Floating lives : cultural citizenship and the limits of diaspora

Cultural citizenship may, in the simplest terms, be taken to mean a certain 'fit' or compatibility between the cultural attributes of an individual or group and those of the society in which they live. It is a complex concept, taking in rights, responsibilities and competencies as well as the more intangible issues of identity and belonging which have been the subject of intense debates within cultural studies in the last decade. In the case of diasporic or transnational peoples, it is further complicated by the fact of their multiple and unstable cultural and/or civic allegiances (to home and host nations in the first instance, but frequently also to the cultural space of diaspora itself).

This essay examines recent life stories by Chinese Australians: Clara Law's film Floating Life (1996) and two novellas by Liu Guande and Huangfu Jun, published together in English under the title Bitter Peaches and Plums (1995). Focusing on the diversity of experience evoked by notions of cultural belonging, it argues against the prevalent tendency within diaspora studies to engage in a rhetoric of cultural essentialism. The literatures of diaspora deserve to be read as documents of unique and complex cultural experiences rather than mere illustrations of archetypes

Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia

Recent texts on globalisation and education policy refer to the rapid ¯ow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the `usefulness' of educational research and the role of universities and university-based research in education in new knowledge economies.

Understanding problem solving in requirements engineering : debating creativity with IS practitioners

RE is well-recognised as a creative problem solving activity by the systems development community. However, while substantial research has been conducted and knowledge gained about creativity in the general psychology of problem solving, creativity as it applies to RE remains a relatively unexplored area - one that has neither been comprehensively studied, nor highly recognised, as a research topic of importance. This paper attempts to address the above mentioned gap by presenting findings from a recent focus group study of creativity in RE as perceived by a group of RE practitioners. We provide a conceptual framework for understanding creativity in RE, which may be of use to requirements engineers attempting to enable more creative approaches and results, as well as adding to the existing, limited body of research in this area.

Innovation chains: possibilities and constraints for critical perspectives on computers, difference and educational innovation

While declarations of ‘innovativeness’ are easily found in most educational contexts, it is significantly more difficult to locate detailed definitions of what educational innovation actually means. In this paper we are interested in identifying the extent to which mainstream takes on ‘innovation’ (as played out in contemporary technology and equity debates) reflect or respond to what we will define as the more innovative dimensions of innovation literature itself. Our aim throughout this paper, then, is to begin the complex process of developing a means for distinguishing between projects that are ‘badged’ as innovative and projects that are more demonstrably (and sustainably) innovative. In this process we will distinguish between what Shiv Visvanathn describes as “innovation chains”— dynamic, rhizomatic, transformative responses to the contemporary world that lead to fundamentally new ways of conceptualising technology, culture and difference—and the constraints—or chains—provided by dominant understandings of innovation: chains which anchor us to existing, hegemonic and limiting understandings of student
diversity and educational technology.

Freedom and slavery: constructions of ideologies in illicit drugs treatment

Freedom, autonomy, enslavement and coercion have a multitude of meanings which are determined by the writer’s discipline background and intent, even more so in the area of illicit drugs’ policy and treatment. This paper proposes to begin to untangle the multiplicity of meanings which are attached to two contrasting forms of illicit drugs treatment, harm minimisation and abstinence-based treatments. Both treatment regimes lay claim to the high moral ground in this regard - freedom and autonomy are explicit terms used in the rhetoric of both. How this can best be understood and what sociologists can contribute to the debates about illicit drug treatments is the terrain this paper traverses. It does this by laying out the different meanings of the terms in social theory and then by trying to understand the ‘truth’ claims of treatment proponents and using a Foucauldian perspective to critique these claims.

