Education for social justice in an uncertain world

There is a broad body of literature that examines the notion of ‘uncertainty’ in education and, indeed, the themes of this 13th international conference on learning acknowledge that the world is in flux. Barnett (2004), in particular, promotes a renewed approach to education — one that he believes transcends the traditional scope of higher education. Barnett notes that higher education has focused traditionally on knowledge, but, in an uncertain world, this is no longer enough. He encourages teachers in higher education to consider reconstructing curriculum and pedagogy so that a focus on knowing and acting is retained but is complemented by a pedagogy that is designed to enhance students' being in the world. This paper focuses on the potential synergies or difficulties that arise from an analysis of the ‘education for uncertainty’ literature and the goals of education for social justice. Does education for being provide greater possibilities for the enhancement of social justice?

Opportunities and challenges for global education in social education curriculum

This paper will explore understandings about global education as expressed in national and local curriculum statements. Despite curriculum statements in Studies of Society and Environment area including ‘global’ in their rationale, slippage occurs between policy documents and the translation to standards statements. The curriculum area - Studies of Society and Environment is - changing as new titles describe the field and a more integrated approach is being developed in some states – Tasmania and Victoria, this presents challenges for global education.

My work in global education is a result of many years as a Geography teacher, nine years at the Asia Education Foundation, a leader of teacher study tours to Asia and pre-service teacher education students to Canada and Northern Territory. I am a passionate believer in the power of travel to unsettle, to educate, and to be reminded of all I have, and to be thankful.

Postmodernist-feminism and education : a textual performance

This dissertation is performed as a self-reflexive postmodernist-feminist text that is rather like a work in progress. The relationship between feminismS and postmodernismS is investigated to reveal some of the possibilities that might result from their conjunction, whilst some critical disjunctions which may need to be bridged are recognised. Throughout this dissertation, I have explored how, as well as challenging traditional paradigms of gender, postmodernist-feminism acts to challenge traditional views of meaning, knowledge and text, and, further, how this challenge opens up possibilities for all those entrapped by the paradigms of power, whether outside or Inside. When 'reality' and 'knowledge' are revealed as constructions (not unlike fiction), new possibilities of/for postmodernist-feminist multilinearity emerge. This text practises, then, what I have nominated as three important areas of postmodernist-feminism: jouissance (pleasure and playfulness as in feminist poetics); bricolage (making the text work as a one-off); and deconstruction (an admission that the text is neither seamless nor AUTHORitative). In doing so, it emphasises the practice of what Roland Barthes calls 'writerly-reading', in which the reader is revealed as having power over the text according to the way(s) s/he enters it. In this praxis I suggest that the writer may also abdicate AUTHORity over the text by what I have called 'readerly-writing'. Taking up Gregory Ulmer's challenge to construct a 'mystory', it is my story of my journey as a woman, parent, writer mid teacher who is becoming a certified scholar. My lifelong practical interest in education thus reaches a theoretical self-understanding in this text, which is itself a praxis. Thus I introduce the practice of a non-seamless horizontality in which reflections and stories show themselves to be temporal and cultural constructions. The implications of this for school/educational experiences are central to this praxis.