The business of governorship: Corporate elitism in public education

This is a post-peer-review, pre-copy edited version of an extract/chapter published in Corporate Elites and the Reform of Public Education. Details of the definitive published version and how to purchase it are available online at: https://policypress.co.uk/corporate-elites-and-the-reform-of-public-education. Not to be cited.

Australian Capital Territory July to December 2015

El agua como infraestructura social: el caso de Turbo

Los servicios ambientales que presta un territorio son de gran importancia para los asentamientos humanos, que se establecen y generan una alta dependencia de estos, especialmente para las poblaciones de las ciudades pequeñas y medianas, como las que constituyen en gran medida el territorio colombiano, que aún tienen una alta dependencia directa de estos servicios y en las cuales sus dinámicas socio-económicas más importantes giran en torno a estos -- Entre estos recursos fundamentales destaca uno en particular, el agua -- Sobre las fuentes hídricas como océanos o ríos se han asentado a lo largo de la historia las grandes ciudades y a día de hoy es nuestro medio de intercambio económico más importante -- Pero aún con la importancia de estos recursos para la vida humana y el sostenimiento de las ciudades, diferentes procesos generados por la actividad humana tales como la alta y acelerada urbanización que han vivido las ciudades alrededor del mundo, la extracción de estos para procesos industriales o directamente un mal manejo de los mismos, ha conllevado a que se encuentren en gran deterioro y que en la actualidad esta problemática este en la agenda de todos los gobiernos como el reto a futuro de nuestra sociedad -- Pero desde esta perspectiva es importante entender que el problema no es solo del manejo que las grandes compañías o los gobiernos le den a estos bienes ambientales, también está en el accionar del día a día de las personas sobre estos, convirtiendo la problemática medio ambiental en un tema micro social de relación con el entorno, que requiere encontrar soluciones desde las mismas comunidades que dependen de este para ser superados

A Figured Worlds Perspective on Middle School Learners' Climate Literacy Development

The purpose of this study was to investigate the nature of the relationship between middle school science learners’ conditions and their developing understandings of climate change. I applied the anthropological theoretical perspective of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998) to examine learners’ views of themselves and their capacities to act in relation to climate change. My overarching research question was: How are middle school science learners’ figured worlds of climate change related to the conditions in which they are embedded? I used a descriptive single-case study design to examine the climate change ideas of eight purposefully selected 6th grade science learners. Data sources included: classroom observations, curriculum documents, interviews, focus groups, and written assessments and artifacts, including learners’ self- generated drawings. I identified six analytic lenses with which to explore the data. Insights from the application of these analytic lenses provided information about the elements of participants’ climate change stories, which I reported through the use of a storytelling heuristic. I then synthesized elements of participants’ collective climate change story, which provided an “entrance” (Kitchell, Hannan, & Kempton, 2000, p. 96) into their figured world of climate change. Aspects of learners’ conditions—such as their worlds of school, technology and media use, and family—appeared to shape their figured world of climate change. Within their figured world of climate change, learners saw themselves—individually and as members of groups—as inhabiting a variety of climate change identities, some of which were in conflict with each other. I posited that learners’ enactment of these identities – or the ways in which they expressed their climate change agency – had the potential to reshape or reinforce their conditions. Thus, learners’ figured worlds of climate change might be considered “spaces of authoring” (Holland et al., 1998, p. 45) with potential for inciting social and environmental change. The nature of such change would hinge on the extent to which these nascent climate change identities become salient for these early adolescent learners through their continued climate change learning experiences. Implications for policy, curriculum and instruction, and science education research related to climate change education are presented.

A critical and interpretative investigation of the ethical dimension of policies about school digital technologies

