Dissertations / Theses on the topic 'Australian Education Council History'
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1
Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Blythe, Graeme Max. "A history of the Central Council for Health Education, 1927-1968." Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:b6e412ea-c4de-4029-bf3f-5ec41cc9dc17.
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This dissertation examines the organisational background to the modern British health education movement, largely by reference to the origins and forty years' history of the Central Council for Health Education (1927-1968), the first body attempting to impart leadership and national coherence to a diffuse and eclectic field of educational practice and health promotion which has found secure administrative foundations difficult to establish. The study begins with a review of nineteenth and early twentieth century influences contributing to the character and status of the movement in its pioneering years. The predominantly propagandist roots and voluntary sector affinities with which it emerged from half and century's precursory endeavours profoundly affected health education's opportunities to advance with other aspects of health care and education in the inter-war years. By then, health education had become a diffuse and unco-ordinated field of minor, local authority initiatives and separatist campaigning by specialist, national health charities, remaining largely outside the remit of health and education professions and neglected officially. How the challenge of countering developmental difficulties fell to a minor professional body rather than an officially promoted one, is a question critical to any interpretation of later developments, and the subject of further enquiry. Subsequent investigation focuses on the evolution of the central agency which resulted, the Central Council for Health Education, particularly its thirty years' quest for official recognition and stature, and the strategies and services devised in this cause. It is a story of persistent and widespread enterprise, significant in many of its ideas but constrained in their effective development by enduring failure to attract Government support and to progress beyond the limited subscription income and essentially propagandist aspirations of local public health services. Adjudged ineffective by the 'Cohen Enquiry' of 1960-64, Government intervation proved forty years late in seeking to redress the problems of inadequate central provision, when in 1968 an officially funded Health Education Council replaced its neglected predecessor. The investigation reveals the classical dilemma of a multi-disciplinary field failing to transcend the divisive character of its own interests, in search for developmental coherence, and failing, consequently, to command effective professional and political support.
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Clark, Anna. "Teaching the nation : politics and pedagogy in Australian history /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000860.
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Nygren, Thomas. "UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002." Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43766.
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In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.History Beyond Borders; Historia utan gräns
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Fitch, K. "Professionalising public relations: A history of Australian public relations education, 1985 - 1999." Thesis, Fitch, K. (2014) Professionalising public relations: A history of Australian public relations education, 1985 - 1999. PhD thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/23467/.
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This thesis is concerned with public relations education in Australia. It focuses on 1985–1999, as in these years there was significant growth in education and the Public Relations Institute of Australia (PRIA) sought greater regulation and jurisdiction over public relations activity. Existing historical scholarship focuses on the evolution of the Australian public relations industry towards professional status, and tertiary education is perceived to confirm the field’s professional standing. In contrast, I consider the development of public relations education in a broader social context and the involvement of the PRIA in tertiary education.
This thesis aims to investigate the role of public relations education in the professionalisation of public relations in Australia. It uses a qualitative approach, combining archival research, focusing on the previously unstudied archives of the PRIA’s National Education Committee, and interviews with practitioners and educators. This thesis provides an analysis of how, and why, the PRIA sought to regulate public relations education. The use of historical sociology allows the findings to be interpreted in relation to broader societal structures and institutional processes, such as the expansion of the Australian higher education sector, the PRIA’s preoccupation with professional status, and the increase in female practitioners.
In developing a critical account of Australian public relations education, this thesis argues that higher education was pivotal to the PRIA’s professional project. The findings confirm the constitution of public relations knowledge and its institutionalisation in the Australian academy were dynamic and contested, and that the PRIA’s professional drive informed its attempts to regulate the transmission of that knowledge. A significant finding is the ambivalent attitudes towards gender and education, given the increasing number of female graduates. These findings contribute a unique Australian perspective to the global public relations scholarship on history and professionalisation and allow a reconceptualisation of the development of public relations in Australia.
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au, Iain Browning@det wa edu, and Iain W. P. Browning. "Western Australian Education Policy and Neo-classic Economic Influences." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.112230.
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This thesis is primarily an historical examination of how neo-classic economics influenced WA education policy formation from the mid 1980s until the release of the Curriculum Framework (1998). It first aims to examine and explain the context and origins of neo-classic economic influences globally, and then explores the process and impact of its introduction to WA policy-making in general, and to education policy in particular.
Within the thesis some fundamental propositions put forward by other theorists are built upon. The most significant is the view that between 1983 and 1998, there has been a distinct and well documented shift in the primary ideological forces driving education policy throughout the western world. This is attributable to a strengthened link between education and national economic goals which has resulted in an economic imperative and the use of an economic discourse to describe educational aims. From these understandings this thesis explores whether neo-classic economics has played a significant influence in shaping education policy in WA, as it has done in many parts of the world.
The methodological approach principally involves the textual analysis of major policy documents preceding and including the Curriculum Framework (1998). The focus is on primary and secondary sources, essentially to discover, analyze, and demonstrate how neo-classic economics had influenced education policy in WA by 1998.
