Slavoj Zizek: a little piece of the real

Contents: Introduction : locating Zizek as critical theorist -- 1. On Zizek's expanded notion of ideology -- 2. Western (European) modernity and its discontents -- 3. Lack in the other -- 4. Zizek's ticklish subject -- 5. Does Zizek have a critical social theory of contemporary capitalism? -- 6. Taking sides : what is left in Zizek? (the abyss of freedom?)

Managerialism and the arts : a complete and utter bloody waste of time

Managerialism has been adopted with alacrity by Australian government agencies across multiple sectors. Studies of managerialism in concept and practice have been undertaken in some public sectors but not from a critical management perspective. This position paper examines the contribution of organization theory to an understanding of managerialism. Here we challenge the appropriateness and effectiveness of new managerialism generally, and for the arts in particular, through an analysis of conflict between an Artistic Director, General Manager and Board in a key Australian community arts organization. We call for further research into the appropriateness of management theory and practice for the arts; and seek better ways of managing our cultural capital.

The hybrid self and the ambivalence of boundaries

The paper outlines the main features of the contemporary discourse on hybrid subjectivity, a discourse which is internally differentiated along 'organic', 'intentional', and critical social theory lines. It then examines how these discourses can be applied to our understanding of hybrid cultures and identities. The article focuses on two central claims underlying the intentional approach: one, that cultural boundaries are theoretically and empirically problematic; and secondly, that a hybrid position provides the potential for an enlightened and critical world-view. In response, two contentions are articulated that will provide a more nuanced understanding of the hybrid self. Drawing on the work of Simmel and Park, the paper, in contrast to the intentional account, highlights the ambivalence of boundaries; secondly, a critical investigation of the enlightened hybrid consciousness is offered which suggests that this new form of consciousness underplays the role of prejudice and ambivalence. As a result of these discussions, the article demonstrates that the discourse on hybrid identity raises key theoretical issues either ignored or insufficiently addressed by existing scholarship.

Preparing leaders to work with emotions in culturally diverse educational communities

Purpose – This paper argues that because leadership is a relational practice and leaders are gendered and racialised, in socially diverse schools and societies, leader preparation around difference is potentially emotionally confronting to leaders' professional and personal identities.

Design/methodology/approach – The paper draws on critical race and feminist theoretical perspectives to undertake a review and analysis of current approaches to professional development.

Findings – The paper concludes that because there is significant agreement now that leadership is considered to be emotional management work, then leadership learning, if it seeks to change practice, is also emotionally laden. The paper concludes that to develop more reflexive leaders, professional learning should begin with scrutiny of the self as gendered and racialised to consider what that means for “the Other” in terms of leadership in culturally diverse communities and schools.

Research limitations/implications – The paper is context specific, largely drawing on Australian data with reference to indigeneity. This is consistent with its theoretical position that leadership is relational and situated.

Practical implications – The paper identifies possible strategies that could be undertaken in professional learning forums that address issues of difference.

Originality/value – While there are significant issues around professional learning to develop pedagogical practices that address student diversity, there is less theorising around leadership diversity and what that might mean in terms of professional development of leaders.

Education and the colonial construction of whiteness

European imperialism spawned settlements of invasive white communities throughout Asia and Africa. Stoler and Cooper (1997: 27) argue these evolving colonial societies became subject to what amounts to an extended bourgeois project such that "we can not understand the construction of whiteness without exploring its class dimensions". If in terms of that project, nineteenth-century metropolitan society was deemed vulnerable to the ravages of a brutish and unruly working class, these white colonial outposts, whether constituted as settler colonies or colonies of exploitation, were even more vulnerable to the more insidious danger of miscegenation. Racial intermingling became simultaneously an issue of class and race. Imperialism therefore added a further dimension to the on-going detinition of "bourgeois-ness": the discourse of whiteness transforming a national discourse into a discourse on civilisation.

In focusing on education as the colonial authorities' response to what they perceived of as the danger of mixed parentage, this article develops a comparative framework that links coloniai settlements in Asia and Australia. It examines the discourse surrounding miscegenation, education and the "rising generation" in the late nineteenth and early twentieth centuries in the Dutch East Indies British India, French Indo China and (British) Australia. In so doing, I demonstrate the universality of a linked discourse of whiteness and class across Imperial Asia.

Impact of shifts in health policy on the role and practice of generalist community health nurses

Provides a critical analysis of trends in health policy which are impacting on the role and practice of generalist community nurses in Victoria. The thesis draws on critical social theory to research and analyse trends in health policy in relation to the Community Health Program.

Reproduction, resistance and transformation at Marantha High School

The focus of this thesis is the attempt by the Seventh-day Adventist Church to reproduce SDA culture in students attending one of its schools, Maranatha High School. As a 'critical ethnography', it adopts a theoretical perspective from critical social theory to examine problems associated with this attempt. These problems are reflected in data gathered by a range of ethnographic techniques. The study first portrays the socio-political dynamics underlying the historical creation of Adventist culture generally, its embodiment in institutional forms, and the development of a substantial educational structure intended to transmit that culture to succeeding generations.

The study then focuses on current SDA educational philosophy, and the assumptions underlying the principles of selection, organisation, transmission and evaluation of knowledge considered to be valid. It then examines how Maranatha High School itself seeks to implement those principles. In this context, the study also reflects on the political implications of the modes of management and institutional control adopted at various levels of the organisation and in the school.

