Rethinking the notion of culture in the national history curriculum

Major global changes are placing new demands on the Australian education system. Recent statements by the Prime Minister, together with current education policy and national curriculum documents available in the public domain, look to education’s role in promoting economic prosperity and social cohesion. Collectively, they emphasise the need to equip young Australians with the knowledge, understandings and skills required to compete in the global economy and participate as engaged citizens in a culturally diverse world. However, the decision to prioritise discipline-based learning in the forthcoming Australian history curriculum without specifically encompassing culture as a referent, raises the following question. How will students acquire the cultural knowledge, understandings and skills necessary for this process? This paper addresses this question by situating the current push for a national history curriculum, with specific reference to the study of Indigenous history and the study of Asia in Australia.

Report to the Government 2.0 Taskforce : Project 4 - Copyright Law and Intellectual Property

This report is the primary output of Project 4: Copyright and Intellectual Property, the aim of which was to produce a report considering how greater access to and use of government information could be achieved within the scope of the current copyright law. In our submission for Project 4, we undertook to address: •the policy rationales underlying copyright and how they apply in the context of materials owned, held and used by government; • the recommendations of the Copyright Law Review Committee (CLRC) in its 2005 report on Crown copyright; • the legislative and regulatory barriers to information sharing in key domains, including where legal impediments such as copyright have been relied upon (whether rightly or wrongly) to justify a refusal to provide access to government data; • copyright licensing models appropriate to government materials and examples of licensing initiatives in Australia and other relevant jurisdictions; and • issues specific to the galleries, libraries, archives and museums (“GLAM”) sector, including management of copyright in legacy materials and “orphan” works. In addressing these areas, we analysed the submissions received in response to the Government 2.0 Taskforce Issues Paper, consulted with members of the Task Force as well as several key stakeholders and considered the comments posted on the Task Force’s blog. This Project Report sets out our findings on the above issues. It puts forward recommendations for consideration by the Government 2.0 Task Force on steps that can be taken to ensure that copyright and intellectual property promote access to and use of government information.

An evaluation of how well undergraduate property students are prepared for commencing their careers

The evolution of property education to adapt to the changing business environment requires changes to course content, methods of delivery and assessment. Many universities have a special interest in understanding how successfully students transition in and transition out of property programs. This study sought the views of final year students engaged in professional employment, employer representatives and representatives from professional associations to assess the preparedness of students to commence professional employment. The study showed that generally students possessed an appropriate level of technical and ‘soft skills’ to enter the professional realm with development required in some areas. All stakeholders agreed that the transition out of university was made more seamless through greater engagement with industry through field work and work experience from the intermediate stages of the property course.

How current pedagogy methods in games teaching in the UK, Australia and the US have been shaped by historical, socio cultural, environmental and political constraints

Crucial to enhancing the status and quality of games teaching in schools is a developed understanding of the teaching strategies adopted by practitioners. In this paper, we will demonstrate that contemporary games‟ teaching is a product of individual, task and environmental constraints (Newell, 1986). More specifically, we will show that current pedagogy in the U.K., Australia and the United States is strongly influenced by historical, socio-cultural environmental and political constraints. In summary, we will aim to answer the question „why do teachers teach games the way they do.‟ In answering this question, we conclude that teacher educators, who are trying to influence pedagogical practice, must understand these potential constraints and provide appropriate pre-service experiences to give future physical education teachers the knowledge, confidence and ability to adopt a range of teaching styles when they become fully fledged teachers. Essential to this process is the need to enable future practitioners to base their pedagogical practice on a sound understanding of contemporary learning theories of skill acquisition.

From cultural studies to cultural science

This paper, first presented at a symposium on the 'past, present and future of cultural studies,' traces disciplinary changes in the study of culture from the perspective of 'cultural science', a term that was used by some of the earliest practitioners of cultural studies, including Raymond Williams. The paper goes on to describe some of the present moment, including work on the creative industries, show that a new version of cultural science is needed, based on evolutionary principles, in dialogue with the evolutionary approach in economics that was called for a century ago by Thorstein Veblen. This evolutionary turn, or 'cultural science 2.0,' it is argued, offers a radical and challenging future for cultural studies.

