'We learnt that last week' : reading into the language practices of teachers

The messages teachers convey to their students through their use of language can often go unconsidered, yet such practices can have a significant impact on students and their schooling, and in the creation of learning difficulties. In this paper we employ a discursive and ideological approach to analysing teachers’ language practices and suggest that such systematic examination is warranted given the centrality of ‘teacher talk’ to students’ schooling. We draw attention to these concerns through an analysis of a spoken text between a teacher and student in the context of ‘show and tell’; a dialogue drawn from a larger body of data of interviews with and observations of teachers in six Australian primary schools. The analysis attempts to uncover the meanings conveyed to the student in question, Sam, through his teacher’s language practices and to demonstrate the potentially detrimental effects of these practices on his schooling. Generally, we propose that teachers frequently employ linguistic techniques to refashion students in various ways, according to the norms of schooling; norms that often do not account very well for student difference and which position them as ‘difficult’. Specifically, we argue that Sam’s teacher seems more interested in moulding Sam’s behaviour to conform to the interests of the school than in valuing his heritage and contributions.

Putting the Australian Labor Party in international perspective

This paper assesses the Australian Labor Party's current debates over future directions with reference to attempts by the left of centre political parties in other western nations, especially in Western Europe, to deal with the end of the economic "golden age" since the early 1970s and the widespread resurgence of neo-liberal ideologies since the late 1970s. The dominant recent view of such comparisons has been through the ideological lens of the "Third Way". This vision however tends not to see relevant variations between the experiences of social democratic parties in individual Western European nations as they have sought to deal with adverse circumstances since the early 1970s. Nor does the Third Way view sufficiently extend to the widely varying background landscapes: that is, the different levels of historical achievement by left of centre parties in the different nations. Some social democratic parties in European countries are pursuing more progressive political agendas than the British Labour Party under Tony Blair and they are starting from a very different basis of policy achievement and political strength than either the British or Australian labour parties. The nature and extent of these international differences need now to be highlighted from an Australian political perspective in order to better inform the current debate about the range of options for the ALP and the current comparative condition of the Australian party system. As part of this analysis, the relationship between the erosion of the traditional blue-collar support bases of the major left of centre parties in various nations, amid economic restructuring and challenges to traditional immigration patterns, and the rise of support for anti-immigrant policies and parties, need to be carefully examined and evaluated.

Islamic gardens between restoration and replacement

Architecture is considered the visible reflection of the local character of contexts. Therefore, conserving the architectural heritage is becoming one of the critical concepts in life, especially with the rapid change and transformation characterizing the globalization era. As a vital part of the broader context of the architecture; landscape architecture is also considered an effective tool of societies’ self representation. Gardens reflect a very special relationship between the man and nature and represent the history of the state of societies in which they were developed. Islamic gardens are one of the historic gardens having a special charm of their own. Gardens associated with Islamic period over several hundred years, are designed according to certain ideological principles employing certain physical elements shown in the west as well as the east. They represent an ideological continuity which is unique in its spread and development over a wide range of geographical and cultural regions. The Islamic architectural heritage is usually well protected. In the restoration process, the historic buildings are returned back to their original conditions. However, with the changing nature of gardens; it is sometimes hard to track back their original state. In that case, in order to conserve those gardens; it is important to study the design principles upon which the physical elements were chosen. In this paper, the principles of design of the original Islamic gardens will be reviewed through a quantitative analysis of a questionnaire. These principles will be compared to the current situation of the garden of Humayun’s Tomb built in the Mughal era in India, after its conservation in 2003.

Promoting "critical awareness" and critiquing "cultural competence" : towards disrupting received professional knowledges

There is a compelling argument that universities should be committed to advancing the Indigenous agenda. With respect to social work, as well as to nursing, psychology, and allied health, this commitment is often translated into a single goal: that graduates should be ‘‘culturally competent’’. While acknowledging that there can be tactical advantages in pursuing this goal the current paper develops a practical critique of the expectation that cultural competence is an unproblematic ‘‘add on’’ to professional education. Using a single case study as an example*how the subject ‘‘individual development’’ is transmitted as a monocultural and unproblematic formation*we argue that it is impossible to learn to work cross-culturally without developing a capacity for reflective self-scrutiny. Less likely to be a flag of convenience than ‘‘cultural competence’’, an allegiance to ‘‘critical awareness’’ prompts the interrogation of received knowledge, for example how human development and personhood is understood, as well stimulating an engagement in the lifelong process of reflecting on one’s own ideological and cultural location.

