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1
Stewart, Alistair. „Becoming-Speckled Warbler: Re/creating Australian Natural History Pedagogy“. Australian Journal of Environmental Education 27, Nr. 1 (2011): 68–80. http://dx.doi.org/10.1017/s0814062600000082.
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AbstractThe speckled warbler and other woodland birds of south-eastern Australia have declined dramatically since European settlement; many species are at risk of becoming locally and/or nationally extinct. Coincidently, Australian environmental education research of the last decade has largely been silent on the development of pedagogy that refects the natural history of this continent (Stewart, 2006). The current circumstances that face the speckled warbler, I argue, is emblematic of both the state of woodland birds of south-eastern Australia, and the condition of natural history pedagogy within Australian environmental education research. In this paper I employ Deleuze and Guattari's (1987) philosophy “becoming-animal” to explore ways that the life and circumstances of the speckled warbler might inform natural history focused Australian environmental education research. The epistemology and ontology ofbecoming-speckled warbleroffers a basis to reconsider and strengthen links between Australian natural history pedagogy and notions of sustainability.
2
Pickett, Bronte, und Scott Polley. „Investigating The History Of Outdoor Education In South Australia“. Journal of Outdoor and Environmental Education 5, Nr. 2 (April 2001): 49–53. http://dx.doi.org/10.1007/bf03400734.
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3
Whitehead, Kay. „Australian women educators’ internal exile and banishment in a centralised patriarchal state school system“. Historia y Memoria de la Educación, Nr. 17 (18.12.2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.
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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begins with the construction of the South Australian state school system in the late nineteenth century. The enforcement of the marriage bar created a differentiated profession of many young single women who taught prior to marriage; a few married women who required an income; and a cohort of senior single women who made teaching a life-long career and contested other forms of subordination to which all women teachers were subject. Led by the latter group, South Australian women teachers pursued equality in early twentieth century mixed teachers unions and post-suffrage women’s organisations; and established the Women Teachers Guild in 1937 to secure more equal conditions of employment. The paper concludes with the situation after World War Two when married women were re admitted to the state school system to resolve teacher shortages; and campaigns for equal pay gathered momentum. In South Australia, the marriage bar was eventually removed in 1972.
4
Leverenz, Peter. „Australian studies in the South Australia certificate of education“. Journal of Australian Studies 15, Nr. 29 (Juni 1991): 6–11. http://dx.doi.org/10.1080/14443059109387051.
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5
Jackson, Stephen James. „“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980“. History of Education Review 49, Nr. 2 (16.10.2020): 249–62. http://dx.doi.org/10.1108/her-01-2020-0006.
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PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.
6
Preston, Lesley. „Voices from technical education: Shepparton South Technical School, Victoria, Australia“. History of Education Review 37, Nr. 2 (14.10.2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.
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Whitehead, Kay. „German Schools and Teachers in Nineteenth‐Century South Australia“. Paedagogica Historica 37, Nr. 1 (Januar 2001): 55–68. http://dx.doi.org/10.1080/0030923010370104.
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Trethewey, Lynne. „Lucy Spence Morice: ‘mother of kindergartens’ in South Australia“. History of Education Review 37, Nr. 2 (14.10.2008): 14–25. http://dx.doi.org/10.1108/08198691200800007.
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Trethewey, Lynne. „Solving "The Retardation Problem" in Primary Education: The Case of South Australia“. History of Education Quarterly 39, Nr. 3 (1999): 263. http://dx.doi.org/10.2307/370009.
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10
McLean, Lorna. „The march to nation: citizenship, education, and the Australian way of life in New South Wales, Australia, 1940s‐1960s“. History of Education Review 37, Nr. 1 (24.06.2008): 34–47. http://dx.doi.org/10.1108/08198691200800003.
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11
Jose, Jim. „Drawing the Line: Sex Education and Homosexuality in South Australia, 1985“. Australian Journal of Politics and History 45, Nr. 2 (Juni 1999): 197–212. http://dx.doi.org/10.1111/1467-8497.00062.
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12
Briedis, Tim. „“The NOSCA Mafia”: overseas student activism in Australia, 1985–1994“. History of Education Review 49, Nr. 2 (18.03.2020): 117–32. http://dx.doi.org/10.1108/her-08-2019-0030.
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PurposeThe purpose of the paper is to explore and analyse the history of the predominantly Malaysian Network of Overseas Students Collectives in Australia (NOSCA), that existed from 1985–1994.Design/methodology/approachThe paper is based on extensive archival research in the State Library of New South Wales, the National Library of Australia and the University of New South Wales (UNSW) Archives. It makes particular use of the UNSW student newspaper Tharunka and the NOSCA publications Truganini and Default. It also draws upon nine oral history interviews with former members of NOSCA.FindingsThe NOSCA was particularly prominent at the UNSW, building a base there and engaging substantially in the student union. Informed by anarchism, its activists were interested in an array of issues–especially opposition to student fees and in solidarity with struggles for democracy and national liberation in Southeast Asia, especially around East Timor. Moreover, the group would serve as a training ground for a layer of activists, dissidents and opposition politicians throughout Southeast Asia, with a milieu of ex-NOSCA figures sometimes disparagingly referred to as “the NOSCA Mafia.”Originality/valueWhile there has been much research on overseas students, there has been far less on overseas students as protestors and activists. This paper is the first case study to specifically hone in on NOSCA, one of the most substantial and left wing overseas student groups. Tracing the group's history helps us to reframe and rethink the landscape of student activism in Australia, as less white, less middle class and less privileged.