Socio-cultural dimensions of Active Futures : Importance of studying migrants’ perspectives of wellness

In this paper we provide a migrant perspective on how women and men from a different culture perceive wellness while settling down in a new country. We are discussing the texts of research interviews with Indian migrant women and men that illuminate their perception of lifestyle enhancement in their adopted country Australia. Our purpose is to show how socio-cultural factors influence the migrants‟ perspective of lifestyle enhancement, and to what extent they direct their wellness. Personal development, both in theory and practice, is a huge concept in Australia. Concerted efforts are made towards increasing public awareness about health literacy leading to a better understanding and practice of wellness. However, as research studies have pointed out, lifestyle enhancement leading to holistic wellness is not void of socio-cultural factors. The number of women and men migrating to Australia from India has increased greatly in the present decade. As migrants their participation in developing Australian society is significant. So what is their socio-cultural perception of wellness including nutrition and physical exercises as active citizens? How do young Indian migrants participate in lifestyle enhancement programmes? As parents what are their socio-cultural beliefs, attitudes, practices and values, and how do they influence their children‟s participation in personal development and PE progammes? To what extent gender differences exist in such participation levels? What is the space available in State school curriculum to learn from the migrants‟ cultures towards enhancing lifestyles including nutrition and personal development?The findings may sensitise Australian researchers, academics, school teachers and practitioners of wellness therapies. Long term research studies may inform the governments and HPE practitioners of the changes occurring in such values, beliefs and practices as they incorporate nutrition and lifestyles of Australian society.

Comparing "socially responsible" and "sustainable" commercial property investment

Purpose – The purpose of this paper is to set out to explore the similarities and differences between jargon used to describe future-focussed commercial building product. This is not so much an exercise in semantics as an attempt to demonstrate that responses to challenges facing the construction and property sectors may have more to do with language than is generally appreciated. Design/methodology/approach – This is a conceptual analysis which draws upon relevant literature. Findings – Social responsibility and sustainability are often held to be much the same thing, with each term presupposing the existence of the other. Clearly, however, there are incidences where sustainable commercial property investment (SCPI) may not be particularly socially responsible, despite being understood as an environmentally friendly initiative. By contrast, socially responsible assets, at least in theory, should always be more sustainable than mainstream non-ethically based investment. Put simply, the expression of social responsibility in the built environment may evoke, and thereby deliver, a more sustainable product, as defined by wider socially inclusive parameters. Practical implications – The findings show that promoting an ethic of social responsibility may well result in more SCPI. Thus, the further articulation and celebration of social responsibility concepts may well help to further advance a sustainable property investment agenda, which is arguably more concerned about demonstrability of efficiency than wider public good outcomes. Originality/value – The idea that jargon affects outcomes is not new. However, this idea has rarely, if ever, been applied to the distinctions between social responsibility and sustainability. Even a moderate re-emphasis on social responsibility in preference to sustainability may well provide significant future benefits with respect to the investment, building and refurbishment of commercial property.

Art, popular culture and cultural policy: variations on a theme of John Carey

The article presents a criticism of the accounts of John Carey in his book entitled "The Intellectuals and the Masses." The author focuses on Carey's argument that the art is not an eternal category but an invention of the late eighteenth century and it no longer has any intellectual legitimacy other than that of provoking feelings which are no more and no less valuable than those provoked by any other form of entertainment or physical activity

