Professional standards : maintaining a critical stance

The following article asks whether professional standards can provide a framework for practitioner inquiry and the renewal of the English teaching profession in Australia. This is in contradistinction to managerial pressures to impose standards for regulatory purposes. The article draws on research conducted for PRIME (Portfolio Research in Mathematics and English), a collaborative project involving members of the Victorian Association for the Teaching of English, the Australian Literacy Educators’ Association and the Mathematics Association of Victoria. PRIME was designed to explore the professional learning which English and Mathematics teachers experienced as they prepared portfolios within a standards framework. This article focuses on the experiences of one English teacher who participated in the project.

The legacy of Australia's treatment of onshore asylum seekers

The Australian government's response to the 'unlawful' arrival of asylum seekers has been characterised by a host of draconian measures - most notably mandatory detention and a punitive 'temporary protection visa' with severely limited access to settlement services. This hard stance was seen as important in stemming the tide of 'illegal' asylum seekers - most of whom seek protection in Australia from their war-torn countries in the Middle East. However, the government's own statistics suggest that this strategy is not working, as the number of asylum seekers has not decreased since these tough measures were adopted in October 1999. Moreover, as this study [2] argues, the restricted access to social services and income support imposed on TPV holders is causing significant economic hardships and unnecessarily traumatic settlement experiences. Many non-government agencies (most notably community organizations and ethnic associations) are left with the daunting challenge of meeting both practical and special needs of traumatized refugees.

English teaching and the uses of history

A brief narrative description of the journal article, document, or resource. Discusses history as a way of rereading English in an attempt to reach a more complex understanding of what literacy and English teaching are. Explores the ways in which English teachers' background shaped not just their views on the subject but also their classroom practice, their stance toward new subjects, and their subjectivity as teachers immersed in and produced by particular configurations of what literature should be. (PM)

Ethical behaviour: the means for creating and maintaining better reputations in arts organisations

Arts organisations, unsure of the level of continued government funding available and confronted with the need ever to improve, are seeking new ideas upon which they can focus. At a time when leadership and governance in arts organisations have changed in line with cultural expectations, how is their ethical stance assessed? How does their ethical stance impact on reputation? The challenge to build a good reputation starts at the top of the organisation; however, traditionally, one type of arts organisation, art museums, has focused on the activities level. In an age of globalisation, economic restructuring and technological change, museums therefore may be seen as a contradiction. Traditionally seen as temples for the muses, today’s museums are being challenged to be ethical for society and to build their reputation. As a solution, proposes a cooperative model of cultural organisational ethics that attempts to provide a framework by which arts organisations can put in place ethical artefacts that enhance organisational reputation, rather than detract from it.

Contemporary learning environments: designing e-learning for education in the professions

Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional "practicum." In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project and the HOTcopy newsroom simulation project exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems become evident as we highlight the dangers of a returning "instructional industrialism" as we risk allowing courses to "move online", rather than moving towards proposed features of contemporary learning environments.

Real english and english lite : what texts should we teach in the english classroom? (1) or English lite and thick lit : what is the debate about?

Why is it that Prime Minister John Howard wants to micro-manage English curricula? Why does how teachers teach English and Literature regularly make it to the front and editorial pages of the national dailies? The author attempts to critique that phenomenon, to explain her state of mind - that of being both alert and alarmed. The latest round of the debate began with Tony Thompson's article, 'English Lite is a tragedy for students', in 'The Age' on 12 September 2005. He was concerned that VCE English might be reduced to a single print text and he was alarmed about the watering-down of curriculum driven by 'postmodern notions'. The author is at odds with many of Thompson's views and discusses her stance on various aspects of his propositions. Issues examined include Thompson's argument that no multimodal text yields as much significance as a piece of genuine literature; that students are not being 'stretched' far enough; the false dichotomy between aesthetic/formalist manoeuvres on the one hand and postmodern ones on the other; how texts make meaning to students as consumers and the rationale for the use of pop culture texts to connect with students.

Triangulation in organizational research : a re-presentation

This paper extends the discussion of postmodern thinking in organizational theory through a re-presentation of the concept of triangulation in organizational research. Initially triangulation is defined through the contrasting lenses of positivism and post-positivism/postmodernism and analysed as a metaphor for fixing and capturing the research subject. Subsequently triangulation is ‘re-presented’ as ‘metaphorization’—in terms of process and movement between researcher-subject positions. Rethinking the lines and angles of enquiry in triangulation, the paper suggests a shift from the ‘triangulation of distance’ tradition to a more reflexive consideration of ‘researcher stance’. This movement is represented across three perspectives: the researcher as a follower of nomothetic lines; the researcher as the taker of an ideographic overview; and the researcher as the finder of a particular angle. The implications of this re-presentation are then discussed in terms of perspective, data capture, reflexivity and metatriangulation.

Ethical behaviour: the foundation stone for entrepreneurial activity in arts organisations

Entrepreneurship is being touted as the way forward for arts organisations unsure of the level of continued government funding available and confronted with the need to ever improve. At a time when leadership and governance in cultural organisations have changed in line with cultural expectations, how is their ethical stance assessed? In an age of globalisation, economic restructuring and technological change, museums are sometimes seen to be something of a contradiction. Traditionally seen as temples for the muses, today's museums are being challenged to be ethical for society. As a solution, this paper proposes a Cooperative Model of Cultural Organisational Ethics that attempts to provide a framework by which arts organisations can put in place ethical artefacts that enhance organisational performance, rather than detract from it.

