Learning from the margins : young women, social exclusion and education

This collection of ground-breaking international essays address the educational, social, work and biographical experiences of young women who are routinely constructed as ‘at risk’ and on the margins. Drawing on research from an international range of scholars, this book brings together important new perspectives on the gendered dimensions of social exclusion and educational marginalisation.

Democracy, global transitions, and education : using speculative fictions as thought experiments in anticipatory critical inquiry

The purpose of a thought experiment, as the term was used by quantum and relativity physicists in the early part of the twentieth century, was not prediction (as is the goal of classical experimental science), but more defensible representations of present 'realities'. Indeed, one of the best-known examples of a thought experiment ('Schrodinger's cat') demonstrates the impossibility of prediction at the quantum level. Speculative fictions, from Mary Shelley's Frankenstein to the Star Wars saga, can be read as socio-technical thought experiments that can help us to apprehend and comprehend present 'realities' and uncertainties, and to anticipate and critique possible futures. In this paper I will demonstrate how two examples of popular speculative fictions, Frank Herbert's Dune (1965) and Ursula Le Guin's The Telling (2000), can be read as thought experiments that describe problematic aspects of contemporary social and cultural transformations. I will argue that critical and deconstructive readings of these novels can help us to produce anticipatory critiques of possible ways in which democratic institutions are being transformed by globalisation. I will conclude by considering the implications of such anticipatory critiques for generating questions, problems and issues in educational inquiry and for choosing appropriate methodologies for investigating them.

Race, ethnicity and education in globalized times

"This book broaches what has become a noisy silence whereby conversations about race and ethnic relationships are understood as unbalanced, irrelevant or as too dangerous to speak about. It is concerned with the ways that race and ethnic relationships are spoken about in contemporary western societies such as Australia and the changed and confused debates that underpin those discussions. Parents and teachers at one State secondary school in Melbourne, Australia speak about race and ethnic relationships as their school community is increasingly altered by globalising, technological and population change. Newspapers and public policy debates avoid discussions about race relationships even as discussions about national identity and direction are crucial themes. This book argues that race and ethnic relationships must be understood in new ways; that the analytical frameworks provided by constructivist thought and post-colonial writing must be interrogated to provide more comprehensive methodological resources to examine these relationships."

Re-imagining the cultural brand : postmodernism and next wave

The traditional interpretation of a brand, and the means by which an organisation communicates its brand, might be considered a product of a modernist managerial paradigm, with its focus on consistency, control, and coherence (Brown 1995, 1999; Firat and Shultz 1997). With the emergence of postmodernism, this logic has been challenged by one of flexibility and openness, since consumers are no longer willing to commit or conform to any unified and consistent idea, system, or narrative. In order to explain this change in the management of brands, this paper will examine the Australian cultural brand, Next Wave, as a paradigmatic example. Next Wave offers an innovative brand management model founded on the interaction between the organisation and the content provider, i.e., the artist. Based on both aesthetic and conceptual experimentations, Next Wave is a dynamic brand in which shape and content are continually redefined in an interactive and mutual relationship between the artist and the organisation. Therefore, it can be argued that paradoxically, the organisation does not own its own brand. In fact, the ownership exists only from a legal point of view (as a trademark); the real artificer of the brand is the artist. Since it is not possessed nor controlled at all by the organisation, but is always subject to continuous evolutions and redefinitions, the Next Wave brand can be considered as a postmodern brand that is not strictly tied to marketing rules, but involves the target as an active participant in the brand creation process.

Knowledge and education for a sustainable and socially just world : the ecology of innovation and creativity for humanity

Sustainability is a critical aim of Malaysian public policy and an important aim in education. Nonetheless, what sustainability means as it relates to education and the relationship between education and a sustainable future is unclear. In this paper I shall investigate the role that Universities in Malaysia play in shifting the practice and culture of innovation and creativity towards more sustainable values and outcomes. Sustainable education is based on ensuring that the capacities of students and the broader society are reengaged and empowered through connecting education to the needs and aspirations of civil society and moving away from neoliberal ideas of education as a practice of consumption towards, sustainable values of advancing human dignity.

Creativity and innovation within such an educational framework are goals and practices deeply connected and embedded within sustainable commitments to social justice, the public good, as well as individual growth and development which provide a critical legitimizing principle for university research and teaching. One of the key theoretical influences in making this argument will draw from the arguments of Amartya Sen whose theorization of capability may provide us with a way of thinking about social growth and development that is not possessively individualistic but rather socially concerned. I will discuss this in reference to the approach of University Sains Malaysia which provides an example of a public University seeking to engage sustainability and tie educational creativity and innovation back to the common good and a sustainable future.

The philosophical aim of this paper is to show how universities can pursue creativity and innovation as socially useful practices for advancing humane and sustainable values throughout Malaysian society and avoid the fusion of creativity with possessive individualism, consummerization and social irresponsibility. In this respect this paper addresses directly the theme of the conference: ‘Thinking Minds: Nurturing the Design of a Better Future'. '

To realise our national aspirations, a concerted effort is needed to increase our nation’s competitiveness, productivity and innovativeness. Attributes such as desire for knowledge, innovative thinking, creativity and competitiveness must be imbued within our people. The inculcation of moral values, progressiveness and performance-based cultures must also be instilled if we are to nurture successful individuals of the highest quality. This will determine our success as a knowledge-based economy.’ (Badawi 2007)

Profile of a fully online unit in an Australian arts and education faculty

Australia's leading distance education provider, Deakin University, has a policy to ensure all graduates in most courses must successfully complete at least one wholly online unit. Historically, all distance education at Deakin University has been undertaken solely in print. Off-campus students normally receive a Set Text, a series of additional photocopied readings and a Study Guide providing assistance on how to navigate through each weekly topic. Some fully online units currently offered by the University replicate this approach, ever though a distinct pedagogy is needed to ensure wholly online units truly enhance student learning.

This paper outlines the approach we adopted in developing AIX 391 - Work Transitions in the 2Ist Century, a wholly online unit designed to improve the capacity of Arts and Education students to identify viable career paths after they have graduated, The paper outlines the unit's rationale and development over a two-year period in adopting a student-centred approach to enhance teaming outcomes, while exposing students to new and often challenging online technologies. The paper also highlights results from the Student Evaluation of Teaching and Learning surveys, which ranked the unit in the top 5% of all Arts and Education faculty units offered in Semester 2, 2008.