Colonising Poso : the diary of Controleur Emile Gobee, June 1909 - May 1910

"While the colonisation of Central Sulawesi was a process that was unique to the particular demographic, social, political and economic characteristics of the region, in broad terms it replicated Dutch colonial policy and practice in the rest of the archipelago at the beginning of the 20th century. The diary of Aspirant Controleur Emile Gobee, records the process which imposed the relocation and resettlement of the Pamona people of the Poso region of Central Sulawesi into villages and therefore began a dramatic process of change. The document provides a rare example of the process of colonialism and goes to the heart of understanding the nature of the colonial project in the Dutch East Indies."--Publisher's website.
"The 1909-10 diary of Aspirant Controleur Emile Goběe, of Poso, Sulawesi in the Dutch East Indies, with a scholarly introduction that explains the significance of Dutch colonial and missionary intervention, which intentionally destroyed traditional cultures and lifestyles. During the time covered by this diary, the administration moved entire villages to places where they could be observed, changed their farming practices, and introduced trade and Christianity." -- Publisher.

South Africa's transtion from apartheid : the role of professional closure in the experiences of black chartered accountants

As apartheid gave way to political freedom in South Africa in the last quarter of the 20th century, chartered accounting firms began to hire black South African trainees for the first time. The study examines the oral histories of black chartered accountants within the context of social closure theory and South Africa’s changing political and ideological landscape. The evidence indicates that processes of professional closure and credentialing excluded the majority population from the ranks of the profession on basis of race and class throughout the period 1976–2000.

Soldier settlement after World War One in south western Victoria

This thesis addresses the physical aspects of farming on soldier settlement blocks in south west Victoria. The undeveloped land, high establishment costs, stock losses through animal diseases and lack of managerial skills all contributed to the settlers' inability to meet their financial commitments. These factors are analysed, as are the effects of declining rural commodities prices during the 1920s and 1930s. In addition, the relationship between the settlers and the successive administrative agencies is examined. The scheme was administered by the Closer Settlement Board from its inception until 1932 and much of the discussion during this period concerns the interaction between settler and inspector. Soldier settlement after World War One represented one of the last attempts to create a large body of 'yeoman' farmers. From the early 1920s there was an increasing dichotomy between the 'yeoman' and the 'managerial' ideologies. This dichotomy placed additional pressure on soldier settlers who were expected to be 'efficient' without adequate finances. In the post C.S.B. era, the focus shifts to the attempts by the Closer Settlement Commission to salvage the scheme and its greater understanding of the problems faced by the settlers. While this part of the thesis necessarily becomes more political, the physical and financial environment in which the soldier settlers worked was still an important factor in their success or failure. Unlike the C.S.B. which tended to blame soldier settlers for their situation, the Commission acknowledged that settlers' ability to succeed was often constrained by circumstances beyond their control. Under the latter administration, instalments were written off, additional land was allocated and finally the blocks were revalued to guarantee the men at least some equity in their farms. Those settlers who had survived until these changes were instituted received a 'successful outcome of their life's work'.

Revelationary art of Joyce Lorraine Sullivan : an artist's experience of her inner dimensions, an inner journey of discovery

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History of the Geelong Regional Commission

This thesis is the first systematic history of the Geelong Regional Commission (GRC), and only the second history of a regional development organisation formed as a result of the growth centres policy of the Commonwealth Labor Government in the first half of the 1970s. In particular, the thesis examines the historical performance of the GRC from the time of its establishment in August 1977 to its abolition in May 1993. The GRC Commissioners were subject to ongoing criticism by some elements of the region's political, business, rural and local government sectors. This criticism focused on the Commissioners' policies on land-use planning, their interventionist stance on industrial land development, major projects and industry protection and their activities in revitalising the Geelong central business district. This thesis examines these criticisms in the light of the Commission's overall performance. This thesis found that, as a statutory authority of the Victorian Government, the GRC was successful over its lifetime, when measured against the requirements of the Geelong Regional Commission Act, the Commission's corporate planning objectives and performance indicators, the corporate performance standards of private enterprise in the late 1990s, and the performance indicator standards of today's regional economic development organisations in the United States of America, parts of the United Kingdom and Australia. With the change of Government in Victoria in October 1992 came a new approach to regional development. The new Government enacted legislation to amalgamate six of the nine local government councils of the Geelong region and returned regional planning responsibilities to the newly formed City of Greater Geelong Council. The new Government also made economic development a major objective of local government. As a result, the raison d'etre for the GRC came to an end and the organisation was abolished.