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Anae, Nicole. „“Among the Boer Children”“. History of Education Review 45, Nr. 1 (06.06.2016): 28–53. http://dx.doi.org/10.1108/her-12-2014-0049.
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Purpose – There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography. Design/methodology/approach – A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data. Findings – Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms. Research limitations/implications – One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity. Originality/value – The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.
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Behrendt, Larissa. „At the Back of the Class. At the Front of the Class: Experiences as Aboriginal Student and Aboriginal Teacher“. Feminist Review 52, Nr. 1 (März 1996): 27–35. http://dx.doi.org/10.1057/fr.1996.4.
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This is a persona] account of an Aboriginal woman who went through the education system in Australia to obtain finally her law degree. Aboriginal people experience many hurdles in the education system. Many Aboriginal children feel alienated within the legal system which until recently focused on a colonial history of Australia, ignoring the experiences, indeed the presence, of indigenous people in Australia. The Australian government had a policy of not educating Aboriginal people past the age of 14. The author was one of the first generation that could go straight from high school to university. She speaks of the debt she feels towards the generations of her people that fought for her right to access to higher education. The author went on to become the first Aboriginal person to be accepted into Harvard Law School which brought different personal challenges and allowed for reflection on comparisons of the sensitivity towards race in both education systems. When the author returned to Australia, she took a position teaching at the University of New South Wales. She had to come to terms with working within a system that she had felt alienated within as a student. Her position at the front of the class has created a sense of empowerment that she can pass on to her Aboriginal and female students.
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Young, Marisa. „From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers“. ANZTLA EJournal, Nr. 11 (19.04.2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.
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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this research work in religious history and educational history has been linked to the contribution of Protestant clergymen in educational administrations, either through leadership roles as headmasters or through participation in activities established by school boards or councils. Numerous Protestant ministers of religion developed high profile roles during the early growth of non-government as well as government-supported primary and secondary schools in colonial South Australia. This article will emphasise the ways that information searches using Trove can highlight forgotten aspects of educational activities undertaken by clergymen. It will focus on the activities of three ministers from the Church of England who combined their parish duties in the Diocese of Adelaide with attempts to run schools funded by private fees. Their willingness to undertake teaching work in this way thrust them into the secular world of an emerging Australian education market, where promotional activity through continuous newspaper advertising was part of the evolution of early models of educational entrepreneurship. These clergymen faced considerable competition from private venture schools as well as government-supported schools in the colonial capital. This article will also highlight gender issues associated with their promotional activities, as each minister used different definitions of gender in order to build supportive social networks for their schools and attract attention to their teaching activities.
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Trethewey, Lynne, und Kay Whitehead. „The City as a Site of Women Teachers' Post-Suffrage Political Activism: Adelaide, South Australia“. Paedagogica Historica 39, Nr. 1 (Januar 2003): 107–20. http://dx.doi.org/10.1080/00309230307451.
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Scrimgeour, Anne. „Notions of ‘Civilisation’ and the Project to ‘Civilise’ Aborigines in South Australia in the 1840s“. History of Education Review 35, Nr. 1 (24.06.2006): 35–46. http://dx.doi.org/10.1108/08198691200600004.
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18
Townley, Cris. „Playgroups: Moving in from the Margins of History, Policy and Feminism“. Australasian Journal of Early Childhood 43, Nr. 2 (Juni 2018): 64–71. http://dx.doi.org/10.23965/ajec.43.2.07.
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PLAYGROUPS BEGAN IN AUSTRALIA in the early 1970s, at the same time as significant changes in early childhood education and care (ECEC) began taking place. This paper explores how early playgroups were positioned in the ECEC policy, and the experiences of playgroup organisers in New South Wales. Methods used were documentary analysis of Project Care (Social Welfare Commission, 1974) and interviews with key players. Findings were that playgroups grew rapidly in response to grassroots demand from mothers wanting their children to learn through quality play, besides the demand for adult social support. Since Project Care was strongly influenced by feminist lobbying and the objective of enabling women to engage in paid work—and playgroups relied on mothers to deliver the service—playgroups were an uneasy fit in the ECEC policy. Although Project Care integrated playgroups into its recommendations for ECEC services, subsequent funding was at a low level. Today, ECEC services would benefit from a strengthening of the community playgroups model.
19
Theobald, Marjorie R., und Pavla Miller. „Long Division: State Schooling in South Australian Society“. History of Education Quarterly 29, Nr. 1 (1989): 145. http://dx.doi.org/10.2307/368616.
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20
Trethewey, Lynne. „Infants, graded schooling and the transition to real studenthood in colonial South Australia“. History of Education 27, Nr. 4 (Dezember 1998): 371–90. http://dx.doi.org/10.1080/0046760980270401.
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21
Pietsch, Tamson. „Universities, war and the professionalization of dentistry“. History of Education Review 45, Nr. 2 (03.10.2016): 168–82. http://dx.doi.org/10.1108/her-09-2015-0016.
