The inadequacy of Western media theory in third world internal conflicts : the case of military censorship in Sri Lanka

Research on media production and on media effects under military censorship has centred primarily on cross-border conflicts being waged by Western regimes. There is a noticeable void in understanding internal conflicts, particularly so within the Asian region. To help address this lacuna, we content-analyse Sri Lankan newspaper samples of two critical military campaigns within the Sri Lankan separatist conflict to gain insight into an Asian internal conflict within the context of military censorship and culture. We discover that supposedly stringent censorship regulations and the rules of the official communication systems have almost no effect on Sri Lankan newspapers, which demonstrate a unique talent to circumvent these strictures. During these bloody internal conflicts, the Sri Lankan press enjoyed freedom of expression, flaunted social responsibility and their watchdog instincts, and, most interestingly for us, demonstrated the failure of the Western propaganda model and other theoretical perspectives. The importance of understanding cultural dimensions before theorizing media behaviour in order to obtain a more rational understanding of the sociology of media is posited by this study. We conclude with discussion of a new model of media censorship which has more relevance in Asian internal conflicts.

Clinical supervision and symmetrical communication : towards a critical practice of supervision

The central argument of the thesis is that the dominant modes of the supervision of teaching are in need of critique and reconstruction. From a critical perspective, supervision is viewed as a political and ideological process enacted through asymmetrical relations and structures of communication. It is underpinned by a discourse of technocratic rationality and control Clinical supervision, a currently popular model of teacher supervision, has (despite its emancipatory origins) been accommodated by the dominant ideology and is employed as a hegemonic mechanism of evaluation, control and even dismissal of teachers. However, historical analysis reveals that teachers have contested and resisted authoritarianism and centralized control in favour of developing more democratic and participatory forms of professional development. In these moves can be found a rationale for a reconstruction of the theory and practice of clinical supervision around the concepts of symmetrical communication and critical pedagogy. The researcher engaged in a self-reflective study with a group of supervisors and teachers in N.S.W. schools to explore the possibilities and limitations of a critical and counter-hegemonic practice of supervision. The outcomes, in the form of three case studies, are analysed in terms of a dialectic of reconstruction and maintenance of the status quo. The evidence reveals that some of the research participants sought to reconstruct their supervisory relationships in ways which challenged the bureaucratic structures of their workplace. Others, however, rejected the emancipatory possibilities and resolved to maintain their traditional hierarchical relationship.

Vigilant pleasure as autoethnography : the life of the tea mind as critical history

I examine tea as cultural practice by exploring how it is implicated in the formation of individual subjectivities and national identity. While using the experience of learning and consuming tea lore as a foreigner as my explicit point of entry, I analyse how tea transmission practices are represented in Japanese films. My readings of these films are supported by a survey of the historical applications of tea as part of a project of national invention. Against tea's self-representation as purely cultural, I draw attention to this ideological silencing of its economic and political effects by claiming that institutionalised tea pedagogy has been a major player in a nationally distinctive discourse of transience. My thesis argues that autoethnography can be used to bring into view the ideological foundations of various social practices organised around tea sites and texts. Once ideology is visible autoethnography may mediate the effects of dominant discourses by making a modest form of private resistance possible. As a performance of critical and effective history, I explore the limits of consciously resisting institutionalised power by reflecting on how discourses of tea and social theory intersect in my autoethnographic account of tea experiences. I begin by locating my subjectivity in tea. After outlining how tea is useful to me in psychological, domestic and professional contexts, I survey autoethnographic writing and critical forms of textual analysis. Given that traditions of textual analysis set limits to what can be comprehended, I note that considerations of the role of subjectivity are sometimes absent from several modes of textual analysis. I contend that more delicate forms of textual analysis are possible when multiple forms of subjectivity are explicitly addressed. Subjectivity is emphasised as I move between performances of being a cultural insider of tea subculture and an ethnic and linguistic outsider of daily life in Japan when I examine the connections linking tea anecdotes, film narratives, individual tales and national myths. From the position of tea culture insider and consumer of social theory I examine the relationship between national culture and individual subjectivity. I identify internal contradictions in tea transmission practices and consider how tea pedagogy and its cult of personality are addressed in tea films. The thesis concludes by considering the utility of identities in a global economy and comment on recent theories addressing the ethical self and social practices. It is on this basis that I claim the readings advanced in the earlier chapters map the pleasures and limits of employing autoethnography as a form of private resistance against the dominant discourses of tea, nation, and leisure.

