The prospects of deliberative global governance in the G20: legitimacy, accountability, and public contestation

This article contends that the ‘G’ system struggles to play a legitimate and effective role in global governance and argues that the G20 could play a important role if the forum was more publically accountable. This article argues that because of increasing forms of public contestation, the broadening agenda of the G8 and G20 and the uncertain status of global cooperation, that the legitimacy of the ‘G’ system is being questioned. As such, it is appropriate to consider deliberative avenues whereby public views could be considered by the G20 in a systematic way to foster forms of accountability. This consideration is animated by deliberative democracy theory and republican theory which advance a normative agenda which seeks to transform governance structures by enhancing the role of deliberation and public reasoning in political life. The article outlines the development of the ‘G’ system's legitimacy, considers possible modes of accountability and public involvement with respect to the G20 and examines the implications of more formalised public deliberation with respect to the G20.

In/exclusion: the politics of difference

The inclusion debate has raised issues in relation to ascertainment, the labelling of 'special' needs, the distribution of human and physical resources and the placement of students on individualized education programmes. This paper contends that the inclusion debate, however, has not addressed critical issues pertaining to the politics of representation and difference. That is, the normative struggles over rights and social justice for the disabled have largely elided differing cultural constructions of disability and the question of who speaks for and represents whom.

Firsts: performing ways first year teachers experience identity transformation

This thesis reports on research showing the survival discourse of beginning teaching has shifted from sink or swim metaphors to describe surviving transition shock and classroom management concerns to surviving contract employment. Beginning teachers are neither sinking nor swimming in this liminal state. Rather, it is as though they are on a lifeboat where they cannot feel like a ‘real’ teacher until they can operate with certainty.

Interrogating the experiences of beginning teachers, and the transformation of their identity in their first year (1yr) of teaching, the thesis explores research participants’ firsts as epiphanic or revelatory moments of identity transformation. Participants were followed for three years from upon completion of their teacher education, through their first year of teaching, up to the beginning of their third year in the profession. The major finding was that while contemporary understandings of professional identity highlight the transformative nature of the phenomenon,  contract employment had the most impact on these teachers’ identity transformation.

Teachers’ perceptions of their own professional identity affect their efficacy and professional development as well as their ability and willingness to cope with educational change (Beijaard, Verloop & Vermunt 2000). It has been reported by the Australian Education Union (AEU) and in the Victorian media in recent years that up to 50% of beginning teachers are leaving the profession within their first five years. The reasons given for this level of
attrition include workload, pay, and behaviour management, among the top concerns of beginning teachers. These categories have positioned beginning teachers in a survival discourse for many years, yet there is more to beginning teachers’ intentions to leave than their struggles to survive in the classroom. More recently in Victoria what it means to ‘survive’ has shifted to surviving the pervasive contractual nature of beginning teachers’
employment conditions.

This qualitative study seeks to question what remains concealed with regard to beginning teachers’ experiences through an investigation of the differences between and within individuals, allowing categories of description to emerge from the data rather than pre-determining categories of investigation. Data was collected from twelve participants through individual semi-structured interviews and written communication. A theatre-based research approach to representing the participants’ experiences was employed, culminating in a performance titled ‘The First Time’. The processes of scripting, rehearsing, and performing, were utilised to analyse and represent the data to expert audiences. In an aim to uncover questions that have been buried by answers, the research is oriented as a
phenomenographic inquiry. This mode of inquiry seeks to describe, analyse, and understand (Marton 1981) the qualitatively different experiences 1yr teachers undergo in their identity formation and transformation.

The results of this research reveal the destabilising effect of short-term contracts so prevalent in the current context; that status and belonging are central to 1yr teachers’ identity work. Status and belonging are positioned within survival, liminal, and hegemonic discourses; and expressed through artefacts as symbols of belonging. The low status ascribed to contractual work has a clear impact on beginning teachers’ commitment to the profession.

