Payoff, capital and teachers : education policies of the 90s

Although education remains in the flux of change, reviewing the trends in educational reforms in the last decade provides opportunity to learn from the past with a view to improving the educational strategies guiding reforms in the future. As globalisation has become more consolidated in education policy, investigating how particular ideas about globalisation inhabited policy and established over time, presents ways of addressing and challenging the assumptions about education and globalization in the 90s and the fall out from these ideas. Using evidence based policy research, this paper explores how educational policies from OECD, UNESCO and the World Bank coalesced with certain notions of globalisation that strategically guided educational reforms. An analysis of education-globalisation nexus in the policies of OECD, UNESCO and the World Bank evidences the distinct character and agenda of each agency. By focusing on textual evidence, in a range of education policy from the 90s, the paper discusses how policy consolidated particular ideas about globalization and presented ‘simple’ recipes for educational change. When reviewing the 90s, the relationship between education and global change shows that OECD policy emphasized education as a social and individual payoff, World Bank policy focused on education creating certainty enabling the free flow of capital, and UNESCO policy problematised globalization and focused on the importance of teachers as a way to create stability in education during the paradoxical times.

Mathematics teacher education and technology

Various applications of electronic technology have contributed to the field of mathematics teacher education, but the array of tools now' available to teacher educators in developed countries can be somewhat daunting. In this chapter, the authors present an overview of some of these tools and the ways that they are being used. In addition, they address issues surrounding the development and applications of digital technology in teacher education programs in a number of countries. In particular, they present recent applications of videotapes, multimedia resources, internet-based communities, and tutorial conferencing facilities in pre-service and in-service education of mathematics teachers. As professionals who have used technology in teacher education, the authors blend their own insights into this review of technological tools and relevant issues.

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.

Deaf education and underlying structures of power in communication

This article argues that claims of diversity in communication in deaf education are empty rhetoric when underlying structures of power are unexamined and remain unchanged. The field of deafness provides a powerful example of the way in which competing interests can be played out under the guise of choice of communication methods. Historically, teachers of the deaf have been divided about whether deaf children should be educated through speech or sign. However, recognition of the legitimacy of native sign languages has caused a shift in the debate to the linguistic basis of this communication and the way in which language policy privileges one cultural group and its method of communication over another.

Learners' perceptions about the relationship between music education and generic skills development : a case study within the Australian higher education sector

A major issue emerging from the research and debate concerning quality in higher education has been an emphasis on the value of the acquisition of generic skills by undergraduate students, as indicators of quality in education. Music educators have long recognised the contribution music makes to the general education of learners. Learning in and through music can present varied and complex means for the acquisition of generic life skills such as: problem solving, decision-making, critical thinking, oral and written communication and teamwork. This paper documents one particular course of action that was implemented within a university undergraduate primary teacher education program, to systematically gauge learner perceptions about generic skill development/enhancement before and after participation in the music component of the core arts education subject.

Environmental education and local initiatives: a rationale, international examples and an issue for research

This article explores the idea of localness in environmental education. The articles presents a case for activities that are localized and contextual, and then outlines a number of examples of local initiatives in environmental education drawn from Australia, South Africa, and Scotland. The article concludes with a consideration of an enduring research in this field.

The relationship between education and food consumption in the 1995 Australian national nutrition survey

Objective: To assess the relationship between education and the intake of a variety of individual foods, as well as groups of foods, for Australian men and women in different age groups.

Design: Cross-sectional national survey of free-living men and women. Subjects: A sample of 2501 men and 2739 women aged 18 years and over who completed the National Nutrition Survey (NNS) 1995.

Methods: Information about the frequency of consumption of 88 food items was obtained using a food-frequency questionnaire in a nation-wide nutrition survey. Irregular and regular consumers of foods were identified according to whether they consumed individual foods less than or more than once per month. The relationship between single foods and an index of education (no post-school qualifications, vocational, university) was analysed via contingency table chi-square statistics for men and women. Food group variety scores were derived by assigning individual foods to conventional food group taxonomies, and then summing the dichotomised intake scores for individual foods within each food group. Two-way analyses of variance (education by age groups) were performed on food variety scores for men and women, separately.

Results: While university-educated men and women consumed many individual foods more regularly than less-educated people, they were less likely to be regular consumers of several meat products. The relationship between education and food consumption was less apparent when individual food scores were aggregated into food group scores. University-educated men and women exhibited higher scores on total food group variety than the other educational groups.

Conclusions: Higher education is associated with the regular consumption of a wider variety of foods. Aggregation of individual food consumption indices into food variety scores may mask the apparent effects of educational background on food consumption.