This thesis examines digital technologies policies designed for Australian schools and the ways they are understood and interpreted by students, school staff, teachers, principals and policy writers. This study explores the ways these research participant groups interpret and understand the ‘ethical dimension’ of schools’ digital technologies policies for teaching and learning. In this thesis the ethical dimension is considered to be a dynamic concept which encompasses various elements including; decisions, actions, values, issues, debates, education, discourses, and notions of right and wrong, in relation to ethics and uses of digital technologies in schools. In this study policy is taken to mean not only written texts but discursive processes, policy documents including national declarations, strategic plans and ‘acceptable use’ policies to guide the use of digital technologies in schools. The research is situated in the context of changes that have occurred in Australia and internationally over the last decade that have seen a greater focus on the access to and use of digital technologies in schools. In Australian school education, the attention placed on digital technologies in schools has seen the release of policies at the national, state, territory, education office and school levels, to guide their use. Prominent among these policies has been the Digital Education Revolution policy, launched in 2007 and concluded in 2013. This research aims to answers the question: What does an investigation reveal about understandings of the ethical dimension of digital technologies policies and their implementation in school education? The objective of this research is to examine the ethical dimension of digital technologies policies and to interpret and understand the responses of the research participants to the issues, silences, discourses and language, which characterise this dimension. In doing so, it is intended that the research can allow the participants to have a voice that, may be different to the official discourses located in digital technologies policies. The thesis takes a critical and interpretative approach to policies and examines the role of digital technologies policies as discourse. Interpretative theory is utilised as it provides a conceptual lens from which to interpret different perspectives and the implications of these in the construction of meaning in relation to schools’ digital technologies policies. Critical theory is used in tandem with interpretative theory as it represents a conceptual basis from which to critique and question underlying assumptions and discourses that are associated with the ethical dimension of schools’ digital technologies policies. The research methods used are semi-structured interviews and policy document analysis. Policies from the national, state, territory, education office and school level were analysed and contribute to understanding the way the ethical dimension of digital technologies policies is represented as a discourse. Students, school staff, teachers, principals and policy writers participated in research interviews and their views and perspectives were canvassed in relation to the ethical use of digital technologies and the policies that are designed to regulate their use. The thesis presents an argument that the ethical dimension of schools’ digital technologies policies and use is an under-researched area, and there are gaps in understanding and knowledge in the literature which remain to be addressed. It is envisaged that the thesis can make a meaningful contribution to understand the ways in which schools’ digital technologies policies are understood in school contexts. It is also envisaged that the findings from the research can inform policy development by analysing the voices and views of those in schools. The findings of the policy analysis revealed that there is little attention given to the ethical dimension in digital technologies at the national level. A discourse of compliance and control pervades digital technologies policies from the state, education office and school levels, which reduces ethical considerations to technical, legal and regulatory requirements. The discourse is largely instrumentalist and neglects the educative dimension of digital technologies which has the capacity to engender their ethical use. The findings from the interview conversations revealed that students, school staff and teachers perceive digital technologies policies to be difficult to understand, and not relevant to their situation and needs. They also expressed a desire to have greater consultation and participation in the formation and enactment of digital technologies policies, and they believe they are marginalised from these processes in their schools. Arising from the analysis of the policies and interview conversations, an argument is presented that in the light of the prominent role played by digital technologies and their potential for enhancing all aspects of school education, more research is required to provide a more holistic and richer understanding of the policies that are constructed to control and mediate their use.

Avaliação e reestruturação do programa reflorestar a partir da educação ambiental crítica

Dissertação (mestrado)—Universidade de Brasília, Faculdade UnB Planaltina, Programa de Pós-Graduação em Meio Ambiente e Desenvolvimento Rural, 2016.

Tensões e contradições do processo de construção das diretrizes para a politica pública de educação infantil do campo

Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2016.

Staircases, pyramids and poisons: the immunitary paradigm in the works of Noel Pearson and Peter Sutton

The recent focus on the category of culture provoked by Peter Sutton's The Politics of Suffering (2009) has revived questions of the meaning and utility of indigenous alterity in Australia. The end of the liberal consensus, contemporary with a declared end of ideology in Australian Indigenous† public policy, has been doubled in post-ethnic academic work harbouring a renewed suspicion of what Dombrowski (2010, 21: 129-140) has called indigeneity's distinctive sympathy. Within a cultural economy of commensurability, the fact that political claims are often contingent on the indigenous people themselves maintaining sufficient alterity to warrant the special treatment afforded them is taken by some as proof of voluntarism and bad faith. In order to gauge this immanent reorientation of indigeneity in Australia, this paper surveys the works of two prominent figures in policy debates-the anthropologist Peter Sutton and indigenous public intellectual Noel Pearson-who have both argued that remote Indigenous communities suffer from a cultural pathology. This paper presents a conceptual critique of their popular press works between 2000 and 2011. Within the context of post-ethnic government policy after self-determination and scholarship after identity, this paper contends that we are witnessing the (re)appearance of an equalitarian humanism which proposes, following Esposito [2008 (Orig. pub. 2004)], to immunize indigenous polities and the settler-colonial state against the historical frames and alterity of indigeneity.

A critical review of the application of environmental scenario exercises

Scenario exercises have become instrumental across multiple fields, from their original usage in business and military planning, to being ubiquitous in environmental planning and policy formation. This article critically reviews whether there are explicit and imminent divisions between how scenario exercises are used and discussed, with particular focus on the literature of qualitative scenarios concerning environmental challenges. The authors interrogate what scenario exercises are in actual practice, in the context of what they are used for and how they are designed, before then considering the criteria for determining ‘success’ for a scenario exercise. The particular focus of the literature analysed is in the emergence of the discipline of ‘environmental scenarios’, being scenarios concerned with 21st Century environmental challenges such as the influence of climate change on the notion of natural hazards.