Who speaks on footballers and sexual assault? A gender analysis of sports reporting

The recent spate of sexual assault allegations made against Australian Football League (AFL) players has generated intense media scrutiny and public concern. Following from similar highly publicised allegations directed at the National Rugby League, these incidents have engendered significant debates around sexism and football culture in the popular press. It is the media’s response to allegations of sexual assault made against AFL footballers that will be analysed here. This study offers a content analysis of articles from the sport sections of two major Australian newspapers, The Age and the Herald-Sun, with the aim of assessing the prevalence of women’s perspectives on the issue of player misconduct and whether the gender of the reporter has any bearing on gender stereotyping in sport reporting. By assessing how the phenomenon of player misconduct has been covered in sport news, this paper evaluates the media’s role in changing dominant attitudes and perceptions of gender relations in Australian society.

Herbert Spencer in the suburbs? Class, politics, ideology and the Australian petty-bourgeoisie in the Howard years

A dominant trope of media commentary after the 2004 federal election was the rise of blue-collar self-employment and small business and its negative impact on Labor electoral support. In this paper I examine the evidence on the growth of self-employment and small business in Australia since the 1980s and the political consequences of this growth. I consider why the growth of self-employment and small business has been overstated by many observers, and the emergence of a right-wing anti-capitalism in the critique of the dependence of wage-labour. Although the growth of self-employment and small business has been overstated it is a real phenomenon. I extract the rational kernel from the largely ill-informed commentary on this issue and place contemporary debates about self-employment in a historical and global context. I consider why the self-employed and small business were once seen as natural allies of the working-class in a populist coalition but why they are now identified by commentators as hostile to class politics.

Framing the discourses of harm and loss: a case study of power relations, mobile phones, and children in Australia

The current penetration of mobile phones in Australia is 92% and it records one of the world’s highest rates of ownership among children under 18. The paper reviews the literature on mobile phones and Australian children and examines the various discourses dominating the public debates; the systematic frames used in these discourses; and whose interests are served in the process. The frames discussed fall under the optimistic (gains); pessimistic (losses, costs or harms); pluralistic (technology per se is neutral but how it is used matters); historical development (skills learnt and the importance of using mobiles); futuristic predictions (promises and dangers for the future); current uses (connectivity, convergence and interactivity); and the techno-realist view (as a mixed blessing) views of technology. Taking the critical perspective and borrowing from Joshua Meyrowitz, the paper illustrates how mobile phones have eroded parental power over how, when, where and with whom their children communicate, surpassing adult supervision, intervention or knowledge, while at the same time, becoming a ‘digital leash’ for parents to re-establish their control an d an ‘umbilical cord’ for their off spring to remain connect! ed with parents, at all times.

Gender performativity and normalizing practices

In this chapter we examine the normalizing regimes of practice that impact on the various ways in which young people at school define desirable forms of masculinity and femininity. Attention is given to the particular role that compulsory heterosexuality and gender duality play in prescribing appropriate behavior for boys and girls. By drawing on interviews with adolescent boys, a 13-year-old self defined "tomgirl," and an adult transgender woman, and examining written responses by girls, we highlight the kinds of issues that impact on their lives at school. We also consider the invisibility of transgender
and intersexual perspectives in most educational debates on gender and sexuality.

Thirty years into teaching: professional development, exhaustion and rejuvenation

Female primary school teachers are usually absent from debates about literacy theory and practice, teachers’ professional development, significant policy changes and school reform. Typically they are positioned as the silent workers who passively translate the latest and of course best theory into practice, whatever that might be and despite what years of experience might tell them. Their accumulated knowledges and critical analysis, developed across careers, remain an untapped resource for the profession. In this paper five literacy educators, three primary school teachers and two university educators, all of whom have been teaching around thirty years, reflect on what constitutes professional development. The teachers examine their experiences of professional development in their particular school contexts – the problems with top-down, mandated professional development which has a managerial rather than educative function, the frustrations of trying to implement the experts’ ideas without the resources, and the effects of devolved school management on teachers’ work and learning. In contrast, they also explore their positive experiences of professional learning through being positioned as teacher researchers in a network of early and later career teachers engaged in a three-year research project investigating unequal literacy outcomes.

