Reading in the Australian curriculum English : describing the effects of structure and organisation on multimodal texts

The recently introduced Australian Curriculum: English Version 3.0 (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012) requires students to ‘read’ multimodal text and describe the effects of structure and organisation. We begin this article by tracing the variable understandings of what reading multimodal text might entail through the Framing Paper (National Curriculum Board, 2008), the Framing Paper Consultation Report (National Curriculum Board, 2009a), the Shaping Paper (National Curriculum Board, 2009b) and Version 3.0 of the Australian Curriculum English (ACARA, 2012). Our findings show that the theoretical and descriptive framework for doing so is implicit. Drawing together multiple but internally coherent theories from the field of semiotics, we suggest one way to work towards three Year 5 learning outcomes from the reading/writing mode. The affordances of assembling a broad but explicit technical metalanguage for an informed reading of the integrated design elements of multimodal texts are noted.

The Cyndi Lauper affect: Bodies, girlhood and popular culture through the collective biography process

Using a collective biography method informed by a Deleuzian theoretical approach (Davies & Gannon, 2009), this paper analyses embodied memories of girlhood becomings through affective engagements with resonating images in media and popular culture.

Reclaiming professionalism for geography education : defending our own territory

In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the profession for the profession’. Foucauldian archaeology is applied to two teacher standards documents recently published in Australia, one developed at national governmental level and the other by geography teachers through their professional associations. The excavation reveals that both students and geography teachers themselves are better served when teachers assert their own definition of professionalism and thus reclaim their professional territory, rather than being compliant with generic governmental agendas. Whilst we use Australia as an illustrative example, our findings are applicable to all other countries where governments attempt to impose external professional standards on the teaching profession.

Reclaiming the art of teaching

This paper explores the art and craft of teaching in higher education. It presents a model of the relationship between art and craft drawn from the author’s theoretical and empirical work, and provides examples from the higher education context to illustrate the model. It discusses the characteristics of teaching as art and craft and critiques the move towards standardisation and conformity in favour of originality, creativity and innovation. It suggests that to see teaching as art is more holistic, satisfying and transformative than to see it as craft. It argues for reclaiming the art of teaching and provides strategies for encouraging and supporting artistic teaching.

Approaches to learning information literacy : a phenomenographic study

This paper reports on an empirical study that explores the ways students approach learning to find and use information. Based on interviews with 15 education students in an Australian university, this study uses phenomenography as its methodological and theoretical basis. The study reveals that students use three main strategies for learning information literacy: 1) learning by doing; 2) learning by trial and error; and 3) learning by interacting with other people. Understanding the different ways that students approach learning information literacy will assist librarians and faculty to design and provide more effective information literacy education.

Inquiry skills in the Australian curriculum

This paper presents an analysis of inquiry skills in the Australian Curriculum, specifically in science, history and geography. It examines how inquiry is portrayed in the three subjects, and how it is developed and sequenced from Foundation to Year 10. It analyses how information literacy is represented in the inquiry skills strands. It provides recommendations for teacher-librarians to leverage information literacy as an integral part of the inquiry process, and as an integrating framework that unites the strands.

Dealing with unfinished business : preparing pre-service social education teachers for curriculum change

Pre-service teacher education is unfinished business. New social education teachers face the challenge of fluid policy environments in which curriculum content and pedagogy are continually changing. The evolving Australian curriculum is the most recent example of such fluidity with its emphasis on shifting the educational agenda to a focus on discipline-based approaches. This paper addresses the concerns of final year pre-service and early career social education teachers, in terms of their professional development needs, by drawing on the findings of a pilot study with students and recent graduates from a university in south-east Queensland. It concludes that social education curriculum units which embed links to professional practice and professional development in teaching, learning and assessment may provide the way forward for enhancing the transition to practice for beginning teachers and assist them in navigating constant change.

The noblest of professions : schoolmasters at Hastings 1872-1894

The Noblest of Professions: Schoolmasters at Hastings 1872-1894 is a skilfully developed study of educational developments outside the Australian metropolises and in a small, but significant, pioneering rural community in the late colonial period. It is an important contribution to the formerly neglected field of local and regional history in Australia. It extends our knowledge of the life experiences of the schoolmaster in an isolated community and the regard local people had for him, together with the significant and varied social and leadership roles he played regularly and occasionally in rural affairs. The rural schoolmaster and his concerns are vividly brought to life in a compelling portrayal in this book. In all a very significant contribution to Australian history and to the history of education in its regional and local context.

Disobedient Citizens : Press Depictions of Striking School Teachers in NSW and Anti-Vietnam War Demonstrators in NSW and Victoria in 1968

Across Australia in 1968, students demonstrating against the Vietnam War engaged in confrontational behaviour. The metropolitan daily newspapers,the most important source of news for most people, enthusiastically reported the scenes. The demonstrations were exciting. Sensational headlines and photographs captured the interest of readers and influenced their opinions. But radical opposition to government policies at the time was not limited to university students opposing the Vietnam War. Teachers had become increasingly critical of conditions in schools, with Victorian secondary school teachers having stopped work on a number of occasions since 1965. In October 1968, both primary and secondary school teachers in New South Wales participated in eastern Australia’s first state-wide teachers’ strike. As Sydney’s Sun commented on 1 October 1968, “The teachers’ strike threw the ... education system into chaos ... A huge proportion of the State’s 2764 schools were silent and empty.” Similarities with the anti-war demonstrations were obvious. Although not as confrontational, the New South Wales teachers’ strike was a publicity-seeking action. This examination of the teachers’ more restrained, but more effective, approach to challenging government policies provides a new voice and vision to our understandings of the diverse nature of radicalism in Australia in the 1960s.

Introduction

This introduction examines sixteen authors who have contributed to New Voices, New Visions: Challenging Australian Identities and Legacies. The editors explain that the authors draw on ideas, concepts, and theories about nation, identity, space, place,and power in order to rethink stories or reread large-scale and everyday media, private, or public events in new ways. In many cases, the authors are promoting debate on topics where a single viewpoint currently predominates. These authors are introducing to readers new visions and new voices about Australian society and the Australian identity. The editors also draw on the many books about Captain/Governor William Bligh to exemplify how history is constantly being reinterpreted, with new information aiding the reader’s understanding.

Campbell, Alan Johnston (1895–1982)

Born in 1895, Alan Johnston Campbell was a grazier and political party organiser. In December 1914 he enlisted in the Australian Imperial Force and saw action with the 2nd Light Horse Regiment at Gallipoli and, as a lance corporal, in the Sinai and Palestine. After the war Campbell became active in the Roma branch of the Maranoa Graziers’ Association. In 1935, at Roma, he formed one of the first branches of the Queensland Country Party. In 1943, Campbell was elected president of the QCP. Impressed by the Australian Labor Party’s organisation, Campbell centralised power and rebuked parliamentarians whom he believed were neglecting their constituents. By 1951 the highly disciplined structure had attracted 35,000 members. Campbell died in 1982.