Not one of us is without bias : identifying and challenging racism and homophobia

This article reviews a teaching process that aimed to prepare final year social work students for critical practice with diverse and marginalized populations. Alongside lecture input, in small group discussions and in the two sequenced written assignments students were encouraged to personalize questions of bias and stigma by recalling both their experiences of being “other-ed” as well as their participation in practices that “other-ed”, such as racist and homophobic imaging and acting. Feedback to the unit’s first iteration in 2004 was generally positive yet a significant minority of students were clearly dissatisfied. Whilst retaining the same formal content in 2005, greater attention was devoted to generating a supportive group process and a positive environment for “negative” self-disclosure. This milieu acted to contain and normalize the students’ struggle with internalized stereotypes, a stage associated with their greater preparedness to identify and challenge their own personal, cultural and ideological locations. Within the context of the unit remaining explicit about its value stance, by adopting an approach to the teaching / learning process that neither collided nor colluded, as teachers we believe the 2005 revision better achieved the units aims. First, the unit received broader positive appraisal from students and, second, it appeared that the unit more firmly promoted the prospects for students carrying forward a capacity for critical self review post graduation.

Who, and what, is odd here? De-naturalizing students' experiences of 'the other'

This paper reviews a teaching process that aimed to prepare final year social work students for critical practice with diverse and marginalized populations. Alongside lecture input, in small group discussions and in the two sequenced written assignments students were encouraged to personalize questions of bias and stigma by recalling both their experiences of being ‘other-ed’ as well as their participation in practices that ‘other-ed’, such as racist and homophobic imaging and acting. Feedback to the unit's first iteration in 2004 was generally positive yet a significant minority of students were clearly dissatisfied. Whilst retaining the same formal content in 2005, greater attention was devoted to generating a supportive group process and a positive environment for ‘negative’ self-disclosure. This milieu acted to contain and normalize the students' struggle with internalized stereotypes, a stage associated with their greater preparedness to identify and challenge their own personal, cultural and ideological locations. Within the context of the unit remaining explicit about its value stance, by adopting an approach to the teaching/learning process that neither collided nor colluded we believe the 2005 revision better achieved the units aims. First, the unit received broader positive appraisal from students and, second, it appeared that the unit more firmly promoted the prospects for students carrying forward a capacity for critical self review post graduation.

Democracy in Iraq : history, politics, discourse

This book proposes a significant reassessment of the history of Iraq, documenting democratic experiences from ancient Mesopotamia through to the US occupation. Such an analysis takes to task claims that the ‘West’ has a uniquely democratic history and a responsibility to spread democracy across the world. It also reveals that Iraq has a democratic history all of its own, from ancient Middle Eastern assemblies and classical Islamic theology and philosophy, through to the myriad political parties, newspapers and protest movements of more recent times. This book argues that the democratic history of Iraq could serve as a powerful political and discursive tool where the Iraqi people may come to feel a sense of ownership over democracy and take pride in endorsing it. This could go a long way towards mitigating the current conflicts across the nation and in stabilizing and legitimating its troubled democracy.

Taking an interdisciplinary approach and referring to some of the most influential critical theorists to question ideological assumptions about democracy and its history, this book will be useful to those interested in political and legal history, human rights and democracy.

Why should I present my thesis on computer assisted ndjébbana on dvd?

This paper justifies the presentation of a Phd thesis about Computer Assisted NdjTbbana on a Digital Video Disc (DVD). NdjTbbana is a language spoken by 200 Kunibfdji who are the traditional indigenous Australian landowners of Maningrida in Arnhem Land, Australia. The tools of this study are simple digital talking books that were created in NdjTbbana and then presented on touch screens computers. The data was the interaction around the touch screens that was recorded on digital video. Using DVD technology, the NdjTbbana talking books and the digital video can be integrated into a scholarly text for academics and NdjTbbana narrated report for the Kunibfdji, which can be combined to present a thesis. From a theoretical perspective, a thesis on a DVD can be located in the centre of critical literacy, a critical theory of technology and critical research methodologies. There are also logistical, semiotic and ideological reasons for presenting a thesis on about computer assisted NdjTbbana on DVD. Presenting Computer Assisted NdjTbbana on DVD will link the tools and data of the research with academic discourse to enhance the examination process and will also support the empowerment of the Kunibfdji as they are more informed about the research process.

Keeping gender on the agenda : theorising the systematic barriers to women lawyers in corporate legal practice

Despite the implementation of policies and procedures to redress the gender imbalance at the higher echelons in Australian corporate law firms, only a paucity of women successfully tread the path to equity partnership. In this article, it is argued that it is the systemic, rather than the overt, barriers that present the major obstacle to sexual equality within the corporate legal workplace. Neo-Marxian thought, in particular the work of Charles Derber on the proletarianisation of professional workers, as well as contemporary feminist thought, is utilised to explore why profoundly gendered assumptions in relation to the 'ideal worker' norm remain deeply embedded in the mindsets and attitudes of those organising the legal workplace. It is suggested that fear of change to work practices within firms has not only an ideological but also a material base. It is economically determined. Highly trained women lawyers with family work responsibilities who take up flexible work arrangements in firms are fulfilling a proletarian role and their under-utilised labour is being extracted to increase profit share at the apex and facilitate the progress of their unencumbered colleagues along the path to partnership.