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Purpose The purpose of this paper is to bring together the history of war, the universities and the professions. It examines the case of dentistry in New South Wales, detailing its divided pre-war politics, the role of the university, the formation and work of the Dental Corps during the First World War, and the process of professionalization in the 1920s. Design/methodology/approach The paper draws on documentary and archival sources including those of the University of Sydney, contemporary newspapers, annual reports and publication of various dental associations, and on secondary sources. Findings The paper argues that both the war and the university were central to the professionalization of dentistry in New South Wales. The war transformed the expertise of dentists, shifted their social status and cemented their relationship with the university. Originality/value This study is the first to examine dentistry in the context of the histories of war, universities and professionalization. It highlights the need to re-evaluate the changing place of the professions in interwar Australia in the light both of the First World War and of the university’s involvement in it.
22
Ramsland, John. „The Aboriginal School at Purfleet, 1903‐1965: A case study of the segregation of Aboriginal children in New South Wales, Australia“. History of Education Review 35, Nr. 1 (24.06.2006): 47–57. http://dx.doi.org/10.1108/08198691200600005.
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Trethewey, Lynne. „Christian Feminism in Action: Kate Cocks’s Social Welfare Work in South Australia, 1900–1950“. History of Education 36, Nr. 6 (November 2007): 715–34. http://dx.doi.org/10.1080/00467600701621925.
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Trethewey, Lynne. „‘I always had to be a teacher’: Gladys Ward and State elementary school teaching as a career for women in twentieth century South Australia“. History of Education Review 34, Nr. 2 (14.10.2005): 13–26. http://dx.doi.org/10.1108/08198691200500007.
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Veit, Walter F. „Missionaries and their ethnographic instructions“. Proceedings of the Royal Society of Victoria 127, Nr. 1 (2015): 73. http://dx.doi.org/10.1071/rs15007.
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When in the 1880s and 1890s German Lutheran missionaries were sent to Australia from their colleges in Hermannsburg in Lower Saxony and Neuendettelsau in Bavaria to work among the Australian indigenous peoples of the Northern Territory, they had no ethnological education to speak of. This was particularly true for Carl Strehlow who, born in 1871 and educated from 1888 to 1891 at the Lutheran Missionary College in Neuendettelsau, arrived in Adelaide in 1892 and went straight to work with Pastor Reuther among the Diari in Killalpaninna, south of Lake Eyre. From there, in 1894, he was sent to Hermannsburg to resurrect the abandoned Lutheran Mission Station of the Finke River Mission, owned by the South Australian Immanuel Synod. The records of the curriculum in Neuendettelsau show no subjects teaching the theory and practice of ethnology. However, his ethnographic work among the local tribes of the Arrernte and Loritja is today still considered a classic in the field. As a contribution to the history of research methodology in the field of ethnology, I intend to give a brief outline of 1) the early development of scientific research instructions in general, and 2) as a special case, Carl Strehlow’s learning process in form of letters with questions and answers between himself in Hermannsburg and his editors in Frankfurt.
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Oh, Jinhwan. „Online Education as a Solution to Managing and Sustaining Foreign Aid: Comparison Between the European Cases and Others“. Review of European Studies 12, Nr. 2 (09.04.2020): 12. http://dx.doi.org/10.5539/res.v12n2p12.
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Inbound education official development assistance (ODA) has been known to be spread across regions regardless of geographic proximity. This not only negatively impacts effectiveness to manage aid, but also to sustain aid long-term. This study examines aid disbursement pattern of the United Kingdom, Germany, Australia, and South Korea, which are all members of OECD’s Development Assistance Committee that allocates inbound education ODA. With the empirical results confirming Korea’s lack of concentration in education ODA, this study recommends establishing satellite campuses as a more viable, operative solution than the previously suggested solution of establishing a specialized agency focusing on scholarship programs. As validated by Nagoya University’s Asian Satellite Campuses Institute (ASCI), transferring much of work to the online platform reduces time and financial costs. Furthermore, satellite campuses are expected to facilitate various means of partnerships among aid donor countries that are implementing similar programs. International collaborative efforts could help improve the quality of inbound education and play an important role in attracting bright prospective students. Thus, donor countries could utilize online education platform to overcome severe geographic obstacles in distance education and increase effectiveness of its inbound education ODA.
27
Macintyre, Stuart. „The Genie and the Bottle: Putting History Back into the School Curriculm“. Australian Journal of Education 41, Nr. 2 (August 1997): 189–99. http://dx.doi.org/10.1177/000494419704100207.
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THIS article originated in addresses to the annual conferences of the Queensland History Teachers Association on 23 June 1996 and the South Australian History Teachers Association on 24 March 1997, with some subsequent revision. It begins with the widespread concern that the teaching of history is under threat, considers statistical evidence for the decline of history enrolments in the postcompulsory years of schooling, and qualifies the predictions of the doomsayers. The principal concern is with the erosion of history as part of the common curriculum in Years P-10 and its subsumption into studies of society and environment. I suggest that if history is to be restored to its proper place in the school curriculum, we need to think of academic history and school history as related but distinct activities. The renewed attention to civics provides an opportunity to revive school history.