Contestation and continuity in educational reform : a critical study of innovations in environmental education

This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberalcritical paradigms in each of scientific knowledge, educational innovation, educational research and education itself. This framework forms the basis from which a critique is mounted of contesting perspectives in environmental education at international, national and local levels. The thesis argues, firstly, that contestation takes place in the domains of (a) language or "policy in environmental education; (b) organisational strategies aimed at initiating or improving environmental education; (c) educational practices conducted in the name of environmental education; and (d) within perspectives between these domains. The thesis argues, secondly, that the presently dominant techniqist models of innovation expressed in the organisation of environmental education are part of an hegemonic relationship which acts to "technologise" the innovation: they provide an organisational strategy for establishing environmental and educational progress without offering a theory for self-reflection and ideology-critique. The incompatibility of certain contesting perspectives and practices is masked, thus contributing to continuity, rather than reform. The thesis characterises this "educational problem of environmental education" as a series of theory-practice gaps at all levels, where "theory" is the set of beliefs and assumptions held by individual practitioners, and in. terms of which they understand their educational practices. An educational problem exists because these theory-practice gaps exist; the educational problem continues because these theory-practice gaps exist unacknowledged within the infrastructure of environmental education due to the effects of false consciousness and hegemony. The thesis addresses the issue of which of several contesting forms of educational research offers the most coherent response to the educational problem of environmental education, and argues that, for the time being, approaches grounded in the critical social sciences are both the best justified and most promising approaches . to educational research for environmental education.

Case studies in human rights education and critical educational science

This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

Critical reflections on professional education for the environment

Evidence exists to suggest that in Australia many environmental issues remain unresolved even though the community has apparently become more environmentally aware. Although universities have undertaken responsibility to educate future environmental professionals to address this concern, there are numerous tensions underpinning professional environmental education. This folio explores my perceptions of these tensions and their effect on my professional practice as an academic. I refer to this as the relationships among theories and practices experienced in my work. Four perspectives are taken in this research as I appraise professional environmental education. This Dissertation (Vol. 1) focuses on views informing my professional environmental education, inclusive of my own reflexivity. From interviews with students, academics, professionals and environmentalists, and other sources of information, I consider various tensions arising from what I regard as dehumanising social and political forces. The conventional elite and authoritative roles for universities and professionals dominate most participants' understanding of professional activities. Professional practices often endorse these conventions. Juxtaposed to this authoritative view of professional education, and prescribing a different interpretation for professional practice, is my theoretical position informed by criticality and a need to challenge the status quo. I suggest that Leopold's The Land Ethic is an exemplar of criticality and a suitable basis for examining professional environmental education. The Land Ethic is used as a foundation to my thesis because it encapsulates suitable arguments to examine ideologies supportive of my understanding of professional environmental education. My thesis investigates the nature of participants' (including my own) understanding of their land ethic or land ethics suggesting that interpretations of 'place' provide an emotional and ethical appreciation of the land. I suggest that 'place', as a culturally derived construct, is central to the concept of a land ethic or land ethics, and a characteristic of an environmental ethic or ethics. To incorporate these different perspectives into professional environmental education perhaps land could be viewed, not just as a 'client' as in Schön's (1983) reflective contract, but expanded so that professionals form ethical partnerships with the land, which implies a greater equity between roles and responsibilities. This perspective challenges elite interpretations of the roles for environmental professionals by asking them to be advocates for their land, and to work with the land. Searching for my own land ethic or land ethics has promoted a discourse that encompasses a language of possibility and opportunity. This language of possibility and opportunity stands in contrast to the constraining language of reproduction that has promoted stasis. My reflexivity, a holistic and ecological view that in this thesis is an expression of my searching for a land ethic or land ethics, has encouraged me to develop critical and ethical questions to challenge my professional environmental education practice. As such the process of theorising about my theory and practice has been personally transformative as it encourages my development as a 'critical person'. Elective 1 (Vol. 2 ) reviews public information promoting a selected range of Australian environmental courses. Analysis demonstrates environmental courses are mainly technocratic, promoting technical-scientific and vocational perspectives. This orientation, I consider, is aligned to an emerging corporate agenda as universities attempt to be more accountable to the government within a competitive market dominated by economic interests. Elective 2 (Vol. 2 ) considers the providers of professional environmental education where I explore a diversity of tensions undermining current academic life found in many Australian universities. I suggest that corporatisation and vocationalisation dominate university culture to such an extent that any examination of professional environmental education is prejudiced. Professional environmental education appears to be biased toward maintaining the status quo. My conclusion is that professional environmental education does not promote graduates as 'critical persons' (Barnett 1997), and this may affect graduates' understandings of the purpose and aspirations of environmental professionalism. I suggest that elite and technical understandings of professionalism may affect the professionals' ability to implement environmental policy. Australia has an admirable record of developing environmental policy. However, public concern about a lack of resolution for many environmental issues suggests that professionals may be struggling to successfully implement policy in any meaningful way. Such challenges for environmental professionals may be a result of a professional environmental education that does not engage graduates within ideas that professional practice may require community participation and collaboration as key themes. Elective 3 (Vol. 2) is a case study investigating the development of conservation policies by the Ballarat community. The case demonstrates how the dominant social paradigm informs community views about environmental issues emphasising a technical emphasis and hierarchical arrangements of power and authority between local government and the community. The community view appears to be that environmental action should be mainly individualistic and behaviourist, which I suggest may have resulted from a technical framework for environmental knowledge. The community view of environmental issues resonates with the dominant view promoted by professional environmental education in most universities. In conclusion, my thesis is a representation of my challenges to critically engage in possible relationships among theories, practices and circumstances in my workplace, with a view to addressing what I perceive as a 'gap' between my own theory and practice. The motivation for this critical examination is to question the purpose of my professional environmental education practice in relation to the challenges of my emergent environmental ideology. The difficulty of promoting my critical theorising in a traditional small science faculty, within a corporate university, with my scientific background, is acknowledged. Nevertheless, based on my own experiences, I recommend that academics involved in professional environmental education should be encouraged to explore relationships between their own theories and practices in their own professional settings. I suggest that the search for a land ethic or land ethics, and one's 'place' in the 'land', can be an effective platform for this process.

