The nexus between feminism and postmodernism: still a central concern for critical social work

 In this paper, we provide a critical review of the literature that discusses the nexus between feminism and postmodernism. Further, we argue that the current debates about using postmodernism to enhance structural theories such as feminism are often polarised, and continue to limit the potential for developing critical social work practice and theory. In transcending these dualistic debates, we have explored what the possibilities are for postmodernism to contribute to critical objectives such as those espoused by feminism and why this is particularly important for social work at this point in time. We have contended that engaging with postmodernism critically has significant potential to enhance feminist practice. We begin the article with a justification for the importance of re(visiting) the nexus between postmodern and structural theory in the current context.

The continued importance of a feminist analysis: gendered inequalities visible through a critique of Howard government policy on domestic violence

This paper argues that feminist analyses remain crucial to any critical analysis of social policy. From the outset, it needs to be said that we are not suggesting that other critical analyses are less important, such as anti-racist analysis, for example (Dominelli 2002a, 2002b). We also acknowledge the significance of intersectionality theory which identifies the ways in which race and racism may compound gender inequality to shape experiences of oppression or privilege (Mullings & Schultz 2006; Weber 2006). Having said this, in this paper we argue that feminist analyses remain as important as ever, in challenging dominant patriarchal/capitalist discourse currently informing social policy in Australia.

As a counter discourse, feminism puts women’s experiences and the unequal relationships of patriarchy at the forefront of analysis, highlights gender inequalities entrenched in social institutions and policy, and draws attention to the organisation of society along gender specific lines and the inequalities resulting from the relegation of women to the private sphere (Dominelli 2002a).

Specifically, we will demonstrate that the Howard government’s policy responses to the issue of family violence have reflected a renewed attack on previous gains made by women, and exemplify a neo-liberal, neo-conservative approach to social policy that demands a critical feminist analysis. Given the recent federal election, it seems particularly timely to reassert the importance of a feminist analysis of social policy and to direct the attention of the new federal government towards reversing recent trends to de-politicise violence towards women.

Neoliberalism is not a theory of everything: a Bourdieuian analysis of illusio in educational research

 Despite the frequency with which the concept of neoliberalism is employed within academic literature, its complex and multifaceted nature makes it difficult to define and describe. Indeed, data reported in this article suggest that there is a tendency in educational research to make extensive use of the word ‘neoliberalism’ (or its variants neoliberal, neo-liberal and neo-liberalism) as a catch-all for something negative but without offering a definition or explanation. The article highlights a number of key risks associated with this approach and draws on the Bourdieuian concept of illusio to suggest the possibility that when as educational researchers we use the word ‘neoliberalism’ in this way, rather than interrupting the implementation of neoliberal policies and practices, we may, in fact, be further entrenching the neoliberal doxa. That is to say, we are both playing the neoliberal game and inadvertently demonstrating our belief that it is a game worth being played. In so doing, this article seeks to extend understandings of what illusio means within the context of educational research.

Temporal patterning of competitive emotions : a critical review

An interactional model of stress that integrates current research on competitive affects and emphasizes the temporal dimensions of the stress process is forwarded. The literature reveals that the study of athletes' affective responses to competition has been narrowly focused on pre-competitive anxiety. Equivocal findings on temporal patterning of competitive anxiety suggest that a fundamental change in the empirical approach is needed because the current conceptualization of anxiety and other complex emotions is imprecise. The analysis of secondary emotions as patterns of discrete basic emotions, as suggested by differential emotions theorists, is proposed for consideration in future research. In this view, competitive anxiety is considered as a set of patterns of emotions rather than a unitary affect. The adoption of this approach could result in better operationalization of competitive anxiety as well as other secondary performance-related emotions. We propose that research on competitive affects should follow two parallel lines. The first should focus on the description of complex emotional states that reflect the idiosyncratic emotional experience and vocabulary of the athlete. The second should examine the sets of basic emotions experienced throughout competition, and focus on individual differences and factors determining those differences. The integration of the two approaches could lead to a better understanding of whether, how and why individuals differ in the interpretation of specific secondary emotions and their effect on performance. Moreover, it would permit the analysis of intra-individual variations in labelling secondary emotions with respect to different competitive contexts and temporal aspects.

Turning the spotlight to international students’ internal negotiations: critical thinking in academic writing

The case study reported in this chapter explores how four Chinese and Vietnamese international students from two disciplines, Economics and Education, mediated their ways of displaying critical thinking in disciplinary writing at an Australian university. It draws on a modified version of Lillis’s (2001) heuristic and positioning theory (Harre´ & van Langenhove, 1999) for the interpretation of students’ writing practices within an institutional context. The study includes four talks around texts, which engage the students in an exploration of their practices in demonstrating their critical thinking in their first texts at the university, and four in-depth interviews six months later, which aim to examine how students negotiated their writing practices as they progressed through their course.

