Understanding a transitional teacher education in globalized and neoliberal contexts

Many early career teachers commence their transition into the teaching profession in rural and remote schools. Separated from existing interpersonal/professional networks of support, early career teachers rely on new colleagues and school leaders in more complex ways than their peers teaching closer to home. Crucially, their emerging identities, resilience and motivations are therefore influenced and reinforced
through professional interactions. This paper explores the critical turning points and narratives of two early career rural teachers. The narratives were collected through reflect.goingok.com, a digital tool created by one of the authors; that enabled the teachers to engage in regular reflections about their transition from university to the classroom. In conclusion some of the implications of the co-narration of teacher identity, and how this informs a systemic approach that supports early career teachers in rural teaching practice is discussed.

Experiencing differences and negotiating prejudices at the Immigration Museum Melbourne

The social agency of museums in countering prejudices and fostering respect for differences is increasingly recognised and empirical research has begun to illuminate the impacts of exhibitions devoted to difficult subjects on audiences. This paper draws on an ongoing research project conducted by two Australian universities in collaboration with the Immigration Museum Melbourne aimed at understanding the role of the Identity: Yours, Mine, Ours exhibition in countering racism and increasing the acceptance of differences among Australian high school students. The paper focuses on narrative interviews with students which offer insights into how differences are experienced and prejudices become negotiated through processes of meaning-making and embodied engagements. The empirical evidence indicates that the exhibition moves beyond the orchestration of an abstract tolerance by unsettling the Self and destabilising stereotyped interpretations of the Other. Identity: Yours, Mine, Ours creates a place and space of encounter in which differences are humanised, thus facilitating understandings of broader contexts through individual experiences. At the same time, the research findings suggest that the life worlds of students, their personal backgrounds and schools, are intertwined with their interpretive engagements with the exhibition and need to be considered for museum practices and further research.

Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context

Worldwide interest in Japanese Lesson Study as a vehicle to improve mathematics teaching practice through professional learning has left largely unanswered questions about the extent to which it can be replicated elsewhere. This paper reports on a small-scale research project, Implementing structured problem solving mathematics through lesson study, carried out in three Australian schools during 2012, and continued in a modified form during 2013 and 2014. Two major aims of the project were to investigate critical factors in the adaptation and effective implementation of (1) structured problem-solving mathematics lessons, and (2) Japanese Lesson Study as a model for teacher professional learning in the Australian context. This paper discusses the specific affordances that contributed to both the implementation of structured problem solving and to teachers' professional learning as a result of their participation in this project, as well as the constraints encountered, and the implications of these for the sustainability of lesson study in the Australian context. Critical factors identified by the teachers as contributing to the success of the project included the opportunities for in-depth lesson planning, the presence of large numbers of observers at the research lessons and the post-lesson discussions, and the insight provided by the " knowledgeable other". Major constraints included the difficulty in finding suitable problem solving tasks to match the Australian curriculum, and the teaching culture that emphasises small-group rather than whole-class teaching

When the private becomes public: commodity activism, endorsement, and making meaning in a privatised world

The divide between the public realm and the private realm is a both a moveable and permeable boundary. One of the reasons for this fluidity as to what constitutes these two realms is driven by different political postures. From a neoliberal position, the private—be that private industry, the individual self, the engines of the economy—is better able to produce the Benthamite characterisation of happiness for the greatest number. In contrast, from a socialist to social democratic position, an expanded public disbursement of commonwealth is seen to produce a more equitable, just, and ultimately happy society. Somewhere between these two extremes is a regulated marketplace which more or less describes the organisation of most Western polities.This paper investigates a relatively new form of public activism that, in a sense, emerges from a cultural condition of the ascendancy of the privatisation of politics and culture. Commodity activism, as it is now called by researchers, begins with a politics of the marketplace and turns it into a normative position or posture related to the public sphere. This kind of politics has emerged from consumer movements that have a long history of turning the private into the domain of the public through boycotts, forms of usually negative publicity, and an active engagement of appropriating the key identity of “privatisation,” which is that of the consumer, and re-politicising it into something akin to a form of active citizen. The paper is a study of this changing of the private into the public and how this process relies on the concept of endorsement—particularly high-profile celebrity figures who have gained their power as individuals in this privatised space and now use that form of power for other purposes—in order to gain attention and circulation in this now privatised public sphere.

Policies and practices of professional development in China : what do early childhood teachers think?

This paper focuses on early childhood teachers’ professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers’ perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed, namely the teachers’ positive responses to the government aspirations for enhancing teaching in early childhood education, and the complexities of the organizational and role structures of the early childhood community in ChangChun where the study took place. An important aspect of the teachers’ perspectives of their professional development, which connects up to the early childhood environment in ChangChun, is the view that professional development was oriented to their own employment continuity. Teachers’ learning was perceived as a useful means to offset the insecurity of their careers, but not closely related to children’s learning.

Temporal asymmetry and the self/person split

Derek Parfit’s discussion of our bias towards the future has sparked considerable discussion of our pervasively asymmetrical attitudes towards past and future goods. Much of this discussion has centred on whether we can rationally justify such attitudes or whether they are intrinsically irrational. This paper seeks neither to justify nor to reject temporally asymmetrical attitudes, but to explicate the way perspective, and particularly temporal perspective, operates in such biases, in order to show how our temporal biases point to something important about the structure of selfhood. By employing an emerging distinction in the personal identity literature between the ‘self’ as an intrinsically first personal and temporally indexical locus of consciousness, and the ‘person’ as a diachronic bearer of various forms of physical and psychological predicates, we can see that the clash between temporally asymmetrical attitudes and symmetrical welfare judgments is in fact a result of the ways in which selves and persons interact.