English education for international students in local schools : practices of inclusion and discourses of exclusion

This paper is concerned with the ways secondary teachers in Victoria, Australia, speak about inclusive education for international students. Preliminary analysis of recent research shows teachers understand that English language teaching is crucial and are committed to its good practice. Nevertheless, further analysis suggests teacher approaches to education are contested, support a deficit view of teaching practice, and simplify notions of language and culture to their discrete and systemic characteristics vis-a-vis their embodied and ontological aspects. Even as teachers work to include all of their students, their efforts are mediated by discourses that negotiate the nexus between identity and difference, language and culture, and English language education. Together these discourses work to inscribe international students differently within the community, redefine the education provided to them, and constrain their access to contemporary and globalized life-worlds.

Performing masculinity and leadership : male academics' work practices and identities

In this thesis, a folio comprising a major dissertation and three elective tasks, issues including masculinity(ies), identities, leadership and academics’ work practices are considered against a backdrop of change in the higher education sector. Narrative research methods are applied throughout the folio. The first elective, a discussion and commentary arising from an interview with an experienced practitioner in gender education, amounts to a feasibility study for the dissertation, whereas the second elective experiments with the use of computer mediated communication as a means of interviewing a small number of male academics about their inclusive teaching practices. Primarily curiosity-driven research, the conclusion is drawn that computer mediated communication, if used at all, ought provide a complementary, not primary means of data collection. The third elective conveys the life story of an Asian-Australian academic who expresses different masculinities according to the social settings in which he finds himself. The conclusion is made that there is neither a single colored masculinity nor a single working class masculinity. The milieux of race and class need to be considered together. The research described in the major dissertation was undertaken with a group of eleven male academics from a number of rural and metropolitan universities – men who were thought by their colleagues and peers to practice collaborative approaches to leadership. Whereas the majority of the men practised what could be described as transformational approaches to leadership, a small number exploited the process of collaboration mainly for their own protection. Very few of the men engaged in discourses of gender. One of the principal conclusions reached in the paper is that there are ramifications for future leadership training that universities offer so that it becomes more relevant and socially inclusive. Another main conclusion relates to the intimidation reported by some of the men in the study, and that there are implications for universities in the way they protect their employees from such incidents. A third significant conclusion is that there is some way to go before gender is integrated into the discourse of male academics. Until this can occur, limited opportunities exist for alliances to be formed between most male academics and feminist academics for the advancement of socially just workplaces.

(Re)producing power-knowledge-desire : young women and discourses of identity

This study focuses on three young women in their final year of school using data gathered during a year-long process of individual conversational interviews, the contents of which were largely determined by their interests. Three themes arise from critical incidents during this year - the debutante ball, teenage pregnancy and dieting. These themes are used to focus wide ranging explorations of what it is to be a young woman at this particular time. The broader cultural production of discursive positions available to, and developed by, these young women as part of their identity formation is discussed. Methodological issues concerning power relationships between research participants are also the focus of critical attention. It is considered that young women's bodies and bodily practices are central to understanding the processes involved in their identity formation. It is in this context that the focus turns to bodies that matter. In contemporary Western cultures 'adolescent bodies' could be said to matter 'too much' in the sense that they are increasingly the focus for disciplinary practices in institutions such as schooling, the church, the family, health care, health promotion and the media. This disciplining is legitimised because adolescence is socially constructed as a 'becoming'. In this case it is a matter of 'becoming woman'; a sort of apprenticeship which allows for knowledgeable others to provide not only guidance and nurturance, but discipline. Using insights gained from feminist poststructuralist theory and cultural feminism this thesis argues that the discourses and practices generated within and across institutions, which are normalised by their institutional base, are gender differentiated. The focus is on young women's embodied subjectivity and how the discourses and practices they engage with and in work to construct an ideal feminine body-subject. The discursive production of a gendered identity has a considerable impact on young women's health and their health-related behaviours. This is explored specifically in the thesis in relation to sexuality and the cultural production of the 'ideal' female body. It is argued that health education and health promotion strategies which are designed to influence young women's health related behaviours, need to consider the forms of power, knowledge and desire produced through young women's active engagement with institutionalised discourses of identity if they are to have an ongoing impact

Socio-scientific issues in education : innovative practices and contending epistemologies