The experience of Singapore in raising awareness of natural and cultural resources

The city-state of Singapore has a major role in the urban development. Majority of the innovative projects are initiated by the government agencies. For this paper, I would like to highlight the two distinct themes of innovation that, I believe preoccupied the authority for its urban issues, they are innovation which concern nature and culture. Land in Singapore is scarce. Natural resources are strictly protected. At the same time they are challenged to return the maximum benefit to their own population. The water catchment area and the prime forest on the whole island is the most valuable natural resources to be preserved. The paper will demonstrate how Singapore challenges with its own resources (water and greenery) in which the holistic planning around these themes become more than just spaces of protection but integrated with the public space system and turned into more valuable spaces for the well being of its population. The second theme is the issue related to culture. Singapore's economy is the most advance compare to other Southeast Asian countries, however when it comes to culture and identity, the city state struggles with the over constructed image of branding Singapore's culture. The paper will discuss several examples around the theme of arts and culture, how the city state bench-mark itself with the world class cities. It is one of the most challenging topic in urban planning and policy making. It is worth discussing on its success and failure. We can learn form Singapore that innovation at the level of policy maker can be achieved in some urban aspects such as the management of natural resources and urban design projects related to it. However when it comes to the issue related to art and culture, the top down policy alone cannot assure the achievement of city's identity as it aspired. Tracing the historical development of the environmental and cultural policies of Singapore the paper intends to study and analyze various case studies reflecting these attempts of natural and cultural instillation. In the process of comparison of these two drastically contrasting actors and approaches, the paper will argue that it has mostly been driven by economic aims, and careful thought. The results have been limited and restrictive. Further arguing that 'creativity' is the essential factor of arts and culture, it evaluates the authenticity and the ultimate implications on cultural spirit.

From colonialist to infidel : framing the enemy in Southern Thailand's 'cosmic war'

In the 1970s secessionists in Southern Thailand described the Thai state as "colonialist" constituted by "Siamese fascist officials"1 who had "illegally colonised Patani". The flavour of this discourse shows the importance of historical context in shaping the way resistance movements interpret their own struggles. In the case of the resistances groups in Southern Thailand, it reflects the influence of the wider international anti-colonial movement and its embrace of nationalism and socialism. Translating these concepts into a political agenda was complicated by the centrality of Islam in defining the grievances of the Patani Muslims. Islam was the reason they were considered marginal by wider Buddhist society and hence it was Islam that become a core identity marker and the fulcrum upon which the resistance movement grew. Merging the predominately secular themes of anti-colonialism with Islam was complex, and as a result for much of its existence the insurgency failed to define clearly an ideology beyond the general maxim of 'liberating the homeland' to create the Republic of Patani. By the onset of the twenty first century situation had changed and although the goal remained the same for many Thai Muslims it was based on firmer ontological ground. By defining itself in Islamist terms, the separatist movement managed to distance itself from the secular concepts that defined the Thai state ('nationalism') and which precluded support for its struggle from other states ('sovereignty'). The objective now is the creation of Al Fatoni Darussalam (Islamic Land of Patani) by "purging all Siamese infidels out of our territory to purify our religion and culture"2 (HRW, 2007: 45). In short, the shift in terminology indicates an ideological shift in the way the insurgents frame the conflict but also, more importantly, in their identification of the 'enemy'. 3 The 'liberation of the Republic' has now evolved into a 'struggle to liberate an Islamic Land'. From being a 'colonialist' and 'fascist' state, the Thai state has assumed the status of 'infidel'. The insurgents' embrace of Islamism as the organising principle of their resistance is progressively transforming the conflict into what Juergensmeyer has called a 'Cosmic War' (Juergensmeyer, 2003). This paper will further explore this ideological shift by analysing for the first time primary sources such as propaganda leaflets, interviews and insurgent interrogation reports that were collected during recent fieldwork in Southern Thailand between 2006 and 2008.

Southern Thailand : a cosmic war?

