Teachers talking difference: teacher education and the poetics of anti-racism

This paper reports on a case study which explores the experiences of two teachers of ethnic difference working in secondary schools in rural Australia. In seeking an alternative way of telling their stories, transcript poems have been constructed from data obtained through semi-structured interviews with the teachers. The poems highlight the teachers' experiences of marginalisation and racism and their responses to their positioning in mainly white Anglo-Australian school communities. The study raises particular concerns about the effects of professional and cultural isolation on young and inexperienced teachers of ethnic difference as well as the need to view teacher education as an important site for the development of greater cultural awareness in "mainstream" teacher education students.

Making difference count: a demographic study of overseas born teachers

This article reports on the findings of a demographic study which is part of an Australian Research Council funded case study. It seeks to better understand the experiences and challenges facing teachers who are overseas born and educated non-native speakers of English. The investigation has been carried out in Victorian government metropolitan, regional city and rural secondary schools. A statewide survey has provided data about this previously `invisible' population of teachers, their demographic location, their qualifications, backgrounds and the nature of their teaching experiences. The findings raise a number of concerns in relation to overseas born teachers of ethnic difference in rural schools where cultural and professional isolation may be of particular concern. We explore some of the implications for teacher education in the light of increasing numbers of overseas born students entering teacher education courses.

Quantitative evaluation in health promotion : What's the difference?

This is the third in a series of articles on quantitative evaluation in health promotion written by Damien Jolley for the Health Promotion Journal of Australia. The first of these articles, published in the December 2000 issue, discussed the ideas behind sample surveys and how they can be used to improve evaluation of health promotion initiatives.1 The second, in the April 2001 issue, discussed confidence intervals in more detail and presented some strategies for computing confidence intervals for population percentages, both manually and using appropriate computer software. 2

Permutations with a distinct difference property

The topic of this paper arose out of a consideration of Costas sequences, which are used in sonar and radar applications. These sequences have the defining property that all differences of elements the same distance apart, are different. Several infinite families of Costas sequences are known; but there are many existence questions for length greater-or-equal to 32. In this article, we restrict ourselves to sequences with the weaker property that all adjacent differences are different. We give a recursive construction for these, as well as building several infinite families.

Translating difference: questions of representation in cross-cultural research encounters

This paper addresses questions of cross-cultural communication and represen tation as they arose in a longitudinal research project which sought to learn about the lives and concerns of older women. It focuses on the translations and mistranslations that occurred in narrative workshops where Australian researchers, who did not speak Vietnamese, worked with Australian Vietnamese women aged 55-74 and a translator to produce video diaries of the older women's everyday life. A number of workshop interactions around storytelling are examined to document the complexities that can arise when communities meet and interact across cultures. The aim is to 'come clean' about the problems of trying to conduct research without a common language and to suggest just how difficult translations and representations of culture really are and how easily preconceptions and cultural positionings interfere with the process of communication that is actually occurring.

Reconciling difference: art as reparation and healing

This paper demonstrates the way shamanism and psychoanalysis are deeply related as first signalled by Claude Lévi-Strauss. It then creates a context in which the question of body and mind, creativity and healing is discoursed in an interdisciplinary manner. An exposition of thinkers emerging from disparate disciplines will be used to show how aesthetic experience (both the production and the reception of art) results in reparation and healing. This relationship is not only relevant in therapeutic terms, but can also be extended to aesthetic practices which involve possible reconciliation of inner and outer conflict. The therapeutic involves an understanding of ways in which aesthetic practices recast western notions of the relationship between body and mind.

Reporting and the politics of difference : (non) disclosure on ethnic minorities

This article is based on two related research questions. First, what is the level of disclosure on ethnic minorities in the two sectors of the U.K. economy that historically have employed the most ethnic minorities: the banking and retail sectors? And secondly, what influences the (non)disclosure? It specifically investigates the level of disclosures from 1935 to 1998 and situates them within the changing social, political and economic context of this period. It is contended that the changing pattern of disclosure during this period can be understood with reference to changes in the political strategies for managing the threat of racism adopted by successive governments. The article provides some tentative theoretical reflections on the nature of the racism problematic and the way in which power may be seen to operate through (non)disclosure in this particular instance.

A new voice in a new place: musical encounters with a difference

Australian education providers at the university level are being challenged to be more inclusive of cultural diversity and associated knowledge systems in their curricula. This article reports on some findings of a research study that aimed to evaluate the introduction of African music to primary teacher education students and to provide them with a context for assimilating African music into their own teaching practice. This paper reports on my work as a music educator in sharing my different worlds of experience ‘with one voice’ in order to expand students’ local knowledge base. It also discusses the nature and applications of African music and demonstrates some aspects that correlate with Western music. Through a study of both Western and African pedagogies and repertoire, students were able to gain a more holistic perspective of the role of music in society and were able to contextualize and transfer epistemological and pedagogical insights from one society to another.

Economic freedom and economic growth: Does specification make a difference?

In this paper we apply meta-analytic techniques to the literature on the impact of economic freedom on economic growth and find an overall positive direct association between economic freedom and economic growth. A positive indirect effect of economic freedom on economic growth through the stimulation of physical capital is also identified. However, the literature is affected by specification bias with respect to controls for physical capital. The omission of physical capital results in larger estimates of the economic freedom–economic growth association. Further, the use of panel data leads to smaller estimates of the impact of economic freedom on economic growth. The meta-analysis is confirmed by primary cross-sectional and panel data analysis of 82 countries for the period 1970–1999.

Innovation chains: possibilities and constraints for critical perspectives on computers, difference and educational innovation

While declarations of ‘innovativeness’ are easily found in most educational contexts, it is significantly more difficult to locate detailed definitions of what educational innovation actually means. In this paper we are interested in identifying the extent to which mainstream takes on ‘innovation’ (as played out in contemporary technology and equity debates) reflect or respond to what we will define as the more innovative dimensions of innovation literature itself. Our aim throughout this paper, then, is to begin the complex process of developing a means for distinguishing between projects that are ‘badged’ as innovative and projects that are more demonstrably (and sustainably) innovative. In this process we will distinguish between what Shiv Visvanathn describes as “innovation chains”— dynamic, rhizomatic, transformative responses to the contemporary world that lead to fundamentally new ways of conceptualising technology, culture and difference—and the constraints—or chains—provided by dominant understandings of innovation: chains which anchor us to existing, hegemonic and limiting understandings of student
diversity and educational technology.

Making a difference in child protection: towards an effective education for teachers

The purpose of this paper is to examine recent research about teachers' participation in the child protection system with a view to developing guidelines for effective child protection training. In relation to the conference themes, this paper offers multiple intersections, whether as an example of policy development impacting on the education of teachers, as one of professional practice which has implications for the ongoing education of the teaching workforce, or as a teacher education initiative, per se.