Taking a pragmatic approach, this professional doctorate makes a specific contribution to research through synthesizing the impact of neo-classic economics on WA schools policy via a range of principally secondary sources. In particular, it explores how neo-classic economics influenced WA education policy by seeking to answer four fundamental research questions:
1. Was the influence of neo-classic economics evident internationally, and if so did it impact on education policy?
2. How did neo-classic economics influence Australian Commonwealth Government schools policy?
3. Were there clear neo-classic economic influences evident within other Australian states, and, if so, did they influence schools policy?
4. In whose interests were neo-classic economic education policies?
Neo-classic economic approaches were espoused widely as a solution to the apparent failure of in economics from the early 1970s onwards. Beare (1995) argued that in many countries policy perspectives for education and other welfare services changed in a number of 'profound' ways, the most significant was the use of an economic rationale to justify almost every significant policy initiative.
Within the Anglo-democracies, specifically the US and UK, the pursuit of neo-classic economic policies involved the adoption of initiatives allowing the 'market' to dictate what should or should not occur within the economy. As a part of the neo-classic economic drive, governments endeavoured to improve efficiency within the public services. Consequently, education policy became driven by an economic imperative often to the detriment of educational aims.
This study demonstrates that neo-classic economic policy came to dominate government decision making in Australia following the election of the Hawke Labor Government in 1983 (Dudley and Vidovich 1995).This was similar to neo-classic economic patterns in the US and UK. By 1985 neo-classic economic trends at the Commonwealth level were clearly evident and become overt and robust with the passage of time. Under Minister Dawkins Commonwealth education policy was fumy linked to national economic goals.
An examination of the Victorian context demonstrates neo-classic economic trends within the other Australian states' education policies. Under the Kennett Liberal Government the shift to neo-classic economic education policy resulted in reductions in educational spending, staffing cuts and school closures. The prime motivation for the reforms was the reduction of costs and the aligning of education through a focus on vocational subjects and employment related skills.
Concomitant with the rise of neo-classic economics was a commensurate growth in the attention of Australian business and industry to education policy. Business and industry groups increasingly promoted the notion of human capital theory by linking education and economic growth. This can be partly attributed to employers' growing interest in having schools produce individuals suitably prepared for positions in the workplace, a phenomenon which has been reflected in WA secondary schools through a shift to a vocationalised curriculum (Browning 1977). In effect business was able to defray expending capital on training workers through hiring school leavers tailored for workplace positions. From at least the early 1980s there was accelerating evidence of a more active and open involvement of business in the major education inquiries which also contributed to policy formation dominated by neo-classic economics.
The exploration of the global and national context of neo-classic economics confirms that neo-classis economic influences within WA Qd not occur in isolation. From at least 1987 it is evident that neo-classic economics influenced WA education policy. The consequence was a curriculum shaped predominantly by economic interests as opposed to educational concerns.
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Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.
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Tangelder, Mary L. R. "Imagining the nation, a textual analysis of Canadian and Australian history education materials." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58783.pdf.
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Bullock, Erika C. "An Archaeological/Genealogical Historical Analysis of the National Council of Teachers of Mathematics Standards Documents." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/msit_diss/110.
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Since the mid-20th century in the United States, there have been several reform movements within mathematics education; each movement has been subject to its own unique socio-cultural and -political forces. The National Council of Teachers of Mathematics’ (NCTM) Standards documents—Curriculum and Evaluation Standards for School Mathematics (1989), Professional Standards for Teaching Mathematics (1991), Assessment Standards for School Mathematics (1995), and Principles and Standards for School Mathematics (2000)—not only represent the most recent of these reform movements but also the most enduring. Collectively, these documents have formed a discourse (cf. Foucault, 1969/1972)—Standards-based mathematics education—that has guided mathematics education through the 1990s and beyond. This study uses Foucaultian archaeological and genealogical methods (cf. Foucault, 1969/1972, 1975/1995) to explore Standards-based mathematics education as a “discursive formation” (Foucault, 1969/1972) and the complex power relations (cf. Foucault, 1976/1990) that made it possible for the formation to become The discourse of school mathematics, making others impossible. Data for the exploration includes the Standards documents, earlier histories of the NCTM Standards moment, scholarly and policy literature surrounding the NCTM documents, and oral history interviews with several of the writers of the NCTM documents. The study presents a historical narrative of mathematics education in the 20th century that both contextualizes Standards-based mathematics education and problematizes NCTM’s efforts; a key focus is the strategy that NCTM deployed to maintain the viability of Standards-based mathematics education as a discourse. Foucault’s (1984) “author function” is used to address the ways that the writers, externalities, and NCTM as an organization “authored” the Standards documents. The study concludes arguing that perpetuating the discursive formation of Standards-based mathematics education is neither good nor bad but only dangerous; therefore, it requires mathematics educators to maintain a sense of pessimistic activism related to present and future reform efforts (cf. Foucault, 1983/1997).
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Wells, Lois Elizabeth. "History of the Virginia State Advisory Council on Vocational Education, 1969-1981, and perceptions of its impact." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77784.
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The purpose of this study was to document the history of the Virginia State Advisory Council on Vocational Education and to collect perceptions on the impact the Council had had with regard to its mandated functions and related activities. Suggestions were also solicited from selected individuals involved with the Advisory Council for ways to improve the impact of the Council, as well as opinions as to the greatest impact of the Council. In order to accomplish these goals, the history of the Virginia Council was researched and compiled, using the method of triangulation when possible. The history was written in the method of combined topical and chronological arrangements. Sources for the history of the Council included minutes of the Council's meetings, the Annual Evaluation Reports prepared and disseminated by the Council, and correspondence exchanged with and by the Council. Additional information was received from individuals who were interviewed.