In the 1970s secessionists in Southern Thailand described the Thai state as "colonialist" constituted by "Siamese fascist officials"1 who had "illegally colonised Patani". The flavour of this discourse shows the importance of historical context in shaping the way resistance movements interpret their own struggles. In the case of the resistances groups in Southern Thailand, it reflects the influence of the wider international anti-colonial movement and its embrace of nationalism and socialism. Translating these concepts into a political agenda was complicated by the centrality of Islam in defining the grievances of the Patani Muslims. Islam was the reason they were considered marginal by wider Buddhist society and hence it was Islam that become a core identity marker and the fulcrum upon which the resistance movement grew. Merging the predominately secular themes of anti-colonialism with Islam was complex, and as a result for much of its existence the insurgency failed to define clearly an ideology beyond the general maxim of 'liberating the homeland' to create the Republic of Patani. By the onset of the twenty first century situation had changed and although the goal remained the same for many Thai Muslims it was based on firmer ontological ground. By defining itself in Islamist terms, the separatist movement managed to distance itself from the secular concepts that defined the Thai state ('nationalism') and which precluded support for its struggle from other states ('sovereignty'). The objective now is the creation of Al Fatoni Darussalam (Islamic Land of Patani) by "purging all Siamese infidels out of our territory to purify our religion and culture"2 (HRW, 2007: 45). In short, the shift in terminology indicates an ideological shift in the way the insurgents frame the conflict but also, more importantly, in their identification of the 'enemy'. 3 The 'liberation of the Republic' has now evolved into a 'struggle to liberate an Islamic Land'. From being a 'colonialist' and 'fascist' state, the Thai state has assumed the status of 'infidel'. The insurgents' embrace of Islamism as the organising principle of their resistance is progressively transforming the conflict into what Juergensmeyer has called a 'Cosmic War' (Juergensmeyer, 2003). This paper will further explore this ideological shift by analysing for the first time primary sources such as propaganda leaflets, interviews and insurgent interrogation reports that were collected during recent fieldwork in Southern Thailand between 2006 and 2008.

How do Digital Immigrant Teachers (DITs) learn ICT for the information age?

This study reports about teacher learning and in particular, teachers who have extensive teaching experience but limited ICT knowledge and skills. The Digital Immigrant Teachers (DITs) grew up before digital technologies; they are not frequently confident or comfortable with ICT. Like all immigrants, they have to learn new and creative ways to enhance their survival in the third millennium, where the acceleration of knowledge has allowed communication and application of information to be rapidly disseminated. In order to fully participate in the technologically rich society DITs must actively engage in the construction of authentic and purposeful learning. This research came about as a result of the digital immigrants' struggles to construct and acquire the necessary knowledge and skills to teach in the Knowledge Economy and the Information Age. The experienced present day teachers, as digital immigrants are trying to teach digital natives (Prensky, 2001 & 2003). And in order to assist these teachers in their learning ICT struggle, it is imperative to understand the teacher learning process, and the learning style through which they acquire the knowledge and skills for this new milieu.

Recognition, resistance and reconstruction : an introduction to subjectivities and social justice

The aim of this book is to examine new forms of resistance to social injustices in contemporary Western societies. Resistance requires agency, and agency is grounded in notions of the subject and subjectivity. It is a premise of this book that new and/or reconstructed forms of subjectivity are required to challenge social relations of subordination and domination.
Subjectivity is primarily based on lived experience. While subjectivity is sometimes used to explore individualistic strategies for personal meaning, we argue that subjectivity is central to political struggles against regimes of power. Thus, understanding how subjects are constituted is important in fostering the capacity of critical reflection and social transformation.
Our aim  is to understand the relationship between subjectivity and the wider social order. The relationship between the psyche and society is one of the most challenging issues facing social theory. While there is a variety of theoretical approaches to subjectivity, those that explore the links between the subject and society are the most promising in developing strategies for resistance. In this introductory chapter, we review and interrogate what we believe are the most important theoretical approaches to subjectivity, drawing upon Marxism, critical theory, feminism, postcolonialism and post-structuralism. Our aim in this book is not to develop a new theory of subjectivities. Rather, we are more concerned with investigating how diverse subjectivities are constructed and reconstructed.

PLT practitioners : soldiers For “vocationalism”, or double agents?

This presentation extends on some previous work around my PhD research.
I question ways in which social structures are inscribed into legal education practices, and conversely, whether practices can modify those structures. I argue PLT practitioners are not simply soldiers for a “vocationalist” strategy. Instead, I re-imagine PLT practitioners as “double agents” or “resistance fighters”, lamplighters in a still emergent professional trajectory. It is a trajectory catalysed by the 1970s introduction of institutional PLT; just a baby really, in the context of English common law.

In Bourdieu’s terms it is possible, by revisiting past struggles in Australian legal education, to conceptualise institutional PLT as the product of judicial, professional, and academic struggles to produce a vocationalised, non-academic, and critique-free sub-field within the juridical field. Those struggles succeeded, to some extent, in the extra-individual dimension of structures, regulation, and institutions, to collectively inculcate preferred dispositions within individuals about legal education and professional identity.

