Researching social inequalities in education : towards a Bourdieuian methodology

The injustices of ‘allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society’ (Wacquant, 1998, p. 216). Cognizant of this, the authors argue that education requires researchers’ renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, they make the case for researchers to consider the theoretical work of Pierre Bourdieu, outlining what they understand by a Bourdieuian methodology, which is informed by socially critical and poststructural understandings of the world. Such methodology attempts to dig beneath surface appearances, asking how social systems work. By asking ‘whose interests are being served and how’ (Tripp, 1998, p. 37) in the social arrangements we find, Bourdieu can help us to ‘work towards a more just social order’ (Lenzo, 1995, p. 17).

A doctorate by definition : exploring possibilities and opportunities in education

The author provides a diagram and table which reflect his conceptualisation of issues surrounding the definition of a doctorate. Two broad questions frame this characterisation: (i) what defines the doctorate? and (ii) where to now? In relation to the first question the author contends that the resources available to students, supervisors and institutions significantly influence what is regarded as a 'good' doctorate and the 'protection' of this standard. An overlapping set of issues is identified in response to the question 'where to now'? These are expressed as strategies in negotiating doctorate definitions and futures; some more reminiscent of times past and some cognisant of prevailing conditions, while others offer a qualitatively different strategy that explores (or generates) possibilities and opportunities within the parameters of the doctorate.

Damming the flow: cultural barriers to perceived ‘procedural justice’ in Wonthaggi, Victoria

 Drier conditions in Australia have compelled governments to implement projects such as the desalination plant in the South Gippsland town of Wonthaggi. The desalination plant is still under construction, but South Gippsland is already host to wind turbines and marine protected areas, reflecting public pressure to develop renewable energy sources and conserve resources. However, all projects have been met with vocal opposition. Using the desalination project as a case study, this paper will address public concerns about a perceived lack of procedural justice in implementing such projects. Drawing on data from a pilot survey of 320 residents, we argue that procedural shortcomings of the project include inattention to past political disputes in the region and to the culturally entrenched sense of division between city and country. Attention to political and cultural histories is vital to the successful and ethical implementation of projects in regional areas.

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.

The legal recognition of same-sex unions in Australia : a constitutional analysis

The Marriage Equality Amendment Bill 2010 (Cth) currently before federal Parliament amends the present legislative definition of marriage to include same-sex unions. This article provides a constitutional analysis of the scope of the marriage power, s 51(xxi) of the Australian Constitution , through examination of the Bill and other existing and proposed legislation. It argues that if the High Court considered "marriage" to be a constitutionalised legal term of art, it could accommodate post-federation development at common law and in statute to the institution of marriage. It also argues that the presumption in favour of constitutionality ought to be at its strongest with federal legislation determining complex and intractable moral issues. The article explores the constitutional vulnerability of current same-sex union legislation and possible future legislation providing for recognition of the functional equivalent of "marriage". In addition, the article considers the constitutional foundation of a national framework to provide official legal recognition of same-sex relationships.

Mauritian principals' responses to total quality management concepts in education

This research investigates the link between Total Quality Management (TQM) and school leadership in Mauritius. The findings indicate that whilst principals overwhelmingly agreed with progressive notions compatible with TQM, their discourses remained essentially theoretical. The research identifies opportunities for school leaders in twenty-first century Mauritius with its high-tech, world-class ambitions.

Reduced food access due to a lack of money, inability to lift and lack of access to a car for food shopping : a multilevel study in Melbourne, Victoria

Objective: To describe associations between demographic and individual and arealevel socio-economic variables and restricted household food access due to lack of money, inability to lift groceries and lack of access to a car to do food shopping.
Design: Multilevel study of three measures of restricted food access, i.e. running out of money to buy food, inability to lift groceries and lack of access to a car for food shopping. Multilevel logistic regression was conducted to examine the risk of each of these outcomes according to demographic and socio-economic variables.
Setting: Random selection of households from fifty small areas in Melbourne, Australia, in 2003.
Subjects: The main food shoppers in each household (n 2564).
Results: A lack of money was significantly more likely among the young and in households with single adults. Difficultly lifting was more likely among the elderly and those born overseas. The youngest and highest age groups both reported reduced car access, as did those born overseas and single-adult households. All three factors were most likely among those with a lower individual or household socio-economic position. Increased levels of area disadvantage were independently associated with difficultly lifting and reduced car access.
Conclusions: In Melbourne, households with lower individual socio-economic position and area disadvantage have restricted access to food because of a lack of money and/or having physical limitations due difficulty lifting or lack of access to a car for food shopping. Further research is required to explore the relationship between physical restrictions and food access.