Perceptions were solicited from selected individuals regarding the impact of the Advisory Council. To accomplish this portion of the study, questionnaires and interviews were employed. Questionnaires were designed in the open ended format to allow freedom in responses and also to enable the investigator to use the same questions in the interviews.
Based on the findings of this study, thirteen conclusions would seem to be supported. Five of the conclusions are listed below:
1. The Virginia State Advisory Council on Vocational Education was, for the period of this study, an active Council whose visibility in and respect from the vocational education community increased during this time.
2. The Council provided recommendations to the State Board of [Vocational] Education which were necessary and relevant for improving the vocational education program in the State. Most of the recommendations received favorable action by the State Board of [Vocational] Education.
3. The Advisory Council fulfilled, through various activities, the seven functions mandated by federal legislation.
4. The Advisory Council has been very effective in fostering coordination, cooperation, and relationships with other agencies and constituencies. 5. Increased representation on the Council from business and industry is needed.Ed. D.
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Tuberty, Jared T. "The Council of Student Personnel Associations in Higher Education: A Historical Analysis of Inter-Association Collaboration in Student Affairs." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1539097186242367.
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Nygren, Thomas. "History in the Service of Mankind : International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43817.
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In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers’ perceptions of and students’ work in history, from 1927 to 2002. Inspired by John I Goodlad’s notions of curricula and implementation, the formulation of history is studied. The ideological curricula are analyzed via the international guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors’ reports. The perceived curricula are studied in teachers’ debates and interviews with experienced teachers. The experiential curricula are examined through looking at students’ choices of topics in final exams, 1,680 titles of students’ individual projects in history and an in-depth analysis of 145 individual projects written between 1969 and 2002. The study shows that the means and goals of history education have been formulated in both different and similar ways within and between curricular levels. On all the curricular levels studied the history subject has become more internationally oriented. After World War II national history landed in the background and the world history, favored by UNESCO, became dominant in Sweden from the 1950s onwards. Despite the fact that the Council of Europe’s Euro-centrism became more prominent in the 1994 syllabus in history, students still preferred world history over European history. International and national guidelines also stressed the value of paying heed to marginalized groups, local cultural heritage and contemporary history. These orientations were also represented in the teachers’ views of history teaching and in the students’ work in history. The results of the study suggest that the implementation of the international guidelines were more than a top-down process. During the entire period studied, guidelines have been formulated and transacted, but also reinterpreted and in some cases, ignored. Teachers and students seem to have been co-creators in the transformation of history education. History as a subject, according to the study, encompassed an ever expanding geographical area and more and more perspectives. Not least on the student level, the subject was formulated and dealt with in manifold ways, often oriented towards contemporary world history. Students’ history had great similarities with the international notion of history education in the service of mankind. Students expressed a rejection of war, an understanding of minorities and a wish to safeguard the local cultural heritage. Even if there were exceptions, students’ history appears to have been influenced by international understanding during a century filled with conflicts.History Beyond Borders: The International History Textbook Revision, 1919–2009
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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
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Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.
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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.
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au, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
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This thesis is a history of schooling for Indigenous children in Western Australia between
the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis
represents the view that, for most of this period, and regardless of policy, education for
Indigenous children was directed towards changing their beliefs and behaviours from
being distinctly Aboriginal to recognizably European. Four major policies for Aborigines
provide the framework for the thesis, these being amalgamation (1840-1852),
protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ).
The amalgamation of the Indigenous popuIation with the small colonial society in
Western Australia was a short-lived policy adopted by the British Colonial Office.
Protection, a policy formalised by Western Australian legislation in 1886, 1905 and
1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy
the Indigenous population was regarded as two distinct groups - a diminishing traditional
population to be segregated and protected and an increasing part-Aboriginal population
that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of
assimilation, coordinated by the Commonwealth government, which anticipated that all
people of Aboriginal descent would eventually be assimilated into the mainstream
Australian society. This policy was replaced in 1973 by one of Aboriginal community
self-determination, an initiative of the Commonwealth government and adopted
throughout Australia.
The attempts at directed cultural change were evident in the 'Native' schools that opened
in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation
of children from their families and a Christian education would achieve the transition
from a 'savage to civilized' state. For another century the education of Indigenous
children on missions and in government settlements was founded upon similar
assumptions. The thesis acknowledges that the principal change agents, such as the Chief
Protectors of Aborigines, mission administrators and the teachers in direct contact with
the children, seriously underestimated both the enduring nature of Indigenous culture and
the prejudice in Australian society.
Between 1912 and 1941 a few government schools in the southern districts of Western
Australia refused to admit Aboriginal children. The exclusion of these children is
examined against a background of impoverished living conditions, restrictive legislation
and mounting public pressure on the State and Commonwealth governments for a change
in policy. The change did not begin to occur until 1951 when the Commonwealth and
States agreed to a policy of assimilation. In Western Australia this policy extended
education to all Aboriginal children. The thesis explores the provision of government
teachers to Aboriginal schools in remote areas of Western Australia between 1951 and
1978. The final chapter examines Indigenous perceptions of independent community
schools within the fust five years of the policy of self-determination and contrasts the
objectives and management of two schools, Strelley in the Pilbara and Oombulguni in
the Kimberley.