In the past decade, we have seen the well-established discourse of environmental education (EE) supplanted by that of education for sustainability (EfS). In some ways this change in terminology has been no more than a slogan change, with the actual educational practices associated with EfS little changed from those qualified by EE (Campbell and Robottom 2008). Environment-related education activities under both terms frequently focus on socio-scientific issues – which serve as the chief organising principle for a range of related curriculum activities – and are shaped by the particular characteristics of these issues. Socio-scientific issues are essentially constituted of questions that are philosophical as well as empirical in nature. Socio-scientific issues consist in contests among dissenting social, economic and environmental perspectives that rarely all align, giving rise to debates whose resolution is not amenable to solely scientific approaches. Socio-scientific issues, then, exist at the intersection of differing human interests, values and motivations and are therefore necessarily socially-constructed. An adequate educational exploration of these issues requires a recognition of their constructedness within particular communities of interest and of the limitation of purely applied science perspectives, and, in turn, requires the adoption of curricular and pedagogical approaches that are in fundamental ways informed by constructivist educational assumptions – at least to the extent that community constructions of socio-scientific issues are recognised as being shaped by human interests and social and environmental context. This article considers these matters within the context of examples of environment-related practice drawn from two geographical regions. The article will argue that a serious scientific element is both necessary and insufficient for a rigorous educational exploration of socio-scientific issues within either the EE or EfS discourses, and will consider some implications for professional development and research in this field.

Towards a multicultural world : identifying work systems, practices and employee attitudes that embrace diversity

The research program described focuses on identifying the role of organisational culture, as reflected in workplace systems and practices, and employee and group attitudes in the outcomes of interactions among dissimilar parties. A systematic, theory-testing approach underlies the program, which aims to both develop and validate the diversity openness construct. The Perceived Dissimilarity-Openness Moderator Model developed from the research asserts that the affective, cognitive and behavioural consequences of diversity depend in part upon the perception of difference and subsequent quality and magnitude of the response to the perceived dissimilarity. When individuals or social systems (groups or organisations) are diversity-closed, outcomes are predicted to be less positive than when they are diversity-open.

The Relationship between TQM Practices and Quality Performance and the Role of Formal TQM Programs: An Australian Empirical Study

This article presents the findings from an empirical study examining the relationship between total quality management (TQM) practices and quality performance in Australian organizations. A comparison is made between organizations that have adopted formal TQM programs and organizations without a formal program in place. It was recognized that the lack of a formal program did not necessarily mean TQM principles were not being practiced. The findings show that the firms adopting formal TQM programs implement several TQM practices at a higher level than those that do not have TQM programs. This difference, however, is not apparent in the case of quality performance. Furthermore, the findings show the strong links between TQM practices and quality performance, and there is no significant difference between organizations implementing formal TQM programs and those organizations simply adopting TQM practices. This suggests that it is the adoption of quality practices that matters rather than formal programs per se.

State sovereignty and migration control: the ultimate act of discrimination?

Nations zealously guard their borders and carefully vet migrants. This consigns many people to live in states not of their choice and often diminishes their opportunities and their level of flourishing. In some cases it is the difference between life and death. The practice of imposing migration controls is discriminatory. In fact it is the ultimate form of discrimination: 'super-discrimination.' There is no logical or moral reason why non-nationals of a state should not have the same opportunities and freedoms as nationals in that state. One of the most common forms of discrimination is race - treating a person differently simply because of their place of birth. This is one of the clearest and most repugnant forms of discrimination because the location where a person is born is of course merely a happy or unhappy circumstance over which the individual has no control. An accident of birth should not qualify a person for extra privileges or opportunities. The world is a fairer place if to the maximum extent possible luck is taken out of the process for allocating benefits and burdens - which ought to be distributed on the basis of merit and dessert. This paper examines whether there are sound reasons for restricting the flow of world-wide people movement. The main arguments in favour of this policy, relating to security and national building, are ultimately flawed. This exposes a tragic irony given the great efforts that many Western states - which typically have the strongest migration controls - make to stamp out discrimination at the domestic level, and the vast array of international law anti-discrimination instruments, loudly trumpeted by Western nations. This is hypocrisy nearing its finest. The substratum of sovereign states upon which available international law is built is inherently discriminatory and in fact is probably responsible for more harm as a result of the innately discriminatory immigration policies than results from the cumulative operation of all domestic discrimination. The world should move towards loosening migration controls. This would have an enormous number of humanistic benefits, not the least of which is largely eradicating world hunger and poverty.