The role of effective partnerships in an Australian place-based intervention to reduce race-based discrimination

Localities Embracing and Accepting Diversity (LEAD) is an ongoing place-based pilot program aimed at improving health outcomes among Aboriginal and migrant communities through increased social and economic participation. Specifically, LEAD works with mainstream organizations to prevent race-based discrimination from occurring. The partnership model of LEAD was designed to create a community intervention that was evidence-based, effective, and flexible enough to respond to local contexts and needs. LEAD's complex organizational and partnership model, in combination with an innovative approach to reducing race-based discrimination, has necessitated the use of new language and communication strategies to build genuinely collaborative partnerships. Allocating sufficient time to develop strategies aligned with this new way of doing business has been critical. However, preliminary data indicate that a varied set of partners has been integral to supporting the widespread influence of the emerging LEAD findings across partner networks in a number of different sectors.

Decision-Making in Economics: Critical Lessons from Neurobiology

In this chapter, the authors consider some of the issues regarding the rational choice decision framework in neoclassical economics and how it can particularly be found wanting in the absence of due consideration for some of the underlying critical neurobiological factors which govern decision making. They develop a critical decision problem and explore the scenario where the solution predicted by formal economic theory may be in conflict with the decision that actually occurs. Such conflict is especially relevant in the context of economic decision making in emerging markets where there can be a lack of trust in the system by the agents operating within it. Based on logically consistent arguments derived from the extant literature, the authors argue that non-consideration of underlying neurobiological factors is a direct cause of this conflict.

Postcolonial theory and cross-culturalism : collaborative ‘signposts’ of discursive practices

This paper is a forerunner of a detailed piece of work. It explores the notions of postcolonial theory and cross-culturalism, and whether they can be regarded as collaborative ‘signposts’ of discursive practices. The aim of this paper is to move beyond the contemporary constructs of race, culture and identification and into the arena of hybridity and multiplicity and the constituting and reconstituting of self. In this discussion, I will first outline the notions of postcolonial theory and cross-culturalism, and then explore focal points of collaborative discursive practices. In doing so, I will discuss perceptions of language and discourse and their relationships to postcolonial theory and cross-culturalism. In the context of this topic, I shall use Australia as an example of a diverse community and English as the language being discussed under the term ‘discursive practices’.

A feminist critical perspective on educational leadership

Since the 1980s, there has been a burgeoning literature on women and educational leadership. The focus has primarily been on the underrepresentation of women in leadership informed by a feminist critique of the mainstream literature. Over time, key feminist theories and research have been appropriated in education policy and are now embedded in the mainstream literature, with little recognition of their provenance or political intent. This article identifies the discursive moves that have domesticated feminist research by depoliticizing and decontextualizing leadership and argues for refocusing the feminist gaze away from numerical representation of women in leadership to the social relations of gender and power locally, nationally and internationally. A feminist critical sociological perspective treats leadership as a conceptual lens through which to problematize the nature, purpose and capacities of educational systems and organizations to reform and indeed re-think their practices in more socially just ways. Feminist understandings provide substantive and normative alternatives to how we theorize and practice leadership.

International power transitions, critical realism, and the rise of China

This thesis employs the philosophy of critical realism to develop an innovative theory and methodology for the study of international power transitions. The theory is then applied in a future-oriented case analysis to enrich explanation and understanding of a major real world policy challenge - the rise of China.

Exploring the fantastic: new critical frameworks in an evolving genre

This thesis (creative practice/exegesis) argues that fantasy fiction can function as a progressive socio-political literature. Using the Marxist theory of the Frankfurt School it explores the relationship between fantasy and science fiction via utopian/dystopian representation. Through this dialogue a new understanding of the genre is voiced.

Connecting with carnival : developing critical business education through reflective writing

In response to recent criticisms, and following a sustained effort by Critical Management Scholars, business education, especially the MBA, is increasingly taking seriously the idea that it needs to enable students to develop the capacities of critical and reflective thought. One method in particular is suggested as meeting this end; reflective writing. The aim of this current paper is to consider if this method lives up to the promise of developing critical and reflective coporate citizens. Using a body of critical theory on reflective practice, I argue that reflective writing as done by students tends to be a Truth posing exercise. This is insufficient to the end that critical scholars envision. My aim with this paper is to introduce a new form of reflective writing. Drawing on the based on Bakhtin's (1984) notion of carnival, I argue for a dialogical text in which different voices and perspectives jostle and claim that this is productive of texts that grant autonomy to the reader to make meaning. This form of writing is more conductive to the constitution of ethical and critical thinking than are the current truth books (Masschelein, 2006) that dominant reflective writing. I illustrate this through my experiences introducing reflective writing in an undergraduate accounting unit and to an MBA. I argue that the latter is more dialogical and carnivalistic as the reflective writing is a joint effort.

Evaluating the intertwined critical success factors for sustainable e-learning

Successfully leveraging knowledge transfer in distributed e-learning requires effective combination of pedagogies, technologies, and efficient management of learning resources. As a result, identifying and evaluating the critical success factors within each of these facets is vital for the success of e-learning. This paper explores the critical success factors intertwined within the learning ecosystem namely pedagogy, technology and management of learning resources in a higher education e-learning environment. Adopting a hybrid approach consisting of a systematic literature review and interviews with experts in e-learning, this paper shows that there is a discrepancy between theory and practice in e-learning in regard to the application of pedagogies, use of technology, and management of reusable learning objects. This implies that there is a need for tackling various issues regarding the adoption of appropriate e-learning strategies, knowledge sharing, quality, granularity and reusability of learning object for sustainable e-learning.