Strontium in 19th century Australian children’s teeth

The enamel of teeth from 57 children, who died in the mid to late 1800s, were analysed to investigate strontium (Sr) concentrations in historic teeth. Teeth were analysed using proton induced X-ray emission at the Australian Nuclear Science and Technology Organisation (ANSTO). Where available, multiple teeth were analysed for each individual including permanent (molars and premolars) and deciduous teeth (molars). Preliminary results show that Sr does not appear to be affected by the postmortem environment. Sr levels in permanent molars strongly correlate with levels in the premolars but not with the deciduous molars. Concerns are raised over the large variation seen in Sr levels and the effect it would have on the interpretation of Sr levels in studies with small sample sizes.

Cultural connections across time and place : Wardell's late 19th century Genazzano FCJ College Kew

The Catholic Church was profoundly affected by the 1872 Victorian Education Act, which made education secular, compulsory and free, and led to the withdrawal of state aid to religious schools. In order for the Church to run its own schools, it had to look overseas for help and invited religious teaching orders, such as the Faithful Companions of Jesus (FCJs) to set up schools in Victoria, Australia. In many instances purpose built buildings were designed by architects. William Wardell was well established in private practice in Sydney when he designed the new Convent and School, Kew, Victoria, for the FCJ Sisters, in the late 1880s. Building commenced just before the crash of Marvellous Melbourne. Less than half of the total concept of Wardell’s original plan was built. It opened for business in April 1891. Today this building forms the heart of the contemporary Genazzano FCJ College Kew. Many histories intersect in this commission. The vision for Catholic education in Victoria in the late 19th century is critical. The FCJs charism and their experience of teaching in Europe, in France, England, Ireland, Italy and Switzerland, provides a model for their work in Australia. At this time the importance of architecture to society is made manifest in education and its demands on building: if learning is valued then buildings should reflect this, for public buildings can shape morality. Wardell was trained as a Gothic Revival architect and his building participates in a broader medieval and Gothic tradition. Wardell’s original plan for this late Victorian Gothic style asymmetrical three-storeyed building, was designed to integrate a convent, school, chapel, and dormitories. This paper considers architectural history from diverse perspectives, educational, social, religious, economic and political, recognising the complexity of this project and the people who played a part in its conception and realisation.

The Australian middle class and education: a small-scale study of the school choice experience as framed by ‘My School’ within inner city families

With the launch of the ‘My School’ website in 2010, Australia became a relative latecomer to the publication of national school performance comparisons. This paper primarily seeks to explore the school choice experience as framed by ‘My School’ website, for participating middle-class families. We will draw on Bourdieusian theory of cultural capital and relationship networks and Australian-based school choice research in order to contribute to understandings regarding the application of ‘My School’ data within participating families. Data collection consisted of qualitative, semi-structured, in-depth interviews with five families, each based within inner-city suburbs of Melbourne, Victoria. The findings of this small-scale study indicate that participating middle-class families possessed highly developed strategies for locating and achieving enrolment in school-of-choice and therefore did not seek to apply available data on ‘My School’ to decision-making, despite each participant reviewing the available data.

Theorising geo-identity and David Harvey’s space: school choices of the geographically bound middle-class

This paper draws on David Harvey’s theories of absolute and relational space in order to critique geographically bound school choices of the gentrified middle-class in the City of Melbourne, Australia. The paper relies on interviews with inner-city school choosers as generated by a longitudinal ethnographic school choice study. I argue that the participants construct their class-identity in relation to their geographical (or residential) positioning and this influences their schooling choices. In the light of this argument, I theorise geo-identity in thinking about how geographies inform and instruct identity and choice. This paper contributes by offering a focused analysis of Harvey’s spatial theories and class-identity in processes of choice.

The role of the middle class in economic development: What do Cross-Country data show?

This paper investigates the channels through which the middle class may matter for consumption growth and development. Determinants of the size and the growth of the middle class are also examined. Using several different middle class measures and a panel of 72 developing countries spanning the period 1985-2006, we find that a larger middle class influences growth primarily through higher levels of human capital investment. We also find that large governments, higher levels of urbanization, greater democracy, ethnic concentration, and sea access are all associated with a larger middle class. © 2011 by Asian Development Bank.

Creative and literary responses to Australian middle-class experiences of financial upheaval

This thesis—comprising a novel, The Company He Keeps, and exegesis—explores the near absence of literary fiction written about the Australian Middle Class and their responses to financial stress (1980 – 2008), finding that the language of global economic reform has triumphed over political discourse and, in particular, silenced women.

The role of middle class in democratic diffusion

The modernization hypothesis and the democratic domino theory have been at the forefront in explaining the democratization around the globe. This paper empirically investigates the ‘middle class-driven modernization’ hypothesis and the ‘middle class-driven democratic domino’ effect in a panel of 145 countries over the period 1985 to 2013. Using several middle class measures and a dynamic panel estimator, we show that the ‘middle class-driven modernization’ hypothesis finds strong empirical support in the sample of developing countries excluding Eastern Europe and Central Asia, while the ‘middle class-driven democratic domino’ effect finds support in the sample of developing countries excluding East Asia and the Pacific