace existing channels of service delivery, e.g., face-to-face service. However, the influence of SSTs on established brands has not been examined previously. In the light of this, a conceptual model is proposed that incorporates SST-related variables and their influence on brand satisfaction, brand associations, brand attitudes, and brand loyalty, along with customers' future likelihood to reuse the SST. Arguably, these outcomes affect brand equity and the long-term survival of SSTs.

The dimensionality of self-rated employee performance : an integrated view

This study addresses the debate in the literature regarding the dimensionality of the job performance construct. The sample comprised 647 public servants from a state-based law enforcement organisation. Exploratory and confirmatory factor analyses delineate a four:factor structure, consisting of in-role behaviour, organisational citizenship behaviour directed towards (1) individuals or (2) the organisation, and a distinct latent variable deemed counter-productive work behaviour (CWB). The pattern of correlations among the four performance dimensions and between the performance dimensions and attitudes support the construct and discriminant validity of the four performance dimensions. Further, the .findings propose that CWB is a core, not discretionary, dimension of performance.

A critical look at the role of self-management for people with arthritis and other chronic diseases

Most patients with chronic conditions, such as osteoarthritis, only have contact with healthcare professionals for a few hours over the course of a year. Good self-management programs are, therefore, critical for patients to cope with their conditions on a daily basis. Drs Osborne, Jordan and Rogers discuss the importance of engaging patients, clinicians and policymakers in the development and implementation of self-management programs.

Teaching EBP : part 2 – making sense of clinical practice guidelines

Previously, we indicated that we wanted to address the dialogue pertaining to education and teaching approaches to increase the use of specific types of evidence that exist to guide and inform practice, and began this by focusing on Clinical Practice Guidelines (CPG). This column builds on that knowledge to highlight how educators can use CPGs in practice and change situations whilst also raising awareness of the limitations of these tools in terms of their impact on practice.

Machismo and the construction of immigrant latin American masculinities

While a growing number of North American authors have researched Latin American men and masculinities within Latin America as well as the experiences of Latin American men migrating to the United States, there has been little research on the specific issues facing Latin American men in Australia. In this chapter we explore the experiences in Australia of a variety of male migrants from Latin America through three key elements which emerged through our research: the importance of men as 'providers' for the family and the place in men's sense of self; the changing nature of men's and women's roles and statuses in Australian society and their difference from Latin America; and the shifting nature of what constitutes 'home' and a sense of belonging for Latin American men. In addressing the issues that the men face, we also examine the nature of the discourses on machismo and the almost fetishised nature of its oversimplified usage in relation to Latin American men generally and in defining their identities in Australia.