Reintegration services for long-term dangerous offenders : a case study and discussion

Successfully reintegrating long-term prisoners back into the community often presents significant challenges for service providers. Ex-prisoners typically experience high levels of social stigma; present with multiple needs; and can struggle to find meaningful employment, stable accommodation, and to maintain supportive relationships. There have, however, been relatively few published evaluations of the outcomes achieved by postrelease services on managing the risk of reoffending and, as such, it is difficult for service providers to meet these multiple and complex levels of need in ways that might be considered to be evidence based. In this article we describe a specialized prerelease support, reentry, and reintegration service that is offered to long-term prisoners, many of whom have been legally labelled as ‘‘dangerous.’’ The current model of service delivery is reviewed and discussed in the context of current theories of offender rehabilitation and reintegration. These are then used to discuss the way in which services for this group of offenders might best be conceptualized.

The principles of learning and teaching (PoLT)

In Victoria, Australia, under the Blueprint agenda, The Principles of Learning and Teaching (Department of Education and Training, 2005) are being used to operationalise pedagogical change and curriculum renewal. The University of Melbourne is one of the three contracted providers and in 2005 and 2006 has supported 450 teachers from state, independent and special schools in Victoria and 70 teachers in Singapore. The paper outlines the workings of the model and illustrates how through a deeper and renewed focus on pedagogy schools are being asked to examine and change their practice for all students. One benefit of the initiative is that special schools are an integral part of the cluster network and are reconsidering their role in school renewal and systems transformation more broadly. However the regime of pedagogical renewal must be understood as part of the past and the present, multiple transgressions and intense struggles in reform practices more broadly. None the least being the persistent stratification of schooling into special and regular in the Victorian context and professional learning being constructed as weak professional socialization. Working visually and reading intertextually undoing some of the problematics of the implementation process the challenges of system wide professional learning and curriculum reform are exposed.

Schools and teachers supporting student open investigations

This paper draws on a study of the BHP Billiton Science Awards to explore the ways in which open investigation work occurs in schools. The research used interviews with teachers and students and state organisers to develop a picture of what happens on the ground in running student open investigations, and to trace how schools have built a culture of investigation. The paper explores how schools develop and maintain practices that effectively support students' engagement in open investigation work in Science.

Teaching Australian literature : from classroom conversations to national imaginings

This volume brings together teachers, teacher educators, creative writers and literary scholars in a joint inquiry that takes a fresh look at what it means to teach Australian literature