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Atherton, Hugh. "The potential for political literacy in the Australian curriculum." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/204157/1/Hugh_Atherton_Thesis.pdf.
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This qualitative study investigates the potential for the development of political literacy through the Australian Curriculum subjects of History and Civics and Citizenship. It argues that political literacy is important in the context of the significant challenges facing liberal democracies. Taking a policy trajectory approach, the study analyses the views of curriculum formulators along with its state adaptors and teacher interpreters. Findings indicate acceptance of the importance of political literacy but limited potential for its development. Notably, data indicate the limited implementation of Civics and Citizenship and a disjunction between scholars and teachers over what constitutes political literacy education.
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Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.
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Cirino, Gina. "American Misconceptions about Australian Aboriginal Art." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435275397.
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Rocha, Biff. ""De Concilio's Catechism," Catechists, and the History of the Baltimore Catechism." IMRI - Marian Library / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386154475.
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Frawley, J. W. "Country all round : the significance of a community's history for work and workplace education /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030416.131433/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2001."A thesis submitted in the School of Applied Social and Health Sciences at the University of Western Sydney (Nepean) for the degree of Doctor of Philosophy, February 2001" Bibliography : leaves 327-343.
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Hazelwood, Jennifer University of Ballarat. "A public want and a public duty [manuscript] : the role of the Mechanics' Institute in the cultural, social and educational development of Ballarat from 1851 to 1880." University of Ballarat, 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12800.
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Mechanics’ Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics’ Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics’ Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics’ Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about ‘radical fragments’ and ‘egalitarianism’. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics’ Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute’s School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics’ Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.Doctor of Philosophy
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Hazelwood, Jennifer. "A public want and a public duty [manuscript] : the role of the Mechanics' Institute in the cultural, social and educational development of Ballarat from 1851 to 1880." University of Ballarat, 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14635.
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Mechanics’ Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics’ Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics’ Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics’ Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about ‘radical fragments’ and ‘egalitarianism’. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics’ Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute’s School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics’ Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.Doctor of Philosophy
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Yazdani, Anuschirawan. "The professional and personal impact of the Australian and New Zealand comprehensive gynaecological surgery training program on specialists in training and third-party stakeholders." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235134/1/Anuschirawan_Yazdani_Thesis.pdf.
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This research explores why specialists undertake further training in advanced gynaecological surgery, how and why such training pathways develop and how they are regulated.
This research advocated for the acceptance of alternative training pathways and shaped postgraduate medical education and workforce planning.
Through a mixed-methods approach, this thesis constructs a historical timeline as the foundation for a critical analysis of the professionalization of operative gynaecology and establishes the main reasons for advanced training as the development of surgical competency, recognition, certification, and involvement in academic activities, emphasizing the training unit, surgical case load, a structured curriculum and peer group.
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Wright, Travis. "The Chicago Area Friends of SNCC, the Coordinating Council of Community Organizations, and the Chicago Struggle for Freedom During the 1960's." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555429355618047.
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Sears, Jason History Australian Defence Force Academy UNSW. "'Something peculiar to themselves'? : a social history of the Executive Branch officers of the Royal Australian Navy, 1913-1950." Awarded by:University of New South Wales - Australian Defence Force Academy. School of History, 1997. http://handle.unsw.edu.au/1959.4/38736.
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In 1985 Richard Preston identified three Royal Navy (RN) traditions (recruitment of officers at an early age, selection of officers from an elite social group, and insistence on sea service) which had shaped the Royal Canadian Navy (RCN). These traditions, he argued, ensured a high level of professionalism amongst officers in the infant RCN, as well as complete interoperability between the two navies, but failed to recognise the distinct needs of Canadian society. Consequently, from the Second World War onwards the RCN chose to move away from the British model and to ???Canadianise??? its officer corps. The Royal Australian Navy (RAN) also adopted these traditions, and they are examined here in the context of the social backgrounds, development and character of the permanent executive branch officers of the RAN between 1913 and 1950. This thesis argues that while the British model ensured a high level of professionalism within the RAN officer corps, in many other areas the system proved to be of doubtful utility for Australia. Although the Australian government tried to ensure that its naval officers maintained an Australian character and identity, the selection, training and operational policies of the RAN meant that its officers were, to all intents and purposes, virtually indistinguishable from their RN colleagues. While RAN officers were highly disciplined and professional men with excellent seamanship skills, unfortunately a wide social gulf developed between the Navy???s officers and its sailors. Further, the essentially scientific and practical education and indoctrination that naval officers received in their early years, combined with their narrow professional development, meant that they were, at best, only average higher level administrators and often performed poorly in dealings with their Australian political masters. The system produced a conservative type of officer, suspicious of political activity and intellectual effort, bound to the tradition of ???the Silent Service???, who felt that his country did not understand his work or sacrifices but who had not the capacity to change such community perceptions. Lacking highly educated and politically aware senior officers, the RAN found it difficult to cope with social changes after the Second World War. Consequently, the ???Australianisation??? of the naval officer corps was a slow and painful process and the profession of naval officer in Australia was to be even more marginal than numbers alone dictated.