As a dialectical study, the thesis views the school as a social setting in which knowledgeable humans engage in communicative interaction. Rather than promoting smooth reproduction, the school is portrayed as a site of struggle, negotiation and potential transformation as participants resist forces that they perceive to be constraining and oppressing them. Consequently the thesis examines the perceptions of the various groups of participants, and the nature and impact of their interaction. In as much as teachers are official 'managers' of SDA culture and knowledge, this examination focuses especially on their personal definitions of the situation, the dilemmas that confront them from internal and external sources, the development of their own cultural forms in response, and the implications this action has for cultural reproduction and continuity.

Western propaganda models reconsidered : the "Catherine Whell" of censorship circumvention in developing world internal conflicts

This study is a deep-text analysis of military censorship applied to the national press in the Sri Lankan conflict. We examine press coverage of two Sri Lankan military operations, namely Operation Jayasikurui (1997) and the Capture of Elephant Pass (2000), to identify patterns of signification that help us construct a novel theory of conflict reporting under censorship within the context of ethnic, intrastate conflict. Our study shows that Sri Lankan newspapers, while abiding by censorship regulations, contradictorily also manoeuvred around these regulations as if censorship did not exist. Noteworthy were the censorship circumvention techniques that were used. For example, journalists taught readers how to ‘read’ blank space. They used commentary to educate readers how to read the straight news. They used conflict frames to overcome bias towards official viewpoints. They used multi-source confirmation to avoid pre-dominance of official views. They used respectful words rather than demonised opponents. Great attention
was paid to victims of the conflict, destruction of life and property, and civil society. Our findings do not accord well with previous theoretical models of the media role in society and of press censorship under conflict. The Sri Lankan press is highly intertwined within its cultural context and follows its own value system. We propose the ‘Catherine Wheel Model of Censorship Circumvention’ about press behaviour in times of internal conflict. Our model attempts to explain internal conflict within the developing world context in which the press system is based deeply in culture and is more accustomed to circumventing censorship than obeying it.

Cultivating teachers' knowledge and skills for leading change in schools

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers’ beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools.

Exploring diverse community discourses : reflections from a local perspective

This paper represents some of the diverse discourses in the social sciences that are not often known by, or considered relevant to, those people interested in community development. On the contrary, I argue that these discourses may in fact be vitally pertinent to understanding the divergent predicaments facing us in our present moment.
After working in the field for twenty years, I am in the final stages of a PhD case study on one of the Victorian 'Community Building Demonstration Projects', based in Melbourne's North. This discussion is therefore based on the intersections between working in a community, traditionally accepted discourses of community development, and 'alternative' discourses that often appear unrelated.
In particular there are seven taken-for-granted cultural stories I will examine: problem posing, holism, social research, post colonial studies, critical social theory, public policy, and eco philosophy, in the hope that these might provide an 'other' story for community and development. Given this broad canvas, I will necessarily be breif on each topic.

Lost in translation? Emotional intelligence, affective economies, leadership and organizational change

Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.

Re-imaging citizenship in suburban Australia

Formal citizenship focuses on the provision of rights and responsibilities by the nation state. Such an understanding of democratic citizenship, however, is limited in providing social inclusion in everyday life, if cultural practices privilege whiteness. Although this paper draws attention to such practices that mark the ethnic Other, it also demonstrates the potential that exists to shift the boundaries of white privilege and negotiate dominant narratives of citizenship. Using a theoretical and methodological approach that focuses on poststructural and feminist ideas, I argue that the ways in which place is produced through reiterative everyday practices, makes place a site of transformative social change where white privilege can be questioned and difference welcomed. I draw on 54 indepth semi-structured interviews with people who live and/or work in the City of Greater Dandenong, suburban Melbourne, Australia to makes visible these everyday reiterative practices, and illustrate how they can be conceptualised as acts of responsibility, rather than just repetitive acts of hostility and suspicion. From my intersecting and shifting subject positions as a woman, a resident, ethnic, migrant, and Indian, the visibility of such practices makes it possible to re-imagine citizenship in the local neighbourhood, the city as well as the nation.

The discursive practices of nurse practitioner legislation in Australia

Aim.  The aim of this paper was to examine the nurse practitioner legislative framework in Australia from a critical social theory perspective. Background.  National regulation for nurses and midwives has superseded all previous state legislation with effect from July 2010. The aim of this change was to streamline regulation processes across all health professionals requiring regulation, in order to eliminate diverse state-based regulatory policies that were identified as hindering transferability of the workforce across Australia. This paper explores the changes with reference to nurse practitioners. Since their introduction to Australia different legislative practices between states have presented difficult endorsement procedures which have affected employment. Data sources.  Information for the paper is drawn from a doctoral study which examined the politics of advancing nursing in Australia, with particular reference to the discourses of nurse practitioners. This is augmented by more recent legislative documents and policies, as well as media reports, to examine the process of change in legislation and the unfolding discourses on employment and practice. Implications to nursing.  Nurse practitioner endorsement may be more complicated, defeating the original premise of transferability of a skilled workforce across state jurisdictions. Conclusion.  This paper exposes the influence that powerful discourses can have on a major change to professional practice.