Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion

This paper explores, through a case study of educational restructuring in Victoria, Australia, how school leaders in a public education system in Australia mediate reform discourses emphasizing managerial and market accountability and the emotional and messy work of teaching and leading. These accountability exercises were often seen by teachers and principals to be distractions; more about reporting and recording, rather than addressing substantive educational issues. They simultaneously distanced teachers and leaders from the 'real' and 'passionate' work of education while appropriating and commodifying teachers' and leaders' emotions and desires to do well. School leaders were expected to manage the emotional performances of their students, parents and colleagues as well as themselves. They also managed the emotions arising from the dissonance between teachers' professional and personal commitment to making a difference for all students based on principles of equity and the performativity requirements based on efficiency and narrowly defined and predetermined criteria of effectiveness and success that often undermined improvement for many students. In that sense performativity ('being seen to be good') and passion (for 'doing good') often produced counterintuitive impulses.

Power, politics and legitimacy in information systems implementation : an ethnographic study

Systems implementation is inherently a political process. However, the majority of the literature in the area of systems implementation takes a simplistic look at factors attributed to success. These studies provide empirical evidence that “human factors” such as “top management support” contribute to a successful implementation. Rather than accept this, we challenge this view and explore two “human” issues – power and legitimacy inside systems implementation. By exploring the implementation of a learning management system at the University of New Zealand, issues such as power and legitimacy affect the way an implementation team collaborates. Systems implementation is a complex and messy process and we need to understand the implementation process, acknowledging that top management support is not always necessary to “successfully” implement a system.

There are always two sides to a story: the use of social dramas as a mode of data analysis in information systems

With the continually evolving social nature of information systems research there is a need to identify different “modes of analysis” (Myers, 1997) to uncover our understanding of the complex, messy and often chaotic nature of human factors. One suggested mode of analysis is that of social dramas, a tool developed in the anthropological discipline by Victor Turner. The use of social dramas also utilises the work by Goffman (1959; 1997) and enables the researcher to investigate events from the front stage, reporting obvious issues in systems implementation, and from the back stage, identifying the hidden aspects of systems implementation and the underpinning discourses. A case study exploring the social dramas involved in systems selection and implementation has been provided to support the use of this methodological tool.

Security as an element in environmental assessment and decision making

he prominence of global warming as an environmental issue has illustrated the close relationship between natural resources, ecosystems and global security. Whilst environmental decision making often uses techniques such as economic valuation and risk management, the security component is often not considered, at least not from a security analyst’s perspective. Yet environmental security considerations can be global, regional and/or national in impact. Environmental change and policy can effect human health and well being as well as initiating conflict; it can affect the existence of life itself. These aspects are firmly in the domain of the security discipline although the protection of the global ecosystem has not traditionally been considered by those who create security policy. The idea of environmental/ecological security ranges from the eco-centric approach which examines the impact of human activities that impact on the security of the natural systems to the more traditional anthropocentric perspectives that look at varied issues such as conflict caused by natural resource competition and environmental degradation, and the greening of military operations. This paper will assert that the inclusion of the security factor in policy creation and environmental assessments is essential to give richer solutions to these complex socio-economic and ecological situations. Systems theory over the last few decades has emphasised the inclusion of as many perspectives on messy problems as possible to provide truly systemic outcomes. It is posited that the addition of such concepts as threat analyses will produce more effective and sustainable outcomes.

Land of the rare go for the poor who dream of university

A wicked problem is what policymakers call a messy social issue with multiple causes and answers that have little hope of pleasing everyone.

(Un)ethical practices and ethical dilemmas in universities : academic leaders’ perceptions

In this paper we report on the qualitative component of a study that explored middle-level academic leaders’ experiences of (un)ethical practices and ethical dilemmas in their daily work. An electronic survey was distributed to academic leaders from universities across three Australian states. There are three major findings in this study. First, the messy context of universities is providing a fertile ground for ethical dilemmas to flourish. Second, the two main categories of unethical practices identified by participants were academic dishonesty and inappropriate behaviour towards staff and students. Third, the ethical dilemmas that emerged focused on the academic leaders’ strong sense of professional ethics that were in conflict with an ethic of care, supervisors’ directives, and the rules and policies of the organisation.

Kenzo Tange's forgotten master plan for the reconstruction of Skopje

After the 1963 earthquake, which is said to have destroyed seventy-five per cent of the urban fabric, Skopje, capital city of the Republic of Macedonia (then in Yugoslavia) became a centre of architectural activity. The United Nations held a limited competition for the reconstruction of Skopje, inviting four foreign firms and four Yugoslavian firms to participate. Tange's submission received sixty per cent of the first prize, co-operating with Yugoslav architects to develop the design idea. What can this project tell us about modernism re-inscribed in Japan, and the kinds of internationalism that the United Nations constructed? Japanese Metabolism, of which Tange was a pioneer, heralded Japan as a new centre for innovation in architecture; a new nationalism re-oriented the suffering after Hiroshima and Nagasaki. Tange developed and realised in Skopje the striking planning ideas he began in his Tokyo Bay proposal. This article examines Tange's master plan for Skopje. It argues that his key elements, the City Wall and the City Gate, exemplify Tange's drive for a new vision in the context of destruction, and that these remain definitive elements today even in the context of a messy transition from a communist to a capitalist society.

