Opening the doors to multiculturalism : Australian pre-service music teacher education students' understandings of cultural diversity

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005-2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to 'opening the doors to multiculturalism and cultural understanding'. Pre-service teacher education courses should reflect the changing societies in which they are situated.

The Sustainable Farm Families Project : changing attittudes to health

Introduction: Farm health and safety has historically focussed on strategies such as injury prevention, safety audits and fulfilling legislative responsibilities. However, farmer injuries mask deeper health issues including higher rates of cancer, suicides, cardiovascular disease and stress. The relationship between occupational health and safety and farm family health has not been fully investigated. The Sustainable Farm Families (SFF) project attempts to make this connection in order to address premature death, morbidity and injury on Australian farms. The SFF project illustrates how increasing health literacy through education and physical assessment can lead to improved health and knowledge outcomes for farm families.

Methods: The SFF project focuses on the human resource in the triple bottom line and is working with farmers, families, industry and universities to collaboratively assess and promote improvement in the health and wellbeing of farm families. Based on a model of extension that engages farm families as active learners where they commit to healthy living and safe working practices, the SFF project is proving to be an effective model for engaging communities in learning and change. Health education and information is delivered to farm men and women aged 18 to 75 years using a workshop format. Pre- and post-knowledge surveys, annual physical assessments and focus group discussions form the methodological context for the research over a three-year intervention.

Results: This article discusses the progress of the research outlining the design of the SFF project, the delivery and extension processes used to engage 321 farm families from within a broadacre and dairy-farming family sample. The article presents key learnings on intersectoral collaboration, engaging farmers and families in health, and the future for this project extending into agricultural industries across the nation. Key results reveal that health issues do exist in farming families and are often underreported by family members. Health indicators were at a level where referral and intervention was required in over 60% of men and 70% of women in both broad acre and dairy industries. Farm men and women verbalised health concerns relating to access, support and control mechanisms of the health system. Participants also revealed how they put into practice their new knowledge and how this has influenced their health.

Conclusions: The key learning is that farm men and women who are at high risk of premature morbidity and mortality will participate in health education and assessment programs based on industry collaboration with high levels of individual participation. This program provides evidence that farmers will engage with health professionals if programs are presented to them in personally engaging and relevant ways. The SFF program is a definite tool for interventional health promotion that supports attitudinal change to health and farming practices.

Developing mathematical concepts in Australian pre-school settings : the background

The SIMERR project Mathematical Thinking of Pre-school Children in Rural and Regional Australia: Research and Practice included a review of relevant research literature with the aim of making this accessible to researchers as well as early childhood teachers and educators. This paper introduces the methods used in the project and provides a brief summary of the literature pertaining to the development of mathematical concepts.

The technological knowledge of early childhood pre-service educators

With the current introduction of new national and state Early Years Frameworks and the increased interest and activity in educating early childhood educators, it was timely to investigate what knowledge, if any, early childhood educators had when it came to design technology. Although not prescriptive around technological understanding, the new Framework highlights children's learning related to "creativity", "exploration", "collaboration", and "problem-solving", in the context of connecting with people and technologies. This small pilot project asked 20 pre-service educators a number of questions designed to elicit both their understanding and their practices relating to technology. Responses were recorded and from those given, it was apparent that the Early childhood educators not only included technological activities in their daily practices with children, but generally had a basic understanding of technology, differentiated from other forms of learning activities.

Music teaching is more than telling : attitudes and beliefs of Australian pre-service teachers

Pre-service teachers’ views are often confronted at tertiary level in regards to theories of teaching and learning which can through discussion and reflection change their perceptions and their understanding of classroom practice. Tertiary educators are challenged to develop positive attitudes and beliefs about education to their pre-service students if music education is to be valued in all educational settings. Drawing on educational perspectives on teaching, this article investigates the myriad of influences that shape pre-service teachers’ attitudes and beliefs about music teaching and learning. Between 2005-2009 final year music teacher education students from Deakin University and Monash University (Melbourne, Australia) participated in a research project entitled Intercultural attitudes of pre-service music education students. This article draws on the 2008 cohort interpersonal and affective attributes regarding what they thought makes a good teacher and how they would see themselves as future music teachers. Whilst the findings provide important insights into Australian pre-service teachers they also hold similar significance for teacher education in general. I contend that continued research with our students can only help us as tertiary educators to prepare our students to be effective teachers.

'I do lots of things that the University would not approve of'. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparati

This paper is an account of teacher educator perceptions of the take-up by beginning teachers of the values and practices advocated in pre-service education. Methodologically grounded in a critical ethnographic account, two teacher educator/researchers retell their understanding of the one-month experience as middle school classroom teachers in an allocated school. The paper examines the consequences of what counts as professional knowledge in the eyes of pre-service and beginning teachers and the implications of the encounter for the role of teacher educators in preservice preparation. The purpose of the research is to consider the well-researched issue of the rejection of academic training (to greater or lesser extents) that is experienced by very many preservice and beginning teachers at some stage after experience in schools. As an exemplary colleague teacher said to us as we negotiated our participation in the school: "I do lots of things that the University would not approve of". Our argument is that teacher education needs the kind of participatory inquiry represented by the undertaking and methodology of this project. The paper is the 'primary record' (Carspecken 1996) of the research and works to open the next phase, the dialogical stage of the research process.