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Barwick, Woody J. "The antecedents to the school financial crisis in Kentucky." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54485.
Full textAbstract:
ln a class action suit brought to obtain a judgment declaring that the Kentucky system of financing public elementary and secondary education violated the Kentucky Constitution Judge Ray Corns ruled the system unconstitutional on May 31, 1988. He held that the system violated not only the state constitution but also the due process and equal protection clauses of the 14th Amendment of the United States Constitution.
The purpose of this study was twofold. First, the study traced the historical and legal development of the financial support system for public elementary and secondary education from 1830 to the present date. Second, the study analyzed the facts surrounding the ruling declaring the system unconstitutional.
The study was a historical review of the legislative documents, historical records, and legislative acts which set the stage for the unconstitutional judgment. Judge Ray Corns, the Circuit Court judge rendering the decision, and other key actors in The Council for Better Education v. Wilkinson were interviewed to analyze facts and events related to the ruling that the system was unconstitutional.Ed. D.
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Carmody, Margaret Mary. "A history of the Australian Breastfeeding Association, and a consideration of its contribution to health literacy over its first 37 years as an adult education provider." Phd thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/0f720d926f8b5aff78d9f2ae496d15dffb45f281d33461ecb56413eaa82ec4fd/6345904/Carmody_2020_A_History_Of_The_Australian_Breastfeeding_Association.pdf.
Full textAbstract:
The Nursing Mothers’ Association, founded in 1964, changed its name to the Nursing Mothers’ Association of Australia in 1969 and it has been known as the Australian Breastfeeding Association since 2001. The Association introduced a highly effective program for educating mothers about breastfeeding. Its progressive adult education aimed to assist the mother to function in society, to learn by experience, reflect on that experience and thus attain a high level of critical health literacy in relation to infant nutrition. This thesis investigates how this program operated in the wider context of modern adult education principles. Using a qualitative approach to archival and oral history sources, this thesis identifies the education model devised by the Association and establishes its effectiveness in terms of health literacy in the mother-to-mother education about breastfeeding, in the training of Association counsellors and in the education of the community. It argues that the key to the success of the Association was that the Foundation Members, led by Mary Paton, devised a new model of educating mothers about infant nutrition and particularly breastfeeding: specifically, they simultaneously established a community of learners and a community of practice. The core principles of the Association’s maternal educational model were first, mother-to-mother education; second, valuing the experience of the learner; and third, encouraging a critical view of mothering and breastfeeding. The thesis establishes that the Foundation Members were particularly influenced by Winnicott’s concept of the “good enough” mother, and the identification of the state of late pregnancy and the post-partum period as a time of “primary maternal preoccupation”, when mothers most needed the support of other mothers. They questioned the prevailing views about the “scientific mother” and they were vehemently opposed to the minimalist mothering implicit in the modernist approach to infant nutrition. The Association gave voice to mothers’ intuitive knowledge of a baby’s well-being and provided them with information that was not only correct, but understandable. It used the authentic voice of the Australian mother in its fully researched publications allowing the mother to choose for herself approaches that suited her own circumstances. Regarding knowledge as fluid and ever changing, its publications were constantly under revision. There were the training of the volunteer counsellors to facilitate the maternal education, the dedifferentiation and simplification of the program, a new understanding of how groups can support their members and the development of a new discourse of infant nutrition which have empowered mothers not only to successfully breastfeed, but also to change society’s attitudes to breastfeeding. This education model has successfully fostered mothers’ interactive and critical health literacy in infant nutrition, specifically in the area of breastfeeding, contributing to increased breastfeeding rates, and a wide acceptance of breastfeeding in the Australian community.
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Westwood, Jill. "Hybrid creatures : mapping the emerging shape of art therapy education in Australia." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/6318/.
Full textAbstract:
This PhD provides the first organized view of art therapy education in Australia. It focuses on the theories that are used in this specialized teaching and learning process. It evolved from the authors’ immersion in the field as a migrant art therapy educator to Australia from the UK and a desire to be reflexive on this experience. The research questions aimed to discover the field of art therapy education in Australia: to find out what theories and practices were taught; and where the theoretical influences were coming from, in order to develop understanding of this emerging field. Positioned as a piece of qualitative research a bricolage of methods were used to gather and analyse information from several sources (literature, institutional sources, and key participants, including the author) on the theories and practices of art therapy training programs in Australia. This also included investigating other places in the world shown to be influential (USA and UK). The bricolage approach (McLeod, 2006) included: phenomenology; hermeneutics; semi-structured interviews; practical evaluation (Patton, 1982, 1990/2002); autoethnography (Ellis & Bochner, 2000); heuristic (Moustakas, 1990); and visual methodologies (Kapitan, 2010). These were used to develop a body of knowledge in the form of institution/program profiles, educator profiles, country profiles and an autoethnographic contribution using visual processes. Epistemologically, the project is located in a paradigm of personal knowledge and subjectivity which emphasizes the importance of personal experience and interpretation. The findings contribute knowledge to support the development of art therapy education and the profession in Australia, towards the benefit, health and wellbeing of people in society. The findings show a diverse and multi-layered field of hybrid views and innovative approaches held within seven programs in the public university and private sectors. It was found that theories and practices are closely linked and that theoretical views have evolved from the people who teach the programs, location, professional contexts (health, arts, education, social, community) and the prevailing views within these contexts, which are driven by greater economic, socio-political forces and neo-liberal agendas. The university programs generally teach a range of the major theories of psychotherapy underpinned with a psychodynamic or humanistic perspective. Movement towards a more integrative and eclectic approach was found. This was linked to being part of more general masters programs and economic forces. The private sector programs are more distinctly grounded in a particular theoretical perspective or philosophical view. Key words distilled from the profiles included: conflict, transpersonal, survival through art, pedagogy, epistemology, theory driven by context and mental health. Important issues for art therapy education were identified as: the position and emphasis on art; working with the therapy/education tension; the gender imbalance in the profession; Indigenous perspectives; intercultural issues and difference. The horizons of the field revealed the importance of developing the profile of the profession, reconciling differences towards a more inclusive view and the growth of research. A trend towards opportunities in the social, education and community areas was found, driven by the increasing presence of discourses on arts and wellness.