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Manuel, Jacqueline, und Don Carter. „Continuities of influence“. History of Education Review 46, Nr. 1 (05.06.2017): 72–94. http://dx.doi.org/10.1108/her-09-2015-0017.
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Purpose This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context. Design/methodology/approach Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis. Findings The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment. Originality/value This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.
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Godfrey, John. „‘Perhaps the most important, and certainly the most exciting event in the whole history of education in Australia’: The 1937 New Education Fellowship Conference and New South Wales examination reform.“ History of Education Review 33, Nr. 2 (14.10.2004): 45–58. http://dx.doi.org/10.1108/08198691200400009.
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McGuire, Anthony. „The voices of the junior teachers: Exploitation or experience in South Australian schools 1931‐1945?“ History of Education Review 35, Nr. 2 (14.10.2006): 60–71. http://dx.doi.org/10.1108/08198691200600011.
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Macallan, Brian. „The Openseminary Methodology: Practical Theology as Personal, Local and Transformative“. Religions 12, Nr. 8 (17.08.2021): 652. http://dx.doi.org/10.3390/rel12080652.
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Theological education continues to be subject to rapid social and technological change, which is further exacerbated by the recent global pandemic. Practical theology as a discipline continues to grow, being well placed methodologically to engage with diverse contexts and these global realities. The task for theological education is whether it can meet these challenges and be part of the transformation required. Openseminary as a methodology and program was developed in the early 2000s by Wynand De Kock to enable students to both learn practical theology as a methodology, as well as reflect theologically in their own context. Over the last two decades, it has run in South Africa, at Tabor College in Australia, as well as Palmer Seminary in the United States. In what follows, the methodology and program are explored in terms of their genesis, history, and current articulation. It is argued that it is a practical theological methodology well suited to the personal, local, and transformative goals of theological education today.
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Boulard, Florence. „Picturebooks in New Caledonia“. Waikato Journal of Education 27, Nr. 1 (05.05.2022): 21–34. http://dx.doi.org/10.15663/wje.v26i1.903.
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New Caledonia is a French overseas territory in the South Pacific with a long history of differing attitudes towards independence (Fisher, 2019). The local government aims to challenge French cultural hegemony by building a “New Caledonian School” (Gouvernement de la Nouvelle-Calédonie, 2016). That is, a school in which students are exposed to resources that reflect the realities of the country and allow for marginalised groups to become more visible in the curriculum. It is through this context that this article investigates how children’s literature, in particular picturebooks, began developing in New Caledonia. Children’s literature in New Caledonia is a relatively new phenomenon. Using Gramsci’s theory of hegemony, the paper explains the history of picturebooks in New Caledonia and their role in the curriculum. The official language of New Caledonia is French, but there are also 28 Kanak languages. Surrounded by Anglophone nations, such as Australia and New Zealand, education policies were put in place on this island to introduce English to students from primary school (Bissoonauth-Bedford, 2018). As a result, this article describes and analyses a bilingual picturebook written in French and English by Stephane Moysan (2017), entitled Yana’s Treasure: An Amazing Trip in New Caledonia. In particular, it reviews how this picturebook provides opportunities to bring to consciousness essential elements of Pacific French culture and identity both within and beyond the New Caledonian context.
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Freeman, Ashley Thomas. „Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales“. History of Education Review 48, Nr. 1 (03.06.2019): 15–30. http://dx.doi.org/10.1108/her-12-2017-0027.
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Purpose The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s. Design/methodology/approach The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources. Findings The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved. Originality/value This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.
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Launder, Brian. „Horace Lamb and the circumstances of his appointment at Owens College“. Notes and Records of the Royal Society 67, Nr. 2 (19.12.2012): 139–58. http://dx.doi.org/10.1098/rsnr.2012.0047.
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This paper examines a succession of incidents at a critical juncture in the life of Professor Horace Lamb FRS, a highly regarded classical fluid mechanicist, who, over a period of some 35 years at Manchester, made notable contributions in research, in education and in wise administration at both national and university levels. Drawing on archived documents from the universities of Manchester and Adelaide, the article presents the unusual sequence of events that led to his removing from Adelaide, South Australia, where he had served for nine years as the Elder Professor of Mathematics, to Manchester. In 1885 he was initially appointed to the vacant Chair of Pure Mathematics at Owens College and then, in 1888, as an outcome of his proposal for rearranging professorial responsibilities, to the Beyer Professorship of Pure and Applied Mathematics.
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Nillsen, R. „Can the love of learning be taught?“ Journal of University Teaching and Learning Practice 1, Nr. 1 (01.01.2004): 4–13. http://dx.doi.org/10.53761/1.1.1.2.
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This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text. About the author. Rodney Nillsen studied literature, mathematics and science at the University of Tasmania. He proceeded to postgraduate study at The Flinders University of South Australia, studying mathematics under Igor Kluvánek and, through him, coming into contact with the European intellectual tradition. He held academic positions at the Royal University of Malta and the University College of Swansea, Wales. Upon returning to Australia, he took up a lecturing position at the University of Wollongong, where he continues to teach and conduct research in pure mathematics. At the University he is a member of Academic Senate and is the Chair of the Human Research Ethics Committee. He received a Doctor of Science degree from the University of Tasmania in 2000. His interests include literature, classical music and the enjoyment of nature.