THE HYDROSOCIAL COSTS OF HIGH-VOLUME HYDRAULIC FRACTURING: A TALE OF TWO COUNTIES IN MICHIGAN

Although natural gas has been praised as a clean and abundant energy source, the varying impacts and uncertainties surrounding the process of extracting natural gas from unconventional sources, known as horizontal high-volume hydraulic fracturing (HVHF) or “fracking,” have raised important concerns. The practice of HVHF is expanding so quickly that the full impacts are not yet known. This thesis project, using a grounded theory methodological approach, explores the risks and benefits associated with HVHF as recognized by the residents of two Michigan counties, one that currently produces natural gas by HVHF (Crawford County) and one that does not (Barry County). Through an analysis of media content related to HVHF in each case study site and interviews with stakeholders in both counties, this study examines perceptions of risks and benefits by comparing two communities that differ in their level of experience with HVHF operations, contributing to our understanding of how perceptions of risks and benefits are shaped by natural gas development. The comparative analysis of the case study counties revealed similarities and differences between the case study counties. Overall, Barry County residents identified fewer benefits and more risks, and had stronger negative perceptions than Crawford County residents. This study contributes to the social science literature by developing a richer theoretical frame for understanding perceptions of HVHF and also shares recommendations for industry, organizations, regulators, and government leaders interested in effectively communicating with community stakeholders about the benefits and risks of HVHF.

Climate Adaptation Finance Mechanisms: New Frontiers For Familiar Tools

Demands for mechanisms to pay for adaptation to climate risks have multiplied rapidly as concern has shifted from greenhouse gas mitigation alone to also coping with the now-inevitable impacts. A number of viable approaches to how to pay for those adjustments to roads, drainage systems, lifeline utilities and other basic infrastructure are emerging, though untested at the scale required across the nation, which already has a trillion-dollar deferred maintenance and replacement problem. There are growing efforts to find new ways to harness private financial resources via new market arrangements to meet needs that clearly outstrip public resources alone, as well as to utilize and combine public resources more effectively. To date, mechanisms are often seen through a specific lens of scale, time, and method, for example national versus local and public versus market-based means. The purpose here is to integrate a number of those perspectives and also to highlight the following in particular. Current experience with seemingly more pedestrian needs like stormwater management funding is in fact a learning step towards new approaches for broader adaptation needs, using re-purposed but existing fiscal tools. The resources raised from new large-scale market approaches for using catastrophe- and resiliency-bond-derived funds will have their use embodied and operationalized in many separate local and state projects. The invention and packaging of innovative projects—the pre-development phase—will be pivotal to better using fiscal resources of many types. Those efforts can be greatly aided or hindered by larger national and especially state government policy, regulatory and capital market arrangements. Understanding the path to integration of effort across these scales deserves much more attention. Examples are given of how federal, state and local roles are each dimensions of that frontier, how existing tools can apply in new ways and how smart project creation plays a role.

Education for Sustainable Development in Norwegian Geography curricula

In Norway, environmental education (EE) has been part of schools’ curricula since the 1970s. The concept of education for sustainable development (ESD) was introduced after Agenda 21 was introduced at the UN conference on environment and development held in Rio in 1992. The article shows there has been little change in the geography curricula since the concept ESD was introduced, and no important differences are found between curricula for mandatory schooling (classes 1–10) and curricula for upper secondary schools. ESD is mentioned in the geography curricula but without explanation and implementation. Core goals in the general national core curricula may indicate a change to ESD, but they have not been followed in the development of geography curricula in Norway.

From human capacity development to national capacity development : a report on capacity development in the economic and public sectors of PNG during 2006-2013

This Report concerns capacity development in the economic and public sectors of PNG. In particular, it focuses on the use of advisers to develop the capacity of PNG counterparts in economic and public sector agencies. Such advisers were funded by the Government of Australia and completed or commenced their placements during the period 2006–2013. The research was commissioned by (then) AusAID and commenced in mid-2012. It was completed in mid-2014 under the auspices of Australian Aid, Department of Foreign Affairs & Trade. The project was overseen by the Economic and Public Sector Program administered by Coffey International. The research addressed several research questions about adviser-counterpart placements: What are the advisers’ and counterparts’ views of the success or otherwise of their partnerships in achieving their placements’ stated aims? What approaches were adopted to enable counterparts to learn what was required to fulfil their placements’ aims? What were the main things learned by counterparts? What can be understood from these experiences and how might capacity development be improved? What were the main enablers of and impediments to the success of the placements? What have been the outcomes of the introduction of other modalities of capacity development including short-term consultants, twinning arrangements, targeted training, grants and research? Do these modalities provide increased efficiencies and effectiveness compared to adviser-counterpart placements? What are the main improvements that can be made to ensure the success of future adviser-counterpart placements? What do major stakeholders in PNG conclude from the evidence produced by this study about the impact and success of adviser-counterpart placements? What may be asserted from the evidence of the worth or otherwise of adviser-counterpart placements and other capacity development modalities undertaken since 2006? What suggestions or recommendations may be made for the future?

The excellence criterion

Why would the MPACs need more funding? After all, they are already among the best-funded cultural organisations in the country. Opera Australia is the single largest recipient of Australia Council funding, receiving $20.5 million in 2014, plus another $4.2 million from the New South and Victorian governments. All up, Opera Australia receives more government funding than the 145 small-to-medium organisations put together. But such an imbalance is par for the course in performing arts funding.