Regional security and regional conflict

This chapter raises the following main points:
• Regions are groupings of states that share either geographic proximity or have sufficient cultural/historic ties that bind them together.
• Regionalization occurs within a region as interdependence is developed among the regional states.
• The development of regionalism is dependent on the support of the regional great power(s), the extent of reciprocity that exists in the relations of the states in the region, and the level of strategic reassurance that exists among these states.
• Regionalization is not a lineal process, that is, it can increase or decrease.
• The pace of regionalism is different in each region but a basic pattern exists where economic integration precedes political and security integration.
• Regional threats to security can be divided into four categories. The first two comprise traditional military threats such as balance of power contests between regional powers and ‘grass fire’ conflicts between smaller powers or over more localized issues. The
third category includes, for example, intra-state conflicts for ethnic, religious, nationalist or ideological, issues. Finally, transnational threats such as environmental degradation or resource scarcity can also cause regional instability and conflict.

Beautiful, unethical, dangerous : screening surveillance and maintaining insecurities

Many films critiquing the perpetuation of surveillance in contemporary society simultaneously highlight the apparently essential role(s) it plays in resolving social problems – problems that were often created by the technologies themselves. Such films construct surveillancescapes of various kinds – from the physical, to the psychological, to the virtual – and hold considerable importance in mediating understandings of technology, society and humanity. In this paper, we employ content and textual analyses of various films to reveal a rich ideological fabric that engages with vexed questions of identity, agency and ‘reality.’ We analyse an array of filmic representations of surveillance, arguing that significant contradictions lie at the heart of much mainstream cinema, and evaluating the medium’s potential for ideological subversion. An examination of the growing trend by filmmakers to either focus explicitly on surveillance or provide brief, naturalised portrayals of new media use for surveillance purposes highlights the crucial role of film in the development of hegemonic societal power structures. Through this process, we ask the question: who is actually watching whom?

Found footage: recycling historic material a-historically

The digital has speeded up multi-platform image delivery, to impose sampling and collagic strategies into the way we process information. This is a trauma inducing situation. During an earlier period of technological change reading the moving landscape similarly overwhelmed the early train traveller. Wolfgang Schivelbusch noted that ‘The inability to acquire a mode of perception adequate to technological travel crossed all political, ideological and aesthetic lines.’ (1983) New perceptual strategies had to be developed that contextualized the blur and the streak produced by looking out the train window without overwhelming the viewer. Utilizing Chris Brewin’s (2001) model of two parallel memory systems, this paper argues that, as another round of unprecedented technological change impacts on our senses, another ‘re-alignment’ of the senses is required. Chris Brewin’s (2001) model of two parallel memory systems, of Verbally Accessible Memory (VAM) and Situational Accessible Memory (SAM), suggests that the current information explosion requires a greater emphasis on the SAM system for processing information and critical thinking. Processed through the amygdala, SAM is implicit, situationally triggered, information intensive and conveys no sense of time. Found footage films, like those of Martin Arnold and Peter Tscherkassky that cut up, layer, repeat and recycle historic imagery perform the sampling and collagic strategies that characterize this SAM memory system to demonstrate a more visually based mode of critical thinking.

The place of Israel and Jewish peoplehood in Jewish education in the diaspora : an Australia casestudy

This chapter aims to identify the different ways Israel is conceptualized and focused on in the Zionist day schools of Melbourne, Australia. It seeks to establish a comparison between schools, which all define themselves as Zionist, in how they differentially engage their students with Israel. This analysis considers how Israel is conveyed in the context of the school's ideological orientations.

Can't sleep

A devised, alternative musical set in the future, the play charts the story of a group of scientists, who have been tasked with capturing light in deep space. The play’s premise is bound to a strong ideological question: Life After Death or Light After Death? While religions believe in, but cannot prove, ‘life after death’, science proves that there is ‘light after death’… Lotu then asks, what if light holds consciousness? And what if scientific technique could be developed to capture light and experiment on it? “Can’t Sleep” is a story that will trick you into believing that you have embarked on a journey into the absurd, only to reach the destination of a collective reality. Lotu Theatre was awarded a $15,000 Arts Project Grant from Regional Arts Victoria to create the play and to explore the process of professional artists development through the collaborative process.

The soft systems approach to understanding trust in alliances in Australia

Alliances are complex projects with high levels of risk and uncertainty. Despite the pain share and gain share commercial arrangement in alliances, Trust is still an issue between the Alliancing Leadership Team (ALT) and Alliancing Management Team relationship (AMT). Although the concept and components of trust have been discussed by various researchers, the characteristic of trust under different situations has not been tested within the procurement research domain. Based on semi-structured interviews with the members of the ALT and AMT of an alliance project in Australia the underlying trust based relationships between the AMT and ALT were investigated using the Soft Systems Methodology (SSM). Results demonstrate that cognitive, affect, system and cognitive-affect based trust are mediated by common good, needs, sharing, breach temptation and mishap situations. This research demonstrates that the adversarial culture of the Australian construction industry cannot be changed by the implementation of trust principles alone. The culture of suspicion dominating the ideological view of the construction industry requires organizational learning between alliance parties to execute appropriate behaviours, aligned with the alliancing philosophy, to effectively achieve ideal collaboration.