Sacred rules, secular revelations : the conceptions of rights in pre-modern Europe

This paper is an attempt to reflect on the methodological approaches that I bring to ‘reading law’ in my current project on understandings of individual rights in the legal and theological texts of the twelfth- and early thirteenth-century Middle Ages, entitled ‘Sacred Rules, Secular Revelations: The Conceptions of Rights in Pre-Modern Europe’

Reinstating indigenous landscape planning curatorship : the Lake Condah restoration project

While contemporary Western planning traditions in Australia talk of the last 200 years of innovation and transposition of European and North American planning traditions upon the Australian landscape, they neglect to mention some 40-50,000 years of Indigenous landscape planning initiatives and practice. The ancestral country of the Gunditjmara people is in the Western District of Victoria focused upon the Lake Condah and Mount Eccles localities. The Gunditjmara had, and continue to have a strong social, cultural and land management and planning presence in the region, in particular linked to environmental engineering initiatives and aquaculture curatorship of eel and fish resources. Archaeological evidence confirms that some 10,000 years of pre-European contact landscape planning practice has been applied by the Gunditjmara to construct resources management infrastructure to service a regional food need as well as a community need. Within contemporary reconciliation discourses, the Gunditjmara have activity sought over the last 25 years the rehabilitation of Lake Condah, which is now coming into fruition, and the restoration of their traditional landscape planning and management responsibilities. This paper reviews the restoration of Indigenous landscape planning and management theory and practice by the Gunditjmara, pointing to significant policy and practice success as well as the need to better appreciate this culturally-attuned and ecologically-responsive approach to landscape planning borne out of generations of knowledge.

Predicting changes in lifestyle and clinical outcomes in preventing diabetes : The Greater Green Triangle Diabetes Prevention Project

Objectives : To analyse how psychosocial determinants of lifestyle changes targeted in the Greater Green Triangle Diabetes Prevention Project conducted in Southeast Australia in 2004–2006 predict changes in dietary behaviour and clinical risk factors.

Methods : A longitudinal pre-test and post-test study design was used. The group program was completed by 237 people at high risk of type 2 diabetes. Associations between changes in the variables were examined by structural equation modelling using a path model in which changes in psychological determinants for lifestyle predicted changes in dietary behaviours (fat and fibre intake), which subsequently predicted changes in waist circumference and other clinical outcomes. Standardised regression weights are presented, with β = ± 0.1 and β = ± 0.3 representing small and medium associations, respectively.

Results : Improvements in coping self-efficacy and planning predicted improvements in fat (β = − 0.15, p < 0.05 and β = − 0.32, p < 0.001, respectively) and fibre intake (β = 0.15, p < 0.05 and β = 0.23, p < 0.001, respectively) which in turn predicted improvements in waist circumference (β = 0.18, p < 0.01 and β = − 0.16, p < 0.05, respectively). Improvements in waist circumference predicted improvements in diastolic blood pressure (β = 0.13, p < 0.05), HDL (β = − 0.16, p < 0.05), triglycerides (β = 0.17, p < 0.01), and fasting glucose (β = 0.15, p < 0.05).

Conclusions : Psychological changes predicted behaviour changes, resulting in 12-month biophysical changes. The findings support the theoretical basis of the interventions.

Pre-visualization techniques with live lensing system enhances workflow for interactive performance creation.

Vincs & Divers, with dancer Steph Hutchinson, present a new system for real-time previsualization in Motion Builder that enables choreographers and artists making interactive 3D work to make on-the-fly lensing decisions. Using motion capture to drive a ‘character’ created from a cloth simulation in real time, the presentation highlights the advantage of live lensing for interactive work-flow in creating 3D dance visualizations. This work forms part of Vincs’ ARC Discovery project ‘Building innovative capacity in Australian dance through new visualization technologies’ (DP120101695).

Online peer mentoring with pre-service teachers : a learning experience

In 2010, 34 pre-service teachers at Deakin University were invited to use Web 2.0 technologies to support practicum in rural and regional schools. Students in their final year of the Bachelor of Education Primary course were given access to an online forum, a ‗ning‘, to facilitate development of mentoring relationships within a community of peers. Access to the ning was presented as an optional extra available only to students undertaking their professional experience in rural and regional settings. Based on the work of Le Cornu (2005), mentoring was framed as a collaborative and collegial arrangement through which participants could hone the interpersonal and critical reflection skills crucial to practicum. A ning was selected as it: 1) allowed the creation of a closed, protected social network with customised options, and 2) requires little technological skills and investment of time from participants in terms of setting up a profile and participating in the online community. These features seemed to make it an ideal platform for pre-service teachers to analyse and reflect on professional experience. However, the small pre-service cohort did not choose to access the site. This unexpected outcome seems to challenge contemporary discourses about the current generation‘s attitudes to web based technology. It also highlights the importance of coupling use of template-based online tools, such as the ning, with awareness of Bourdieu‘s (1977) social capital to ensure uptake. In capturing the learnings from the project and systematically reviewing relevant literature, this paper provides a set of recommendations for conceptualising and engaging pre-service teachers in the use of online forums.