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Powell, Mandy. "The origins and development of media education in Scotland." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2550.
Full textAbstract:
This study combines analytical and narrative modes of historical enquiry with educational policy sociology to construct a history of media in education in Scotland. It uses the development trajectory of a single case, media education in Scotland's statutory education sector, to deconstruct and reconstruct a history of the institutional relationship between the Scottish Film Council (SFC) and the Scottish Education Department (SED) that stretches back to the 1930s. Existing literature describes media education in Scotland as a phenomenon located in the 1970s and 1980s. This study disaggregates media education discourse and dissolves chronological boundaries to make connections with earlier attempts to introduce media into Scottish education in the context of Scotland's constitutional relations within the UK. It employs historical and socio-cultural methods to analyse the intersections between actors and events taking place over six decades. The analysis and interpretation of the data is located in three time periods. Chapter 3 covers the period from 1929 until 1974 when, on the cusp of the emergence of the new texts and technologies of film, the SFC was established to promote and protect Scottish film culture and audio-visual technologies. During this time, the interdependence of teachers, the film trade and the educational policy-making community led to the production, distribution and exhibition of new and popular forms of text to national and international acclaim. By juxtaposing public and private documents circulating on the margins of statutory education, this chapter generates a new understanding of the importance of film and its technologies in Scotland in the pursuit of a more culturally relevant and contemporary model of education. It also describes how constraints upon Scotland’s cultural production infrastructure limited its capacity to effect significant educational change. In the 1970s, cultural, political and educational ferment in pre-devolution Scotland, created a discursive shift that gave rise first to media education and then to Media Studies. Articulating documents with wider discourses of educational and cultural change and interviews with key players, Chapter 4 describes a counter-narrative gaining momentum. The constraints of the practices of traditional subjects and pedagogies combined with the constraints on Scottish cultural production gave shape and form to the media education movement. Significantly for this study, the movement included influential members of Scottish education’s leadership class. Between 1983 to 1986, the innovative Media Education Development Project (MEDP) aimed to place media education at the centre of teaching and learning in Scottish education. This was fully funded by the SED, managed by the Scottish Council for Educational Technology (SCET) and the SFC and implemented by the Association for Media Education in Scotland (AMES). The MEDP overlapped briefly with another initiative in SCET, the Scottish Microelectronics Development Project (SMDP). During this period, Media Studies enjoyed rapid success as a popular non-advanced qualification in the upper secondary and further education sectors. Media education, however, did not. Chapter 5 explores the links between the MEDP and the SMDP through the agency of three central actors: SCET, the SFC and AMES in the context of a second term of Margaret Thatcher’s Conservative government. This study concludes that between 1934 and 1964, the SFC was a key educational bureaucracy in Scottish education. The SFC’s role as an agent of change represented the recognition of a link between relevant and contemporary Scottish cultural production and the transformation of statutory education. Between 1929 and 1982 three iterations for media and education in Scotland can be discerned. In 1983, the MEDP began a fourth but its progress faltered. The study suggests that if a new iteration for media and education in Scotland in the twenty-first century is to emerge, an institutional link between media culture, technology and educational transformation requires to be restored.
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Brady, Josephine Margaret, and res cand@acu edu au. "Sisters of St Joseph: the Tasmanian experience the foundation of the Sisters of St Joseph in Tasmania1887-1937." Australian Catholic University. School of Religious Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp73.09042006.
Full textAbstract:
This thesis reports on and analyses the first fifty years, 1887-1937, of the Sisters of Saint Joseph’s ministry in Tasmania. The design of the study is qualitative in nature, employing ethnographic techniques with a thematic approach to the narrative. Through a multifaceted approach the main figures of the Josephite story of the first fifty years are examined. The thesis attempts to redress the imbalance of the representation of women in Australian history and the Catholic Church in particular. The thesis is that as a uniquely Australian congregation the Tasmanian Sisters of St Joseph were focused on the preservation of the original spirit and tradition articulated at their foundation rather than on the development of a unique Tasmanian identity. The thesis argues that it was the formative period that impacted on their future development and the emerging myths contributed to their search for identity. Isolated from their foundations through separation and misunderstanding, they sought security and authenticity through their conservation of the original Rule. The intervention of cofounder Father Tenison Woods in the early months of their foundation served to consolidate a distinctive loyalty to him to the exclusion of Mary MacKillop. Coupled with the influence of Woods were the Irish and intercolonial influences of significant Sisters from other foundations which militated against the emergence of a distinctive Tasmanian leadership. As a Diocesan Congregation the Tasmanian Josephites achieved status as authentic religious within Tasmania and yet were constrained by their Diocesan character. The study identifies the factors that contributed to their development as a teaching Congregation through the impact of the Teacher and Schools’ Registration Act 1906, influence of government regulations on the Woods-MacKillop style of education, and the commitment of the Church to provide Catholic education in the remote areas of Tasmania. The thesis identifies two major formative periods as occurring at the instigation of Archbishops Delany and Simonds at both the foundation and then more significantly after the consolidation phase at the end of the period under examination.