The Clubcultures Reader: Readings in Popular Cultural Studies

This reader in popular cultural studies meets the need for an up-to-date collection of readings on contemporary youth cultures and youth music. Table of Content: Introduction: Reading Pop(ular) Cult(ural) Stud(ie)s: Steve Redhead. Part I: Theory I:. 1. Pearls and Swine: Intellectuals and the Mass Media: Simon Frith and Jon Savage. 2. Over-the-Counter Culture: Retheorising Resistance in Popular Culture: Beverly Best. Part II: Commentaries. 3. Organised Disorder: The Changing Space of the Record Shop: Will Straw. 4. Spatial Politics: A Gendered Sense of Place: Cressida Miles. 5. Let's All Have a Disco? Football, Popular Music and Democratisation: Adam Brown. 6. Rave Culture: Living Dream or Living Death?: Simon Reynolds. 7. Fear and Lothing in Wisconsin: Sarah Champion. 8. The House Sound of Chicago: Hillegonda Rietveld. 9. Cocaine Girls: Marek Kohn. 10. In the Supermarket of Style: Ted Polhemus. 11. Love Factory: The Sites, Practices and Media Relationships of Northern Soul: Kate Milestone. 12. DJ Culture: Dave Haslam. Plates: Patrick Henry. Part III: Theory II: . 13. The Post-Subculturalist: David Muggleton. 14. Reading Pop: The Press, the Scholar and the Consequences of Popular Cultural Studies: Steve Jones. 15. Re-placing Popular Culture: Lawrence Grossberg. Index.

Teaching and Learning Entrepreneurship for Micro and Small Businesses in the Cultural Industries Sector

Reports on an ESRC-funded, in-depth qualitative research project into 50 micro and small enterprises (MSEs) in the cultural industries. Our evidence sheds light on the extent to which the teaching and learning strategies adopted by higher education, further education and other VET providers are effective in providing entrepreneurship education and training for this innovative, high skill sector. Our findings suggest that entrepreneurs in this sector learn best by being able to experiment with ideas, by “doing” and networking with others and by working with more experienced mentors in their sector. The article concludes by suggesting a more “naturalistic” approach to teaching and learning entrepreneurship for micro and small businesses in the cultural industries sector.

Modernist 16-19 Business Education in a Postmodern world - critical evidence of business practice and business education in the cultural industries

This article examines the continued relevance of the 16-19 business education curriculum in the UK, stimulated by doubts expressed by Thomas (1996), over its continued relevance. We express a concern that business education needs, but is struggling, to respond to significant societal shifts in consumption and production strategies that do not sit easily within traditional theories of business practice currently underpinning 16-19 business education. We examine firstly, the extent to which a formal body of knowledge couched in a modernist discourse of facts and objectivity can cope with the changing and fluid developments in much current business practice that is rooted in the cultural and symbolic. Secondly, the extent to which both academic and vocational competences provide the means for students to develop a framework of critical understanding that can respond effectively to rapidly changing business environments.Findings are based on research conducted jointly by the University of Manchester and the Manchester Institute for Popular Culture at Manchester Metropolitan University. The growth of dynamism of the cultural industries sector - largely micro-businesses and small and medium sized enterprises (SMEs) -encapsulates forms of business knowledge, business language and business practice which may not immediately fit with the models provided within business education. Results suggest increasingly reflexive forms of consumption being met by similarly reflexive and flexible modes of production.Our evidence suggests that whilst modernist business knowledge is often the foundation for many 16-19 business education courses, these programmes of study/training do not usually reflect the activities of SME and micro-business practitioners in the cultural industries. Given the importance of cultural industries in terms of the production strategies required to meet increasingly reflexive markets, it is suggested that there may be a need to incorporate a postmodern approach to the current content and pedagogy; one that is contextual, cultural and discursive.

Attitudes to Formal Business Training and Learning amongst Entrepreneurs in the Cultural Industries: Situated Business Learning through "Doing with Others."

Presents arguments supporting a social model of learning linked to situated learning and cultural capital. Critiques training methods used in cultural industries (arts, publishing, broadcasting, design, fashion, restaurants). Uses case study evidence to demonstrates inadequacies of formal training in this sector. (Contains 49 references.)

A Cultural Science Manifesto (in Mandarin)

We propose that a general analytic framework for cultural science can be constructed as a generalization of the generic micro meso macro framework proposed by Dopfer and Potts (2008). This paper outlines this argument along with some implications for the creative industries research agenda.