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Reid, Carol. „Will the 'Shire' ever be the same again? Schooling Responses to the Cronulla Beach Riot“. Cosmopolitan Civil Societies: An Interdisciplinary Journal 2, Nr. 1 (30.03.2010): 47–62. http://dx.doi.org/10.5130/ccs.v2i1.1411.
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In the aftermath of the Cronulla riots, schools were faced with the fallout of social conflict, including having to deal with widespread fear and confusion both in their local communities and among students. This was especially the case for schools in the Sutherland Shire and in the local government area (LGA) of Bankstown. Apart from the presence of many young people in the initial riot and the revenge raids, some schools, like churches, had been the target of attacks (Leys and Box, 2005: 1; Daily Telegraph, 2005: 5). Schools were also targeted as places to battle the consequences of cultural division: the then Prime Minister John Howard, in his Australia Day speech just over a month after the riots, complained that the teaching of Australian history in schools needed reform to properly foster the core values that would bind a nation together (Sydney Morning Herald, 2006). At all levels of government, a raft of programs designed to ease local tensions were introduced, many of which focused on young people or on schools (see Board of Studies New South Wales, 2007; Surf Life Saving NSW, 2006).
This article outlines the contexts for understanding the role of schools: both in terms of the spatial dynamics of the ‘Shire’ and in terms of the changing nature of educational policy. It then focuses on a National Values Education Project (NVEP) involving five schools in south and south-western Sydney as a direct response to the Cronulla riot. It suggests that these contexts produce both a degree of cultural heterogeneity in young people’s social lives and a degree of segregation amongst young people in schooling which delimits ‘what is possible’ in terms of schooling responses to the Cronulla riot.
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Raman, Sita Anantha. „Tim Allender.Ruling through Education: The Politics of Schooling in the Colonial Punjab.:Ruling through Education: The Politics of Schooling in the Colonial Punjab.(Asian Studies Association of Australia, South Asian Publications Series, number 14.)“. American Historical Review 113, Nr. 2 (April 2008): 479–80. http://dx.doi.org/10.1086/ahr.113.2.479.
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Stardust, Zahra, Johann Kolstee, Stefan Joksic, James Gray und Siobhan Hannan. „A community-led, harm-reduction approach to chemsex: case study from Australia’s largest gay city“. Sexual Health 15, Nr. 2 (2018): 179. http://dx.doi.org/10.1071/sh17145.
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Rates of drug use remain substantially higher among gay and bisexual men (GBM) and people living with HIV (PLHIV) in Sydney, New South Wales, Australia. The use of drugs to enhance sexual pleasure within cultures of Party and Play creates opportunities to discuss sexual health, mental health, consent and wellbeing. Community organisations with a history of HIV prevention, care, treatment are well-placed to respond. ACON’s (formerly the AIDS Council of New South Wales) multi-dimensional response to ‘chemsex’ includes: direct client services support for individuals seeking to manage or reduce their use; health promotion activities that support peer education; partnerships with research institutions to better understand cultures of chemsex; and policy submissions that call for drug use to be approached as a health, rather than a criminal, issue. The approach speaks the language of Party and Play subcultures; employs culturally relevant terminology and imagery; uses content designed, created and delivered by peers; and operates within a pleasure-positive, harm-reduction and community-led framework. These interventions have led to increased service uptake, strong community engagement, robust research partnerships and the recognition of GBM as a priority population in relevant strategies.
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MacLeod, Roy. „Of Men and Mining Education: The School of Mines at the University of Sydney“. Earth Sciences History 19, Nr. 2 (01.01.2000): 192–215. http://dx.doi.org/10.17704/eshi.19.2.r471574657lj2m7h.
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Colonial Australian science grew by a process of transplantation, adaptation, and innovation in response to local conditions. The discovery of gold in 1851, and the location of vast resources of other minerals, transformed the colonies, as it did the imperial economy. In this process, the role of mining engineering and mining education played a significant part. Its history, long neglected by historians, illuminates the ways in which the colonial universities sought to guide and direct this engine of change, conscious both of overseas precedent and local necessity. This paper considers the particular circumstances of New South Wales, and the role of the University of Sydney, in seizing the day—and producing a degree—that lasted nearly a century.
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Ford, Margot, James Bennett und Michael Kilmister. „Challenging Anzac myths in tertiary teaching: Engaging preservice teachers“. Journal of University Teaching and Learning Practice 16, Nr. 5 (01.12.2019): 54–68. http://dx.doi.org/10.53761/1.16.5.5.
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Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking a first-year course in Australian History as part of their teaching education degree programs at a large New South Wales university outside Sydney. Experiences of student disruptions, confrontations and occasional anger prompted tutors to question whether the topic of Anzac should be covered at all. An alternative was sought, where careful interrogation of teaching practices was undertaken. Three pedagogical approaches were examined; the traditional lecture format, using documentary film to glimpse at deeper historiographical problems within lectures and tutorials that allowed for more intense critical thinking and analysis of historical resources via focused questions. The efficacy of these pedagogical approaches was systematically assessed through surveying students in the Australian History course prior and post teaching about Anzac. This paper examines the background of teaching Anzac in the tertiary space, the use of specific pedagogical approaches and the results of the survey. Students’ main preference for teaching methods about Anzac was through documentaries in both surveys. However, the second most preferred method was the lecture format more generally and this preference increased in the post survey. There was also evidence of less resistance to the contested nature of Anzac mythologies.