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Hanks, Jennifer A., and n/a. "School based management: the Principals' perspective." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.
Full textAbstract:
This study details the background to the establishment
of Parish School Boards in the Archdiocese of Canberra and
Goulburn, and reports and analyses the perceptions of all
ACT Catholic, systemic, primary school Principals who
operated with a Parish School Board in 1993.
The movement towards Parish School Boards finds its
genesis in the Second Vatican Council where the Church was
invited to collaborate in decision-making based on the
belief that all the faithful have gifts, knowledge and a
share of the wisdom to bring to the building of the Church.
The nature and structure of Catholic education was seen as a
suitable vehicle for encouraging communities to engage in
shared decision-making and in participatory democracy under
the Church model of subsidiarity, collegiality and
collaboration.
The introduction of Parish School Boards into the
Archdiocese can be seen as the implementation of a radical
change to the educational mission of the Church and the
educational leadership of the faith community. Reflecting
'new management theory' in both the secular and Church
worlds, a key stakeholder is the school Principal whose role
and relationships change as he or she learns to work within
a team, sharing leadership.
This study examines the responses of nineteen
Principals who were interviewed by the researcher in order
to determine how they work with a Parish School Board and
what effects the board has on their work.
Research studies in the area of School-Based
Management and Shared Decision-Making have informed the
review, and the Principals' responses from this study have
been analysed in the light of secular and Church literature
on leadership, devolution and change.
The respondents of this study, the school Principals,
report the benefits of collegiality and collaboration but
their unresolved tensions relate to work overload, lack of
clarity of the roles and responsibilities of the various
local level decision-making groups, increased administrative
complexity, community demand for ever widening consultation
and the challenge of consensus decision-making.
All Principals report an urgent need for professional
development for themselves and for the system to provide a
more explicit focus on parish and community formation with
the commitment of the necessary resources to sustain this
radical change.
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Sanders, Anne Elizabeth. "The Mildura Sculpture Triennials 1961 - 1978 : an interpretative history." Phd thesis, 2009. http://hdl.handle.net/1885/7452.
Full textAbstract:
The significance of the Mildura Sculpture Triennials from 1961 to 1978 lies in their role as critical nodal points in an expanding and increasingly complex system of institutions and agents that emerge, expand and interact within the Australian art world. These triennial events provide a valuable case-study of the developments in sculptural practice in Australia and offer a close reading of the genesis of an autonomous field of visual art practice; a genesis dependent upon the expansion of the new tertiary education policies for universities and colleges of advanced education that arose in response to the generational pressure created by the post war baby boom.
Given that there was virtually no market for modern sculpture in Australia at the inauguration of these triennials in the 1960s, the extent of the impact of the pressures and expectations of a burgeoning young population upon tertiary education, specifically the art schools, art history departments and art teacher training and, the expanding desire for cultural fulfilment and rapid developments in the cultural institution sector, is delineated at these triennial events. The expansion of the education system and the consequent expanded employment opportunities this offered to young sculptors in the late 1960s and throughout the 1970s, posited the first real challenge and alternative economy to the existing heterogeneous market economy for artistic works.
In order to reinscribe the Mildura Sculpture Triennials into recent Australian art history as an important contributor to the institutional development of Australian contemporary art practice, I have drawn upon the reflexive methodological framework of French cultural theorist and sociologist Pierre Bourdieu and his explanation of the factors necessary for the genesis and development of autonomous fields of cultural production. Bourdieu's method provides an interpretative framework with which to identify these components necessary to the development of an institutional identity - the visual arts profession. This autonomous field parallels, conflicts with and at times connects with the heterogeneous art market economy, depending on the strength of its relative autonomy from the field of economic and political power. However, this is beyond the scope of this thesis.
Mildura's significance lies in the way that the triennial gatherings provide a view into the disparate components that would connect to and eventually create an autonomous field of artistic production, that of the visual arts profession. However, the evolution of each of the components, which were the bedrock of Mildura, was driven by its own needs and necessities and not by the needs of the larger field of which they would eventually become a part. Bourdieu's understanding of the ontologic complicitiy between dispositions and the development of an autonomous field offers a non-teleological approach to the significance of Mildura as a site to map these rapid changes and also Mildura's subsequent displacement from the historical record.
34
O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.
Full textAbstract:
This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
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Bak, Geert. "Negotiating Difference: Steiner Education as an Alternative Tradition within the Australian Education Landscape." Thesis, 2021. https://vuir.vu.edu.au/42217/.
