'Research as dialogue' and cross-cultural consultations : confronting relations of power

ln this paper, we discuss methodological issues that emerged as we worked through a small empirical research project, 'Engaging Aboriginal students in education through community empowerment'. Recent national policy statements (see, for example, MCEETYA 2000,. NBEET 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self-determination and improve educational outcomes. In keeping with these recommendations, our project aimed to challenge assimilationist frameworks and sought to 'empower' members of the local Aboriginal community through participation in the project. 'Research as dialogue' was a guiding principal and a primary aim was to listen actively to all key stakeholders in the remote community setting, particularly to lndigenous parents, students and teachers, in order to identify current strengths and concerns regarding the provision of culturally inclusive schooling. A proposed second stage of the project is to develop, on the basis of these consultations and in collaboration, community-based education projects that engage non-attending Aboriginal students. Here we discuss the consultative processes undertaken in stage one of the project, and critically analyse the difficulties as well as potential strengths of trying to form collaborative partnerships as researchers across cultural differences and with diverse community groups.

`Silly, soft and otherwise suspect`: doctoral education as risky business

This article investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to doctoral practice in Australia and elsewhere. The analysis of these allegations is developed in terms of three broad categories, namely allegations of silliness in relation to thesis content, allegations of softness in relation to entry, rigour and assessment, and allegations of suspect conduct and/or credentials. The impact of such allegations on university governance is then addressed.

Longitudinal surveys of Australian youth : active citizenship and the secondary school experience : community participation rates of Australian youth

LSAY is a research program that follows young Australians as they move through secondary school, into further education or training, and into the labour market and adult life. This website provides access to the electronic full text versions of LSAY research reports, from 1996 to present.

Doctorates downunder : keys to successful doctoral study in Australia and New Zealand

Presents a comprehensive collection of essays designed to guide current and prospective doctoral candidates through the amazing journey of doctoral study. Includes chapters on beginning candidature, selecting a supervisor, countering isolation, engaging support structures, and more.

Research supports quality learning

This article reports on research currently being conducted at the Faculty of Education, Deakin University, into the factors that contribute to quality learning. It describes a shift in research focus from an emphasis on teachers and teaching to an emphasis on learners and learning, as well as to exploring how learning occurs within a social context.

Re-thinking students 'at risk'

There are some students in the secondary schools who are considered to be 'at risk' and more likely to fail in the future simply because they do not accept traditional school-based modes of learning as being relevant. However, recent applied learning initiatives in the Victorian Certificate of Applied Learning (VCAL) have re-engaged many of these young people in schooling by treating them more like young adults and recognising that secondary schools must now cater for a greater diversity of career pathways.

Beyond crisis: re-imagining science education

Science education is in crisis, which is evidenced by the increasing negative attitudes to Science by secondary school students and decreasing participation in post compulsory Science subjects. There is a need for re-imagining science by adopting contextual learning.