Sexuality education matters : preparing pre-service teachers to teach sexuality education

Given the challenges to successful teacher-led, whole-school sexuality education there is an overall awareness that teacher education is crucial to the success of any sexuality education program undertaken within the school context. There is evidence that such teacher education, when provided, can address two of the most commonly identified barriers to successful teacher-led implementation of these programs; familiarity with the subject and curriculum content and increased levels of personal comfort and confidence regarding the topic of students’ sexual health. Sexuality Education Matters is designed to support pre-service teacher education programs to prepare students to teach sexuality education in primary and secondary schools. It builds on the research and teaching experience of Debbie Ollis and Lyn Harrison at Deakin University. It assumes that sexuality education in Australian schools is part of a comprehensive health and physical education curriculum. Even so, many of the readings and teaching and learning experiences could be adapted or used in other contexts that focus on school-based sexuality education. Sexuality Education Matters aims to equip teachers with the knowledge, skills and confidence to teach sexuality education. In light of the lack of resources for primary school based programs there is a deliberate focus on preparing both primary and secondary school pre-service teachers to teach sexuality education.
The resource is designed to:
– provide a theoretical understanding of the area
– explore the current debates
– increase knowledge
– give pre-service teachers access to a range of pedagogical approaches relevant to sexuality education
– increase students’ confidence and comfort level
– explore personal values, attitudes and ethical considerations.

‘The project cannot be approved in its current form’: feminist visual research meets the human research ethics committee

This article reflects on a university human research ethics committee’s unease regarding a feminist visual pilot study within the field of education. The small exploratory study proposed to explore a migrant mother’s production of her son’s identity through her family photograph collection. The committee requested substantial changes to the research design which centred primarily on their concerns regarding risk of harm to pre-existing relationships, and also issues of anonymity and consent. I consider the combined liberal individualist, utilitarian and positivist biomedical basis for the ethics committee’s discomfort with the proposed research which was to involve members of my family. I draw on my experience of the review process to critique the human research ethics committee paradigm which constructs the ideal researcher as an objective and disinterested observer, hinges on a weighing of risks and benefits, and considers humans to be independent and equal. I demonstrate how the blanket application of these values acts to problematise some kinds of research, and how these values can be inappropriate, incompatible and even destructive when applied to research proposals that are exploratory, visual, and/or involve the researcher’s family members as participants.

Knowledge making by pre-service teachers on a professional placement experience in a remote Australian indigenous community

This paper reports on the preliminary investigations of an emerging program of research in which the authors are engaged. The program aims to generate new understandings for effective teacher education drawing on data from non-Indigenous pre-service teachers who undertook a teaching placement in remote Indigenous schools in Australia. The overall goals of this research gather around the notion of ‘building belonging’. The initial stage of this project sought to enable pre-service teachers to increase their awareness of the places and institutional practices operating within and between remote Indigenous communities and themselves. The twelve participants were interviewed while on three-week placements around Katherine and in Maningrida in the Northern Territory, Australia, during 2012. The paper elaborates various ways in which the remote placement experience began to challenge, positively disrupt, question and even (re) shape their professional learning and identities. Existing literature reporting on the experiences of largely white, middle class pre-service teachers in unfamiliar cultural contexts draws attention to themes of disruption, and the potential for meaningful and transformative professional learning experiences in such contexts (eg Gannon, 2010; Marble, 2012; Phillips, 2011; Ryan & Healy, 2009). Drawing on some of these insights from the literature, our preliminary reading of the data reveal the variety of ways and differing extents to which participants experienced disruptive, or potentially transformative professional learning moments during the placement. We conclude the paper by pointing towards some key areas for further investigation, in order to progress our research program around building belonging between pre-service teachers and remote Indigenous communities.

Integrated approach of sustainability and climate change adaptation in a metro project

The new Melbourne Metro underground rail project will leave a legacy long into the future, with an estimated design life which will extend beyond 100 years. As such it is extremely important to consider the mitigation of any environmental impacts, providing a sustainable outcome. It is also essential to pre-empt required adaptation of buildings and infrastructure in the future against the impact of changes in the local climate. Designing a metro system in the age of climate change provides the opportunity to go beyond standard specifications and compliance requirements, creating innovative sustainable and climate resilient design outcomes. On the contrary, constructing an underground metro project presents various design challenges fuelled by complex constraints, many uncertainties and risks. This paper will review the methodology used to integrate environmentally sustainable principles and resilient design for climate change adaptation, within the concept development phase of the Melbourne Metro Underground Rail Project.