Web theory : an introduction

Web Theory is a comprehensive and critical introduction to the theories of the Internet and the World Wide Web. Robert Burnett and P. David Marshall examine the key debates which surround Internet culture: from issues of globalization political economy and regulation, to ideas about communication, identity and aesthetics." "Web Theory explores the shifts in society, culture and the media which have been brought about by the growth of the World Wide Web. It identifies significant readings, Web sites and hypertext archive sources that illustrate the critical discussion about the Internet and it mediates these discussions, indicating key positions within each debate and pointing the reader to key texts.

Critical ethnography of the cross-cultural adaptation of HRQoL instruments

The thesis examines current approaches to the adaptation of health-related quality of life (HRQoL) instruments for cross-cultural research. The major conclusion is that nearly all existing HRQoL adaptation is based on simplistic processes that ignore relevant underlying disciplines including cognitive psychology, sociolinguistics, cultural anthropology, translation theory and survey research.

Positioning, linguistic theory and Orwell's short nonfiction

It is argued, making reference to an Orwell text sample, that linguistic theory illuminates "positioning" (as term and concept), that positioning's flexibility contributes to critical textual analysis and to attempts to understand complex human processes, but how far language may constrain as well as facilitate such understanding must remain open.

Critical fictions

This thesis draws on feminist theory from the sciences and the humanities to analyse dystopian literature for children and adults. It demonstrates that fiction plays a critical role in understanding how subjectivity and coporeality is implicated in the directions that new science is taking.

Study of 'post-critical' thought and religious epistemology : with special reference to Michael Polanyi, Paul Tillich and Thomas F. Torrance

Explores the foundational problem in epistemology posed by Immanuel Kant and illustrates, from the 'post-critical' position, with special reference to Michael Polanyi, Paul Tillich and Thomas F. Torrance, how they serve as alternative philosophical and religious responses to the Kantian critical philosophy.

