Hope : metaphorically speaking

In a recent Gadamerian hermeneutic study, photographyand in-depth interviews were used as key methods to explicate the phenomenon of hope. Whilst using photography within qualitative research has become increasingly popular over the last decade, little has been written about how to introduce photographs as conversation enhancers or how photographs have the capacity to unleash both conceptual and linguistic metaphors.This article gives insights into the experience of using photographs to illuminate the phenomenon of hope and identifies metaphors that were revealed through the participants' photographs.

Speaking of gender: teachers' metaphorical constructs of male and female students

This article explores the images and metaphors that teachers use when speaking of their relations with students and examines how these images work to call into play particular constructs of gender relations. Of specific interest is the way teachers use binaries of open/closed, in control/out of control and maturity/immaturity to make sense of feminine and masculine conduct respectively. It is argued that such binary differentiations work not only as descriptors of `truths' concerning student-teacher relations, but also as means of constituting and normalizing particular forms of gender  relations. Implications of such metaphorical constructions for gender reform within schools are considered.

Speaking of race and ethnic identities : exploring multicultural curricula

New demographic patterns as well as new communication and information technologies and administrative and marketing practices have irrevocably altered schools in Australia's large cities. This study examines the ways that teachers and parents in one urban school speak about race and ethnicity in the midst of these changes. Beneath the ironic relationship between difference and sameness which underpins multicultural debate are different understandings that determine ways some belong and some do not belong within the school community. This paradoxical relationship persists, despite increasingly post-modern definitions of identity that underpin the field of this debate. I conclude that the examination of multicultural curricula must include the normalized ways of knowing and 'being' identity, which underpin conversations about race and identity.

Whispering in our hearts: speaking of another in changing schools

Beneath discussions about race and ethnic relations is an unease, 'a whispering in our hearts' these debates that need to be understood 'otherwise'. In more recent times, they seem increasingly complex and dangerous as the essential differences that underpin modern notions of identity appear negotiated, contingent, and disjunctive. In this paper, I examine the ways in which teachers and parents in one Melbourne secondary school spoke about these notions in 1988 and 1998. Taking up suggestions in the postcolonial and race literatures, the article argues that the normalised notions which make up these conversations need to be made explicit, and the near silences that negotiate the parameters of these discussions should also be the focus of analysis. While at one level teachers and parents discussed their unease and their excitement about the ways their school had changed, their conversations remained underpinned by taken-for-granted understandings about the ways people belong differently within the school community.

Are we speaking the same language? Corporate perceptions of human rights responsibilities

Over the last several years, notions of corporate social responsibility and corporate responsibility for human rights have developed on several fronts, including under international human rights law, through voluntary initiatives and in the discourse and the reporting of the corporations themselves. But are all protagonists on all these fronts speaking the same language? Are these developments truly improving the realisation of human rights?
As one aspect of its three year Australian Research Council project examining the legal human rights responsibilities of multinational corporations, the Castan Centre for Human Rights Law set out to discover the perceptions that multinational corporations have of their own human rights responsibilities, the types of activities undertaken by corporations to fulfill those responsibilities and the appropriate extent, if any, of the imposition of legally binding human rights obligations on corporations.
While not setting out the formal findings of that empirical study, this paper reports on some interesting discoveries as to how corporations see their place in the human rights debate. It notes a divergence among corporations' views of the nature of human rights responsibility - whether an obligation or a benevolence - as well as its content. In considering whether corporations ought to have legally binding human rights obligations, a surprising number of corporations replied in the affirmative, citing reasons such as certainty in dealing with suppliers and instituting a level playing field against rogue operators.
However,  perhaps the most important finding is the different understandings of human rights as they relate to a corporation's operations. Agreement on potential reforms would be meaningless if they were not employed towards a commonly understood end. After examining the various responses of the corporations and the evidence they cited to support their contentions, the paper concludes that the various protagonists of human rights responsibility for corporations may be using the same words, but they are not yet speaking the same language.

Sharing and speaking about African music : professional development with Swaziland primary school teachers

The teaching and learning of Indigenous African music is characterised as a holistic integrated experience where music, dance and theatre are inseparable, seen as an integral part of culture. The transmission of this experience is absorbed through participation in cultural activities from childhood in the community. In African societies, both traditional and contemporary, musical arts education and the understanding of culture are fundamental to life, community and society. It is through musical arts, that Africans embrace spiritual, emotional, material and intellectual aspects and knowledge of both the individual and the community. This paper reports on an in-service program (August 2006) offered at the Centre for Indigenous African Instrumental Music and Dance Practices (CIIMDA), Pretoria, South Africa. For the purpose of this paper, the one week professional development course undertaken by generalist primary school teachers from Swaziland is highlighted and proves worthy for these teachers to implement what they learnt in the classroom. As a position paper, I contend that the understanding and participation in indigenous cultural musical arts practices, enlightens learners about their cultural heritage and further enriches their understanding of African music and dance that can be adopted, adapted and applied to primary schools in Swaziland. This paper summaries some key findings of interview data from ten participants in relation to the intensive program. By offering such in-service professional development programs, teachers are able to reach their wider communities where they will continue to share and speak about African music, dance and culture.

Gen Zeds: Arab women speaking with “still small voices”

The “Gen Zeds” of the title are female Emirati students in their early twenties at Zayed University who oscillate between the traditional Islamic culture of their families, and the highly mediated global culture they experience at university and on the Internet. In a typical week these women spend as much time on the Internet as they do in the combined activities of reading magazines, newspapers and books. They spend twice as much time on the Internet as they do watching television.

Gen zeds : Arab women speaking with 'still small voices'

The ‘Gen Zeds’ are female Emirati students in their early twenties at Zayed University who oscillate between the traditional Islamic culture of their families, and the highly mediated global culture they experience at university and on the Inter-net. These students come almost entirely from prosperous families. On graduation, they are expected to assume leadership positions in the United Arab Emirates – a country in transition – despite living in a society that recently has not permitted women roles beyond that of mother and homemaker. This article considers whether the lessons and experiences they encounter at university – and their intense exposure to a technology-mediated world – will equip them for life in a society radically different from that of their mothers, and whether their ‘still small voices’ will be heard in a new technology economy.