That account, however, ignores the potential for agency and alterity – the ways in which individuals might appropriate, in Certeau’s terms, the resources of the legal field to explore new professional trajectories. For some, these trajectories involve struggles to enrich, and add texture to, legal education. Drawing on interviews with PLT practitioners, I identify multi-vocal and multi-perspectival themes, including notions of social justice, equality, professional ethics, personal improvement, and indeed, interest in scholarship of teaching and learning.

It is in this sense I re-imagine PLT practitioners as “double agents”, operating betwixt and between dominant domains in law. In my view, PLT practitioners can participate in conceptualising and developing emergent approaches in legal education, and to theorise “practice” as lawyers and educators. Scholarship of teaching and learning has its part to play in this. It provides a means, as lawyers and as educators, to discover information, to reflect, critique, communicate, and conceptualise, insights about “practice” and practices.

Visual research methods in education: in between difference and indifference

The aim of this paper is to support critical and scholarly debates that relate to the increasing role of visual research in education, youth studies, sociology, and studies of mental health. Researching in fields where young people are central exposes many struggles, not least issues of how to represent students who end up on the margins. School disaffection intersects with curriculum practices. When threading together visual research methods and matters of curriculum studies, seduction can set in, and unintentionally curriculum research can become indifferent to difference, the counterpoint often sought by researchers. Some scholars may argue that this debate has been well rehearsed in the curriculum field; I, however, take the opposite view. The constraints of curriculum studies, issues of student disaffection and the exclusions of schooling - when analysed through the perspectives of visual research - trouble our research designs and understandings of data and therefore require more, not less, interrogation. Rethinking the intersection points between visual research methods (VRM) and visuality, a concept that is critical to cultural and visual studies, opens out new spaces in the field of curriculum studies and reframes the methodological decisionmaking process for researching issues that pertain to student disaffection. 

Interrater reliability assessment using the Test of Gross Motor Development-2

Objectives: The aim was to examine interrater reliability of the object control subtest from the Test of Gross Motor Development-2 by live observation in a school field setting. Design:: Reliability Study - cross sectional. Methods: Raters were rated on their ability to agree on (1) the raw total for the six object control skills; (2) each skill performance and (3) the skill components. Agreement for the object control subtest and the individual skills was assessed by an intraclass correlation (ICC) and a kappa statistic assessed for skill component agreement. Results: A total of 37 children (65% girls) aged 4-8 years (M= 6.2, SD=0.8) were assessed in six skills by two raters; equating to 222 skill tests. Interrater reliability was excellent for the object control subset (ICC= 0.93), and for individual skills, highest for the dribble (ICC= 0.94) followed by strike (ICC= 0.85), overhand throw (ICC= 0.84), underhand roll (ICC= 0.82), kick (ICC= 0.80) and the catch (ICC= 0.71). The strike and the throw had more components with less agreement. Conclusions: Even though the overall subtest score and individual skill agreement was good, some skill components had lower agreement, suggesting these may be more problematic to assess. This may mean some skill components need to be specified differently in order to improve component reliability.

A proposed definition of the engineering methodology

BACKGROUND An adequately concise and accurate definition of the profession of engineering that can simultaneously encompass a majority of the profession and be reasonably understood by a majority of society arguably remains as an elusive goal yet to be attained.While numerous definitions of the profession exist they tend to describe specific methods or approaches deployed in the practice of engineering rather than be suitably descriptive of the profession of engineering.The lack of an adequate, accurate and relevant definition of the profession of engineering has, and continues to, present disadvantages to the profession. While acknowledging this problem the profession continues to rely on existing inadequate, inaccurate, or irrelevant definitions of itself as it struggles to attain the degree of awareness, recognition, and appreciation of its significant benefits that directly impact society and the individual.Accordingly in many countries the choice of engineering as a career path often ranks below other profession choices such as medicine, law, and management - especially with adolescent girls. Also the relevance and role of professional engineering in socio-economic and socio-political contexts is often undervalued or neglected – especially in national and international policy discussions and development.PURPOSETo provide a clear, concise, and accurate definition of the profession of engineering that is acceptable for most, if not all, major stakeholders.METHOD A review of historical and contemporary definitions of professional engineering is provided. Using Koen’s definition of the engineering method in conjunction with Shulman’s set of characteristics common to professions a more generic definition is derived that seeks to simultaneously accommodate the homogenous multi-disciplinary attributes of professional engineering as well as accommodate the discipline specific attributes.RESULTS A proposed definition of the engineering methodology has been developed. A background introduction and justified derivation is provided for the proposed definition.CONCLUSIONS The limitations and inadequacies of historical and contemporary definitions of professional engineering have been considered. Using Koen’s definition as a basis a more generic multi-disciplinary and more contemporary definition is derived and presented. The goal of the proposed definition of the engineering methodology is to provide a more concise, more accurate, and most importantly a more comprehensible definition of the profession of engineering for the purpose of being applied to all major stakeholders of the profession.

Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia

In the debate over English language teaching approaches and methods, the influence of examinations on classroom pedagogy and the nature of these examinations are critical considerations for teachers. In the Inner Mongolian context, as for all China, examinations reflect traditional conceptions of teaching and learning, classroom teaching conditions such as class sizes, and the English-as-a-foreign language setting. In this situation, decisions about classroom pedagogy and objectives and whether teaching focuses on test-taking rather than on the learning of language go to the core of teacher agency. In this paper we foreground the struggles and dilemmas experienced by English language teachers in Inner Mongolia in attempts to exercise agency amidst the instructional demands of an exam-oriented community, and a misalignment created by an exam remaining centered on discrete skills rather than students' proficiency in applying ranging uses of the language they are learning. These conditions are now located within New English Syllabus expectations are that teachers will implement their knowledge of educational theories and of current English teaching methodology to create opportunities for more broadly based learning and proficiency. © 2014 © 2014 Taylor & Francis.

Lunch frequency among adolescents: associations with sociodemographic factors and school characteristics

Objective: To investigate: (i) how lunch frequency of adolescents varies between schools and between classes within schools; (ii) the associations between frequency of lunch and individual sociodemographic factors and school characteristics; and (iii) if any observed associations between lunch frequency and school characteristics vary by gender and age groups. Design: Cross-sectional study in which students and school headmasters completed self-administered questionnaires. Associations were estimated by multilevel multivariate logistic regression. Setting: The Danish arm of the Health Behaviour in School-Aged Children study 2010. Subjects: Students (n 4922) aged 11, 13 and 15 years attending a random sample of seventy-three schools. Results: The school-level and class-level variations in low lunch frequency were small (intraclass correlation coefficient <2·1 %). At the individual level, low lunch frequency was most common among students who were boys, 13- and 15-year-olds, from medium and low family social class, descendants of immigrants, living in a single-parent family and in a reconstructed family. School-level analyses suggested that having access to a canteen at school was associated with low lunch frequency (OR=1·47; 95% CI 1·14, 1·89). Likewise not having an adult present during lunch breaks was associated with low lunch frequency (OR=1·44; 95% CI 1·18, 1·75). Cross-level interactions suggested that these associations differed by age group. Conclusions: Lunch frequency among Danish students appears to be largely influenced by sociodemographic factors. Additionally, the presence of an adult during lunch breaks promotes frequent lunch consumption while availability of a canteen may discourage frequent lunch consumption. These findings vary between older and younger students.

Friend or foe? Regional newspapers and the power of Facebook

This paper examines how some regional newspapers in Australia are engaging with the social media juggernaut Facebook and the effects of this on their relationships with audiences in a digital world. We highlight how terms such as ‘friend’ and ‘community’ mask complex power struggles taking place across these two media platforms. On the one hand, Facebook can facilitate public conversation and widen the options for journalists to access information but, on the other, it has become a competitor for advertising revenue as news outlets struggle to find a business model for online spaces. We suggest that newspapers and journalists are facing challenges in navigating the complexities of a platform that crosses public/private domains at a time when the very nature of ‘private’ and ‘public’ is being contested. The paper adopts a ‘pooled case comparison’ approach to research, drawing on data from two separate Australian studies that examine regional newspapers in a digital landscape. The research draws on interviews with journalists and editors in Australia across three states and on focus groups and interviews with newspaper readers in Victoria.