Critical social work : an introduction to theories and practices

A comprehensive introduction to the most widely used approach to social work theory and practice. It offers a systematic overview of core theories and practice issues in challenging domination and oppression.

Resolving conflicts in fire management using decision theory: asset-protection versus biodiversity conservation

Agencies charged with nature conservation and protecting built-assets from fire face a policy dilemma because management that protects assets can have adverse impacts on biodiversity. Although conservation is often a policy goal, protecting built-assets usually takes precedence in fire management implementation. To make decisions that can better achieve both objectives, existing trade-offs must first be recognized, and then policies implemented to manage multiple objectives explicitly. We briefly review fire management actions that can conflict with biodiversity conservation. Through this review, we find that common management practices might not appreciably reduce the threat to built-assets but could have a large negative impact on biodiversity. We develop a framework based on decision theory that could be applied to minimize these conflicts. Critical to this approach is (1) the identification of the full range of management options and (2) obtaining data for evaluating the effectiveness of those options for achieving asset protection and conservation goals. This information can be used to compare explicitly the effectiveness of different management choices for conserving species and for protecting assets, given budget constraints. The challenge now is to gather data to quantify these trade-offs so that fire policy and practices can be better aligned with multiple objectives

An agent-based approach to value theory and wealth distribution in economics

Any attempt to model an economy requires foundational assumptions about the relations between prices, values and the distribution of wealth. These assumptions exert a profound influence over the results of any model. Unfortunately, there are few areas in economics as vexed as the theory of value. I argue in this paper that the fundamental problem with past theories of value is that it is simply not possible to model the determination of value, the formation of prices and the distribution of income in a real economy with analytic mathematical models. All such attempts leave out crucial processes or make unrealistic assumptions which significantly affect the results. There have been two primary approaches to the theory of value. The first, associated with classical economists such as Ricardo and Marx were substance theories of value, which view value as a substance inherent in an object and which is conserved in exchange. For Marxists, the value of a commodity derives solely from the value of the labour power used to produce it - and therefore any profit is due to the exploitation of the workers. The labour theory of value has been discredited because of its assumption that labour was the only ‘factor’ that contributed to the creation of value, and because of its fundamentally circular argument. Neoclassical theorists argued that price was identical with value and was determined purely by the interaction of supply and demand. Value then, was completely subjective. Returns to labour (wages) and capital (profits) were determined solely by their marginal contribution to production, so that each factor received its just reward by definition. Problems with the neoclassical approach include assumptions concerning representative agents, perfect competition, perfect and costless information and contract enforcement, complete markets for credit and risk, aggregate production functions and infinite, smooth substitution between factors, distribution according to marginal products, firms always on the production possibility frontier and firms’ pricing decisions, ignoring money and credit, and perfectly rational agents with infinite computational capacity. Two critical areas include firstly, the underappreciated Sonnenschein-Mantel- Debreu results which showed that the foundational assumptions of the Walrasian general-equilibrium model imply arbitrary excess demand functions and therefore arbitrary equilibrium price sets. Secondly, in real economies, there is no equilibrium, only continuous change. Equilibrium is never reached because of constant changes in preferences and tastes; technological and organisational innovations; discoveries of new resources and new markets; inaccurate and evolving expectations of businesses, consumers, governments and speculators; changing demand for credit; the entry and exit of firms; the birth, learning, and death of citizens; changes in laws and government policies; imperfect information; generalized increasing returns to scale; random acts of impulse; weather and climate events; changes in disease patterns, and so on. The problem is not the use of mathematical modelling, but the kind of mathematical modelling used. Agent-based models (ABMs), objectoriented programming and greatly increased computer power however, are opening up a new frontier. Here a dynamic bargaining ABM is outlined as a basis for an alternative theory of value. A large but finite number of heterogeneous commodities and agents with differing degrees of market power are set in a spatial network. Returns to buyers and sellers are decided at each step in the value chain, and in each factor market, through the process of bargaining. Market power and its potential abuse against the poor and vulnerable are fundamental to how the bargaining dynamics play out. Ethics therefore lie at the very heart of economic analysis, the determination of prices and the distribution of wealth. The neoclassicals are right then that price is the enumeration of value at a particular time and place, but wrong to downplay the critical roles of bargaining, power and ethics in determining those same prices.