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Baumgartner, Jennifer, Catriona Bradley, Bronwyn Clark, Colleen Janes, Elizabeth Johnstone, Michael Rouse und Arthur Whetstone. „Global Forum on Quality Assurance in CE/CPD: Assuring Quality across Boundaries“. Pharmacy 8, Nr. 3 (09.07.2020): 114. http://dx.doi.org/10.3390/pharmacy8030114.
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As a result of the globalization of access and provision of continuing education and continuing professional development (CE/CPD), the national CE/CPD accreditation organizations of Australia, Canada, Ireland, New Zealand, South Africa, United Kingdom and United States formed the Global Forum on Quality Assurance of Continuing Education and Continuing Professional Development (GFQACE) to investigate and develop means of recognizing CE/CPD across boundaries. Two priorities were identified at their first meeting in 2016: (1) the development of an accreditation framework and (2) the identification of models and approaches to mutual recognition. The GFQACE approved an accreditation framework and facilitated review approach to mutual recognition in 2018 and is currently working on implementation guides. As background to the work of the GFQACE, this article provides a brief history of continuing education (CE) and continuing professional development (CPD) and discusses the value and benefits of CE/CPD to professional development of pharmacy professionals, innovation of pharmacy practice and the provision of quality patient care. Due to the essential role of CE/CPD accreditation in enabling recognition across boundaries, the nature and role of accreditation in defining, assuring and driving quality CE/CPD is described. Four conclusions regarding the broad sharing of perceptions of quality CE/CPD, the potential for expansion of the GFQACE and the benefits to pharmacy professionals, providers and pharmacy practice are discussed.
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Grootenboer, Peter, und Ian Hardy. „Contextualizing, orchestrating and learning for leading“. Educational Management Administration & Leadership 45, Nr. 3 (09.07.2016): 402–18. http://dx.doi.org/10.1177/1741143215595418.
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The importance of leadership for improving educational outcomes in schools has been widely promoted. However, the nature of leadership practices, in context, has received less attention in the educational leadership literature. In this article, we present a case study of the specific leadership practices that developed in one school site serving the learning needs of students in a complex, diverse, low socio-economic community in south-east Queensland, Australia. Rather than focusing on the person/role of ‘the leader’, or various leadership qualities/traits, we examine the nature and particularity of the leadership practices as praxis, across a variety of roles and dispositions, as developed within the school. To help make sense of the praxis and particularity of educational leadership practices, we draw upon recent neo-Aristotelian practice theory to reveal the specific actions (‘doings’), dialogue (‘sayings’) and relationships (‘relatings’), which constituted leadership-in-practice, as praxis. These ‘doing’, ‘sayings’ and ‘relatings’ for praxis were evident in: formal leadership practices responsive to the context and history of the particular school site; formal and informal leadership practices involved in establishing a ‘leadership group’ within the school to address students’ needs, and; and informal leadership practices focused on cultivating teacher learning for student learning. Such an approach does not simply reinforce sedimented notions of what constitutes ‘educational leadership’, but sheds new light upon the nature of ‘leading practices for praxis’.
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Young, Carmel. „Concerns and Issues Relating to the Education of Talented Girls (A New South Wales perspective)“. Gifted Education International 5, Nr. 3 (September 1988): 186–91. http://dx.doi.org/10.1177/026142948800500311.
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This paper is not concerned with a description and analysis of programs for talented girls, rather the intention is to focus on a series of issues which affect the educational opportunities of all females and have implications for the success of talented girls. Few women in Australian society realise their intellectual and creative potential. The factors which prohibit this actualisation are common to the talented and ‘mainstreamer’. Until these problems of educational disadvantage are broached and appropriate strategies devised to ameliorate the malaise of female under-achievement in general, then the specific difficulties encountered by the talented female will remain unaddressed. Formal recognition at a National and State level of the special needs of girls is relatively recent. However, concern for the talented has a longer history, commencing in N.S.W. in the 1930's with the establishment of opportunity classes at a primary level, the setting up of selective single-sex high schools (1930–42) and ability streaming of students in comprehensive schools. Few of these early strategies to develop the potential and ensure the post-schooling success of girls were successful. Other factors were at work; gender stereotyping of roles, a sex differentiated curriculum and limitations placed on access to various career paths. Although initiatives are in place to counter these restrictions, many of these factors still inhibit girls from realising their talents and potential. These are the issues investigated in this paper with emphasis on the N.S.W. experience.
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Dingle, Lesley. „Conversations with Professor Bill Cornish: Legal History in Context, and Defining Elusive Concepts as Intellectual Property“. Legal Information Management 22, Nr. 1 (März 2022): 26–37. http://dx.doi.org/10.1017/s1472669622000056.