Bird caged/caged bird

In Alex Selenitsch’s work, Restored Messy Life, the artist considers the materiality of the book form, placing emphasis on the normally invisible structure of a book by making the written word inaccessible. In my work Bird Caged / Caged Bird I highlight the materiality of animation, which is usually seen as ephemeral screen based images and make it exist as an object experienced within a different space and time.

Queer contingencies: bifurcation and the sexuality of schooling

This article critiques the contemporary focus on same-sex attracted youth, “antihomophobia,” and “safe schools,” as well as the ways these foci structure the logics of the prevailing policy approach. The author examines how contemporary antihomophobic reform in education is sustained by a series of false dilemmas: that the political demands and  investments of straights and nonstraights can be easily distinguished one from another; that the expression of homophobia is anathema to queer educative work; and that everything that is at stake in the messy confluence of sexuality, gender, and schooling can be made sense of by figuring the problem as a matter of being safe. Gesturing toward a queer social policy for schooling, this article critiques the “zero-tolerance” approach of antihomophobia education, arguing that it falsely bifurcates the social world of the school into homophobic/antihomophobic iterations, unsafe/safe versions, and straight/homosexual interest.

Policy as assemblage

In this article, the author tells the story of her search for appropriate tools to conceptualise policy work. She had set out to explore the relationship between the Programme for International Student Assessment (PISA) of the Organisation for Economic Co-operation and Development (OECD) and Australia’s education policy, but early interview data forced her to reconsider her research question. The plethora of available models of policy did not satisfactorily accommodate her growing understanding of the messiness and complexity of policy work. On the basis of interviews with 18 policy actors, including former OECD officials, PISA analysts and bureaucrats, as well as documentary analysis of government reports and ministerial media releases, she suggests that the concept of ‘assemblage’ provides the tools to better understand the messy processes of policy work. The relationship between PISA and national policy is of interest to many scholars in Europe, making this study widely relevant. An article that argues for the unsettling of tidy accounts of knowledge making in policy can hardly afford to obscure the untidiness of its own assemblage. Accordingly, this article is somewhat unconventional in its presentation, and attempts to take the reader into the messiness of the research world as well as the policy world. Implicit in this presentation is the suggestion that both policy work and research work are ongoing attempts to find order and coherence through the cobbling together of a variety of resources.

Planing a thesis: ways, means and tactics for research through design

"Design is messy and over analysis will stop the flow ... " was the parting line from a colleague after a conversation on design methods. Fo1- many, 'method' is associated with a grim period in a1-chitecture where science held sway. I certainly have no intention of resu1-recting the dogma of that period, but in equal measure I agree with Till (20 12) that painting the design researcher as a heroic genius, marginalises the agency of design research. Despite the various arguments surrounding the value of design as research such as those developed by Downton (2003), van Schaik (2008), or Fraser (2013), there are only a few contempo1-ary resources Uomaka,2008) (Muckenheim and Demel, 2012), which at best provide partial references for students planning a design thesis. If the research emphasis is on designing, then critical knowledge and skills on the ways and means (methods) and tactics for their deployment (methodology) is essential.

Shifting practices and frames: literacy, learning and computer games

Digital culture and the online world have profound implications for contemporary notions of literacy, learning and curriculum. The increasing integration of digital culture and technologies into young people’s lives reflects the energy and excitement offered by online worlds. Online forms of text and communication are shaping students’ experience of the world, including expectations and experiences about learning and literacy. While print literacies remain important, for schools to prepare students to participate in critical and agential ways in the contemporary and future world, they need also to teach them to be fully literate in digital and multimodal literacies, and at ease and in control in the online world. Computer games, and other forms of digital games, teach and exemplify multimodal forms of literacy. Schools can capitalize on their potential and work with them productively. Doing so however, entails recognizing the messy complexity of schooling, and the practicalities of classroom lives. This chapter reports on a three year project in five schools concerned with literacy and computer games, and discusses the important role of teachers as on-the- ground leaders in pioneering new conceptions of literacy, and of curriculum change, and the importance of school structures and support to enable such change to happen.

Using Butler to understand the multiplicity and variability of policy reception

Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the focus on subjectivity that her work entails and the account she gives for social norms regulating people’s actions and attitudes. We use Butler’s stance on how ‘cultural intelligibility’ is formed to account for the complex, messy and sometimes contradictory ‘take up’ of curriculum policy by 10 teachers at a secondary school case study in Queensland, Australia. We use the phrase ‘policy reception’ to signify a particular theoretical line of thought we are forming with our application of Butlerian theory to the analysis of teacher attitudes toward curriculum policy, and to distinguish it from ‘policy interpretation’, ‘policy translation’ and ‘policy enactment’.