Vision and rationalisation : a study of the school psychology profession within the Victorian Government school system

Since its origins in the 19th century, modern schooling has been a continuously contested domain within nation states. Underlying this contestation dynamic lie competing value systems about the social purpose of education; competing values around which are generated different discourses, and which in turn generate inherently contradictory social and organisational structures. As reflected in other areas of society, the 20th century expansion of state-provided schooling has essentially developed around variations of a bureaucratic model Thus, organisational cultures based around bureaucratic values have come to permeate the enterprise of schooling on a world wide scale. Concomitantly, the value for education to be fundamentally associated with human emancipation from psychological, social, political, or economic states of being, persists as a recurring theme in modern schooling. Premised on these understandings, the thesis argues that the development of the practices of school psychology as a profession, like education in general, and special education in particular, has similarly been influenced by tensions between different and competing constellations of values. It is argued that throughout the 20th century, the pervasiveness of formal schooling systems suggest that schooling may be understood as a modernist cultural archetype. As a socially constructed reality, the phenomenon of schooling has become unproblematic the apparent cultural inevitability of formal schooling in the modern era can also be understood as a premise of a systemised way of looking at the world; that of bureaucratic consciousness. Dialectically, bureaucratic consciousness persists in influencing every manifestation of schooling; structurally through its organisational forms, and epistemologically through the institutionalization of teaching and learning. A particular illustration of the dialectical relationship between bureaucratic consciousness and the social forms and social practices of schooling is the school psychology profession which has developed as a part of school systems. The thesis argues that the epistemic archeology of psychology as a knowledge discipline can be traced through an earlier European intellectual and cultural tradition, but in the 20th century, has come to develop a symbiotic yet contradictory relationship with compulsory schooling in the modern nation state. The research study employs historical and fieldwork methods in a study of the development of the school psychology services within the Victorian Education Department, particularly between 1947 and 1987. The thesis also draws upon several usually distinct literatures; the philosophical and theoretical discourse of modernity and post modernity, the history and development of modern schooling, the ethnography of schooling, the international comparative literature on the school psychology profession, and the literature on action research in education practice and curriculum development, As a case study of Victorian school psychology, the research eschews a quantitative statistical approach in favour of qualitative investigatory genres, which have in turn been guided by the values of action research in education, as well as those of critical theory. The important focus of the thesis is its investigation of some aspects of the development and transformations within the Victorian state education bureaucracy, and the dialectical relationship that has persisted between the evolution of change processes and the shifting conceptions of school psychology practices in the 20th century. A history of the organisational development of school psychology services in Victoria constitutes an important part of the thesis. This is complemented by specific illustrations of how some school psychologists have been influenced by and have contributed towards paradigm shifts within the profession, shifts relating to how the changing nature of their work practices have come to be understood and valued by teachers and by school administrators. The work of J. R. MacLeod from the 1950s is noted in this regard. Particular attention is also drawn to the dialectical relationship between bureaucratic consciousness and school psychology's professional orientation in the 1980s. As a means of providing field data to explore this relationship, ethnographic case studies with two school communities are included as part of the fieldwork of the thesis, and are based upon the author's own work in the mid 1980s. These case studies provide a basis for conceptually refraining the school psychologist's professional experience within schooling systems, and an opportunity to examine how competing value systems impact upon the work of the school psychologist. The thesis concludes with some observations about bureaucratic transformations within educational organisations, and about the future relationship of the school psychology profession with schooling systems, as framed by the theoretical parameters of the modernist /post modernist debate. The issue of competing value systems within the administration of public education is re-examined as is the value of promoting human empowerment in the ongoing work of the school psychologist. Finally, some scenario building with reference to the future of school psychology in Victoria in is undertaken.