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AbstractProfessor Bill Cornish was a legal scholar of vision, who was well ahead of his time in two widely disparate areas, and in both he became a recognised leader and authority: legal history and intellectual property law. In the former he applied what was then the novel approach of stressing the contemporary social conditions to which the extant law had to apply - something that modern commentators could well ponder, but which he was honest enough to acknowledge was also criticised by some of his peers at the time. As for intellectual property law, his place as the ‘father of intellectual property teaching and scholarship in the UK’ was acclaimed by his admission as a Fellow of the British Academy in 1984, and his place as the inaugural occupant of the Herchel Smith Professor of Intellectual Property Law, at Cambridge (1995–2004). Both these activities had their origins in Bill's long stay (1970–1990) as professor of law at the London School of Economics, where he was influenced by their emphasis on societal tertiary education, and his friendship with the renowned Anglo-German scholar Otto Kahn-Freund, respectively. In reality, though, Bill's upbringing in the unique milieu of immediate post-War South Australia, which he describes as a backwater of tranquility, and his urge to see Europe were the roots of his expansive vision of the law. Lesley Dingle interviewed Bill for the Eminent Scholars Archive (ESA) in 2015, nine years after his retirement, and these observations of this remarkable scholar are based on those conversations, and her readings of his works.
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Andrews, Jason David, und James Connor. „UNSW and the establishment of the Faculty of Military Studies at the Royal Military College, Duntroon: 1965-1968“. History of Education Review 44, Nr. 2 (05.10.2015): 153–69. http://dx.doi.org/10.1108/her-04-2013-0016.
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Purpose – The purpose of this paper is to examine the role of the University of New South Wales (UNSW) in the establishment of the Faculty of Military Studies (FMS) at the Royal Military College (RMC) at Duntroon between 1965 and 1968. And, in so doing, detail the academic culture and structure of the FMS at its inception in 1968. Design/methodology/approach – Given the small body of literature on the subject, the chronology of events was developed primarily through archival research and interview transcripts, supplemented by correspondence and formal interviews with former academic staff of the FMS (UNSW HREAP A-12-44). Findings – This paper reveals the motivations for, issues encountered, and means by which UNSW’s administration under Sir Philip Baxter were willing and able to work with the Army to establish the FMS. In so doing, it reveals the FMS as a “compromise institution” in which the role of UNSW and the academic staff was to deliver a professional education subordinate to the imperatives of the RMC’s socialization and military training regime. Research limitations/implications – Primary materials were restricted to archived documentation comprised of correspondence and meeting minutes as well as a limited group of witnesses – both willing and able – to provide insight into UNSW and RMC in the mid-1960s. Originality/value – This paper presents an original account of the establishment of the FMS and the role of Sir Philip Baxter and the UNSW administration in pioneering the institutional forbearer of the Australian Defence Force Academy.
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Church, Rick. „Case Notes Accreditation: Substitute Care Programmes for Children. A Step Forward“. Children Australia 12, Nr. 4 (1987): 17–18. http://dx.doi.org/10.1017/s0312897000001636.
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A history of children's welfare services in Australia demonstrates the significant and on-going role of the non-government sector. This is particularly true within New South Wales. Many programmes, frequently under the auspice of mainstream religious institutions, were established early in response to critical social needs. These programmes routinely developed in isolation from each other, often with primary ties only to the auspice body and the local community. Some things are slow to change.Today the non-government sector is an amorphous collective of agencies with highly variable philosophical under pinnings, welfare ideologies, resources and competency levels.We have learned a great deal about the needs of children, the process of change, and competency in service delivery (within a specific statutory umbrella). Our new knowledge is yet to be consistently reflected in practice.
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Green, Melissa J., Stacy Tzoumakis, Kristin R. Laurens, Kimberlie Dean, Maina Kariuki, Felicity Harris, Nicole O’Reilly, Marilyn Chilvers, Sally A. Brinkman und Vaughan J. Carr. „Latent profiles of early developmental vulnerabilities in a New South Wales child population at age 5 years“. Australian & New Zealand Journal of Psychiatry 52, Nr. 6 (06.11.2017): 530–41. http://dx.doi.org/10.1177/0004867417740208.
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Objective: Detecting the early emergence of childhood risk for adult mental disorders may lead to interventions for reducing subsequent burden of these disorders. We set out to determine classes of children who may be at risk for later mental disorder on the basis of early patterns of development in a population cohort, and associated exposures gleaned from linked administrative records obtained within the New South Wales Child Development Study. Methods: Intergenerational records from government departments of health, education, justice and child protection were linked with the Australian Early Development Census for a state population cohort of 67,353 children approximately 5 years of age. We used binary data from 16 subdomains of the Australian Early Development Census to determine classes of children with shared patterns of Australian Early Development Census–defined vulnerability using latent class analysis. Covariates, which included demographic features (sex, socioeconomic status) and exposure to child maltreatment, parental mental illness, parental criminal offending and perinatal adversities (i.e. birth complications, smoking during pregnancy, low birth weight), were examined hierarchically within latent class analysis models. Results: Four classes were identified, reflecting putative risk states for mental disorders: (1) disrespectful and aggressive/hyperactive behaviour, labelled ‘misconduct risk’ ( N = 4368; 6.5%); (2) ‘pervasive risk’ ( N = 2668; 4.0%); (3) ‘mild generalised risk’ ( N = 7822; 11.6%); and (4) ‘no risk’ ( N = 52,495; 77.9%). The odds of membership in putative risk groups (relative to the no risk group) were greater among children from backgrounds of child maltreatment, parental history of mental illness, parental history of criminal offending, socioeconomic disadvantage and perinatal adversities, with distinguishable patterns of association for some covariates. Conclusion: Patterns of early childhood developmental vulnerabilities may provide useful indicators for particular mental disorder outcomes in later life, although their predictive utility in this respect remains to be established in longitudinal follow-up of the cohort.