Inclusion and accountability: communications research with consumers with disabilities

Over the past two decades there has been an increasing focus on doing research with and for consumers rather than on consumers. Research that is collaborative and inclusive has been called for by people with disabilities. People with disabilities are a group of telecommunications consumers who are disadvantaged because of social barriers and access issues with equipment, services and information. In this paper, the benefits and challenges of collaborative (e.g. participatory, participatory action, emancipatory) research with these consumers and the processes that can facilitate inclusive and accountable research outcomes are addressed. Throughout the paper, four questions will be explored: Who determines which research issues are explored and the methods that are used? What is the level of consumer involvement in the research process? How can academics and government ensure that consumer-focused research is inclusive and participatory? How, and to whom, should research results be made available?

In the first part of the paper, the perspectives on consumer research by people with disabilities are presented. Respect for and appreciation of consumers' views underpins the philosophical stance needed by researchers and funding bodies before serious engagement in empowering, person-centred research can be successful.

In the second part of the paper, there is a focus on defining the features of collaborative research approaches. Participatory research, participatory action research, and emancipatory research are variations that incorporate differing levels of consumer involvement. Each of these, however, embrace shifts in philosophy and methods away from more traditional 'scientific' research. Such changes result in a greater sense of inclusion and project ownership by consumers.

The third part of the paper addresses some of the issues associated with collaborative research for consumers with disabilities, for academic researchers, and for government funding bodies. Differing understandings of the social nature of disablement influence attitudes toward consumer involvement and are demonstrated in the choice of research questions, project aims, and the methodologies used. Differing agendas are reflected in reactions to the traditional project requirements and processes of government, the preferred research methodologies of researchers, and the perceived accountability of researchers or government for the dissemination and sharing of research results. The challenges to successful engagement with consumers in collaborative research have been identified in the literature and a number of strategies recommended (Barnes, 2003; Clear, 1999; Mercer, 2002; Oliver, 1992, 1997; Zarb, 1997). Application of inclusive strategies by researchers and funding bodies is essential for positive change and inclusive, empowering outcomes.

The paper concludes with a case study of a DCITA-funded research project. The project is evaluated using participatory/emancipatory research criteria modified from Zarb (1992) and addresses consumer, researcher, and funding body participation. The four questions used in the discussion of the paper are applied to this particular project. In addition, the benefits and learnings from the project will be compared with the outcomes desired by consumers who espouse collaborative research approaches.

Strategies for accommodating individuals` styles and preferences in flexible learning programmes

There has been a considerable growth in the use of flexible methods of delivery for workplace learning and development. However, in designing programmes of flexible learning there is often the assumption that learners will exhibit uniformity in the ways in which they process and organise information (cognitive style), in their predispositions towards particular learning formats and media (instructional preferences) and the conscious actions they employ to deal with the demands of specific learning situations (learning strategies). In adopting such a stance one runs the risk of ignoring important aspects of individual differences in styles, preferences and strategies. Our purpose in this paper will be to: (i) consider some aspects of individual difference that are pertinent to the delivery of flexible learning in the workplace; (ii) identify some of the challenges that extant differences in styles and preferences between individuals may raise for instructional designers and learning facilitators; (iii) suggest ways in which models of flexible learning design and delivery may acknowledge and accommodate individual differences in styles and preferences through the use of an appropriate range of instructional design, learning and support strategies.

Effect of six weeks of dura disc and mini-trampoline balance training on postural sway in athletes with functional ankle instability

Lateral ankle sprain (LAS) is one of the most common injuries incurred during sporting activities, and effective rehabilitation programs for this condition are challenging to develop. The purpose of this research was to compare the effect of 6 weeks of balance training on either a mini-trampoline or a dura disc on postural sway and to determine if the mini-trampoline or the dura disc is more effective in improving postural sway. Twenty subjects (11 men, 9 women) with a mean age of 25.4 ± 4.2 years were randomly allocated into a control group, a dura disc training (DT) group, or a mini-trampoline (MT) group. Subjects completed 6 weeks of balance training. Postural sway was measured by subjects performing a single limb stance on a force plate. The disbursement of the center of pressure was obtained from the force plate in the medial-lateral and the anterior-posterior sway path and was subsequently used for pretest and posttest analysis. After the 6-week training intervention, there was a significant (p < 0.05) difference in postural sway between pre- and posttesting for both the MT (pretest = 56.8 ± 20.5 mm, posttest = 33.3 ± 8.5 mm) and DT (pretest = 41.3 ± 2.6 mm, posttest = 27.2 ± 4.8 mm) groups. There was no significant (p > 0.05) difference detected for improvements between the MT and DT groups. These results indicate that not only is the mini-trampoline an effective tool for improving balance after LAS, but it is equally as effective as the dura disc.

Cosmopolitanism as virtue

This paper explores cosmopolitanism, not as a position within political philosophy or international relations, but as a virtuous stance taken by individuals who see their responsibilities as extending globally. Taking as its cue some recent writing by Kwame Anthony Appiah, it argues for a number of virtues that are inherent in, and required by, such a stance. It is critical of what it sees as a limited scope in Appiah's conception and enriches it with Nigel Dower's concept of 'global citizenship'. It then seeks to overcome a distinction that Appiah draws between a 'thin' moral conception of justice and a 'thick' ethical conception of our obligations to those with whom we have identity-forming relationships. It argues that a richer conception of the virtue of justice, as suggested by Raimond Gaita, can fully articulate the ideals of cosmopolitanism.