Beyond the analogon; the "transfer of the referent" : the relationship between the external world experienced through culturally generated perceptual models constructed in the human mind, and the transfer of these images, via visual language, onto referen

Within 20th. Century art, the concept of the ‘normative’ image, as an attribute of things, has been challenged. As a consequence, paintings must now picture the ‘real’ world in other ways, incorporating knowledge and meaning beyond the analogon. Such descriptive representations were revealed as paradigmatic, rather than incontrovertible fact. Dependent on pre-conceived notions of stereotypicality, these descriptive images relied on surface illumination. My thesis explores images of things in the world as culturally inspired and information based. I examine paintings and sculptures of other cultures, such as black African, and other historical periods such as the Medieval, which reveal metonymously the basis for variations in representations of the ‘real’ world. The new enhanced representations which Modern artists created in their work were denigrated as deviant from the absolute ‘normative’ or regarded as distortions for purely mannerist and stylistic reasons. Postmodern research has reassessed them as multiple or extended imagings in whose facture new knowledge and human responses can be incorporated. These new forms of representation can be regarded as theoretical constructs rather than stylised depictions of appearance. In this way referents are transferred through the mind onto objects and vistas in the real world to align with our developed view of the physical world and better our understanding of humanity’s symbiotic relationship with nature.

Science education in primary schools in a state of change

Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.

An uncanny vernacular : comparing the radical modernisms of Lorine Niedecker and Lesbia Harford

The article demonstrates the similarity in the ways poets Lesbia Harford and Lorine Niedecker explored radical modernism. It notes the formal and thematic resemblances between the poets' writing and careers. It cites their uncanniness of poetics as an indicator of the effective global dissemination and specific political and aesthetic applications of Marxist ideologies in the early 20th century. The poets' attention to and resistance to the limitations of a gendered agency are also discussed.

A semiotic view of Dewey's times and Habermas's lifeworlds

John Dewey (1859-1952) explained how life was ‘corporatised’ at the time of rampant, laissez faire capitalism in early 20th century America. This paper refers Dewey’s observations to Habermas’s notions of the colonisation of the lifeworld. The semiotic and pragmatist approaches of Charles Saunders Peirce are then enlisted to look further into these lifeworld changes. The
paper suggests modifications to Habermas’s schema to bring it more in line with Dewey’s empirical account. It puts together a theoretically and empirically informed picture of the contemporary disruption to ways of living and the accompanying social and political instability. The paper then goes on to suggest how that instability appears to have been quelled by communicative means. These stages of: (1) stability; (2) disruption/instability; and (3) the regaining of stability are compared to Habermas’s notions of: (1) an original lifeworld; (2) colonisation of that lifeworld by the consequences of purposive rational activity; then (3) communicative action which ‘rebuilds’— that is which replaces or modifies or reforms or repairs—the disrupted lifeworld in order to create a new lifeworld. ‘Colonisation’ could be said to have provoked social instability. Notions of building a new ‘lifeworld’—a new cultural and psychic reference—could be said to correspond with attempts to resume social and political stability. The implication is that whatever the degree of purposive rationalism there is always a need for a return to some level of shared values and
understandings which imply communicative rationality. This ‘return’ or ‘counter-colonisation’ can be thought of as operating via a ‘lifeworld negotiation’ which might best be understood with reference to a Peircean based pragmatism-semiotic theory of human subjectivity. This paper
has been criticised for discussing “arguments” which: “would justify those who accommodated themselves to Nazism.” What this paper in fact tries to do is to use the concepts of the above three philosophers to try to account for the ways people think. This paper is not about justifying what philosophies people should hold. It is presumed that most readers are sensible and ethical and can make their own minds up in that respect. Rather it attempts to draw from Dewey, Habermas and Peirce to offer a characterisation of what philosophies might be argued to be held and to offer an explanation about how these modes of thinking might be said to have come into existence.
This paper rejects the notion that ones ‘will’ and thus the way one is able to think, is totally free and beyond the formative influences of the social-cultural context—including the influences of public relations and other persuasive discourse industries.

In her own right : women officers and equality in the Salvation Army

The nature of women's equality in the Army, during the 19th century, was unprecedented, and even today women can rise to positions of power and authority not easily equalled in the community. In the 20th century the principle of equality remained the same, but the practice did not. Any major turnaround in women's officership will require an orientation to first identifying and understanding the forces that effect women's advancement in the Army, plus the introduction of fairly exact and regulated remedial measures.

The rise and fall of urban squatter settlements in Santiago de Chile

The thesis examines the forces at work that resulted in the proliferation in the 1950s-60s, and then the subsequent decline, in the number of urban squatter settelements in Santiago, Chile. A feature of the work is the fieldwork investigation on the material conditions within the squatter settlements households.