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Martynenko, Olena, und Kateryna Shevelko. „Prospective interpreters and translators' training: theoretical and practical disciplines online“. Scientific and methodological journal "Foreign Languages", Nr. 1 (30.05.2022): 23–28. http://dx.doi.org/10.32589/1817-8510.2022.1.257875.
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The system of higher education in Ukraine has been changing offering new distance learning solutions to all the participants of the educational process, lecturers and students. In higher educational establishments worldwide (Australia, Asia, North and South America, Europe), professors have been using different online platforms to teach students theoretical and practical disciplines according to the syllabus. Special attention is paid to the prospective translators and interpreters' preparation as their high quality education requires powerful theoretical and practical input. Online platforms Google Classroom and MyEnglishLab can be adjusted to the interpreters and translators' needs providing a wide range of functional learning tools for the professional preparation of pre-service specialists. According to the criteria of selection of educational online platforms for prospective interpreters and translators' preparation are the following: easy access to the online platform and user-friendly navigation, a possibility to create content, a possibility of bilateral communication, a possibility of computer-aided assessment and observance of academic integrity rules, both online platforms are suitable for theoretical input and practical skills that the students should acquire during their university studies. However, as for prospective translators and interpreters, it is recommended to use Google Classroom for teaching theoretical disciplines such as "Comparative Linguistics", "The History of the English Language", "Introduction to Translation Studies". While MyEnglishLab platform is suitable for covering practical courses developed by Pearson company. Meanwhile English practice for pre-service interpreters and translators' preparation is possible at the abovementioned platform as well.
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De Souza Nery, Caio Augusto, und Alexandre Leme Godoy-Santos. „On the way to maturity...“ Journal of the Foot & Ankle 16, Nr. 3 (20.12.2022): 189. http://dx.doi.org/10.30795/jfootankle.2022.v16.1679.
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As we close another year of existence with the publication of this third issue of volume 16, we take the opportunity to share with everyone the joy of having complied with the requirements of the indexing platforms, reaching the milestones outlined for the first three years of the JFA. Thanks to the joint effort of authors, reviewers, editors, and management team, who prepare, organize, and produce the journal, we achieved the appropriate temporal, quantitative, and qualitative flows whose results are expressed by the publication of 180 articles in three years. We must celebrate the participation of countries worldwide, which surprised us with their interest in our vehicle of scientific dissemination. The chart and table below demonstrate that important countries such as the USA, Spain, Portugal, South Africa, and Australia have already become familiar with our system and honored us with their submissions. But we still have a lot to do!!! In addition to encouraging Latin American countries to collaborate more effectively by sending their studies, we would like to have young professionals on our side. It would be extremely useful for everyone if the training services for Foot and Ankle specialists throughout Latin America considered performing scientific studies and publishing them in the JFA as one of the technical training requirements. The research growth and published studies in our continent would soon be rewarded by the improvement in care and outcomes for our patients, the greatest objective of all. The renewal and expansion of the Board of Reviewers started this year will continue, and soon, we hope to reduce even more the evaluation and decision time of each submission, in addition to improving, every day, the standard of revisions. In this moment of reflection in which we see the end of another difficult year where we feel all the serious consequences of the pandemic that has hit humanity, we can celebrate a small victory achieved by every one of us who participated in constructing our journal to whom we are most grateful. Happy Holidays to all!
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Eacott, Scott, und Amanda Freeborn. „Regional and rural school consolidation: a scoping study of research literature“. International Journal of Educational Management 34, Nr. 3 (22.11.2019): 477–91. http://dx.doi.org/10.1108/ijem-08-2019-0318.
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Purpose School consolidation reforms are underway in regional New South Wales (NSW), Australia. The purpose of this paper is to establish an evidence base of research literature on school consolidation in regional, rural and remote locations. Design/methodology/approach A scoping study of empirical literature on school consolidation, with a particular focus on regional, rural and remote education, since the year 2000 was undertaken. A corpus of 35 papers were identified and subjected to analysis based on: year of publication, country of origin, unit of analysis, data sources, timeframe and theoretical model. Findings There remains a limited evidence base for the success of school consolidation reforms for turning around student outcomes. In addition, a number of social implications are experienced by communities losing their local school. These issues are amplified in regional, rural and remote locations. Practical implications School consolidation reforms are used by governments/systems wanting to reduce costs and address issues of student disengagement and under-achievement. Despite a lengthy history internationally, there is at best mixed evidence regarding these reforms. With a consider disparity gap between urban and regional, rural and remote school outcomes, robust evidence on the success of reforms has major policy implications for government, systems, educators and communities. Originality/value With reforms already underway in NSW (and elsewhere), the need for a rigorous and robust evidence base, such as this scoping study, is timely and significant.