Global change and health - the good, the bad, and the evidence

Debates over the merits and demerits of globalisation for health are increasingly polarised. Conclusions range from globalisation being essentially positive for health, albeit with a need to smooth out some rough edges, to one of utter condemnation, with adverse effects on the majority of the world's population. Anyone wading into this debate is immediately confronted by seemingly irreconcilable differences in ideology, opinion and interests. Both camps agree that global changes are occurring, and with them many of the determinants of population health status. While some skepticism persists about whether “globalisation” has value beyond being a fashionable buzzword, most agree that we need better understanding of these changes. Two difficult questions arise: (i) What are the health impacts of these changes; and (ii) how can we respond more effectively to them? To move beyond the stand-offs that have already formed within the health community, this paper reviews the main empirical evidence that currently exists, summarises key points of debate that remain, and suggests some ways forward for the research and policy communities. In particular, there is need for an informed and inclusive debate about the positive and negative health consequences of globalisation.

P(ICT)ures of English : teachers, learners and technology

The increasing challenges presented by information and communication technologies (ICTs) and the need for English curriculum to prepare young adults for the digital world are raised in this work. Viewed from the standpoint of current theoretical debates on the subject among educators, it draws on a wide range of classroom and real-world experiences to explore how technology affects the instruction of English. Teachers' knowledge of these technologies and their practices in assimilating them into English curriculums are celebrated and exciting scenarios for the future are presented.

The China threat : perceptions, myths and reality

"Since the end of the Cold War, one of the most significant debates in international relations has been the question of whether the rise of China as a major economic, political and military power will be a force for stability or instability in the international system and the East Asian region. Forceful arguments have been put forward on both sides."
"This book examines perceptions of the 'China Threat', and governments' policies in response to the perceived threat in a wide range of countries, including the United States, Russia, Europe, Japan, South Asia, South-East Asia and the Middle East, as well as the perceptions of the Chinese themselves. For each country current security concerns and policies, especially the policy of engagement, are examined in detail, and future prospects for relations with China are assessed. As the Bush administration in Washington increasingly focuses on China as a 'strategic competitor' and Sino-US-relations become increasingly tense, the 'China Threat' issue has come to dominate the security agenda in the Asia-Pacific region, and now poses the biggest foreign policy challenge of the twenty-first century."

In dialogue with A.D. Hope: dialogue three: politics and poetics of Australian literature

[Hope was largely responsible for the inclusion of Australian Literature as a separate subject of study in universities. Yet his role in debates on modernism in the Australian context was controversial and he remains one of the main figures who fought for a particular kind of poetry that he saw some modernist methods, experiments, and theories destroying. Dialogue Three aims to hear his side of the story as Hope has become, in many circles, the embodiment of what is euphemistically called ‘the dead white male,’ a title attributed to him long before his actual death in July 2000. Is it the case that Hope’s opposition to ‘free verse’ or his view that men and women know separate metaphysical worldviews or his poetic focus upon European philosophical and literary traditions are sexist, obsolete, or reactionary?
See Dialogue One for details of the following exchange.]

Tracking the nomadic life of the educational researcher :- what future for feminist public intellectual(s) and/in the performative postmodern university

Is the idea of the liberal university dead, has the post modern university any chance of being emancipatory, has the theory practice divide merely collapsed in an era of 'new knowledge work', or has the university just become one aspect of market state and global capitalism. Knowledge based economies simultaneously locate universities as central to the commodification and management of knowledge while the legitimacy of the university and the academic as knowledge producers is challenged by post modernist, feminist, postcolonial and indigenous claims within a wider trend towards the 'democratisation of knowledge' and a new educational instrumentalism and opportunism. What becomes of the educational researcher, and indeed for their professional organizations, in this changing socio political and economic scenario? Is our role one of policy service or policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in a socalled era of post feminism and public-/private convergence? The paper draws on recent debates around the nature of knowledge based societies, trends in relations between policy and educational research, and draws upon feminist and critical perspectives to mount a case for the importance of the postmodern university and the public intellectual.