Full textAbstract:
Steiner education, also known as Waldorf education, has represented a form of education “against the grain” in the Australian education landscape since its introduction as a practice in Sydney in 1957. Now with sixty schools or programs nationally, and an accredited Australian Steiner Curriculum Framework, Steiner education has shown that educational roots can be sunk into a different educational soil and can prosper. Contributing to the history of education in Australia, as well as to the contemporary understanding of educational alternatives in the Australian context, this study examines the localised development of Steiner education between the years spanning approximately 1970-2010, predominantly in Victoria. Three periods are covered, comprising a founding school phase (1970s), a second-generation Steiner school phase (1980s) and a publicly funded Steiner “streams” phase (approx. 1990 – 2010). Interviews with forty Steiner educators are drawn on, in addition to documentary sources such as school newsletters and newspaper articles, to examine the creation of six Steiner schools or programs. The thesis by publication comprises five papers – four already published and one under review – and an exegesis. Three of the papers are historical, one explores the ethical and methodological considerations stemming from the insider-outsider positioning of the researcher, and one examines the place of Steiner education in the contemporary education landscape in Australia.
The orientations of each paper draw on different elements of the methodology, including: practice theory, Gee’s D/d discourse analysis, oral history, biographical sociology, and auto-ethnography. The basis of Steiner education in an epistemology of movement, representing a foundational interest in dynamic performative discourse and concepts, in contrast to representational, static ones, represents a further red thread throughout this study. The exegesis places these papers in a broader context of debates on education and Steiner education more broadly, pulling together some of the literature and the methodological orientation as a whole. The focus for this study is firstly on the local circumstances of the creation of the schools and programs being examined, from the perspective primarily of Steiner educators involved, and secondly on the evolving external socio-political and bureaucratic contexts for these initiatives. The significance of this study lies in how it shows that while policies such as ‘choice’ may afford important opportunities for the creation of new Steiner schools and programs, they also constrain the conceptualisation of Steiner education. Secondly, it demonstrates that neoliberal approaches to education has narrowed conceptions of epistemological diversity within schooling, contributing to a glossing over of philosophical alternatives in contemporary scholarship on alternative education. Thirdly, the value of examining alternative education to highlight ideological and philosophical tensions and fault lines is shown, particularly in relation to the challenges of philosophical educational change. And finally, the case is made that contemplative inquiry, as well as philosophical and theoretical developments emphasising dynamic concepts of enactment and performance, such as socio-materialism, present helpful new framings for the notion of applied inner- life activity as recognised within Steiner education.
36
McKenzie, Elizabeth St Clair. "A history of the Australian Capital Territory Schools' Authority, 1966-1980 : a process of change frustrated." Phd thesis, 1992. http://hdl.handle.net/1885/132402.
Full textAbstract:
This thesis examines the interaction of people during the
planning and implementation of a radical change in
Australian education: the creation of a decentralised,
participatory school system in Canberra. The motives and
priorities of the groups of stakeholders involved in the
change - the parents, teachers and administrators - are
examined. The members of the parents' group initiated and
campaigned for the establishment of a decentralised,
participatory school system for reasons, it is argued, derived
from their membership of the New Middle Class. The
teachers, represented in events by their union, were largely
preoccupied with their concerns to improve working
conditions and secure their fragile status as professionals:
priorities which at times brought them into conflict with
other stakeholders. Senior administrators in the
Commonwealth Department of Education together with those
in the Authority, were the members of the other key group
of stakeholders; with some notable exceptions, their priorities
determined by their role as advisors to their Minister and
their background and training in bureaucracy.
Achieving change is much more than passionately
believing in an idea and campaigning to have it adopted, as
the parents discovered. The social, economic and political
context in which it is situated, which can change over time,
and the congruence of the idea with other people's ideology, interests and agendas all play a part in determining the final
outcomes.
The first part of the thesis uses an Australian adaptation
of a strategic planning model as a framework to explain the
process used by the parents' group to plan the change they
sought; the scene is set, the main characters identified and the
decisions that were made and the actions taken to establish a
new and different school system examined. The second part of
the thesis is focused upon the implementation stage, and the
consequences of decisions made during the planning stage are
revealed when the expected outcomes are modified as
different groups facilitate or obstruct participation.
This thesis argues that while fundamental change occurred
in the new school system, by 1980, the vision of a new
democratic, participatory school system in the ACT was not
realised in its original form, because, during the planning, the
proponents of the change did not completely understand the
ideology, interests and agendas of all the key stakeholders'
groups, including their own, nor the influence these would
have on the achievement of full participation in the school
system. Nevertheless, the fact that the ACT Schools Authority
was established with administrative structures unique in
Australian education systems, was at that time, remarkable;
and its legacy, the belief that bureaucracy can be challenged
and participation should occur, endures.
37
Young, Marisa. "Presentation counts : promotional techniques, the entrepreneurial spirit and enterprise in South Australian primary and secondary education, 1836-c.1880." 2005. http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:37046.
Full textAbstract:
From brochures in garden letterboxes to internet homepages, Australian schools now seek to attract enrolments through an array of positive representations of school life. Educational promotion is not a new phenomenon, even though some comments in the media may suggest otherwise. Australian educators to date know relatively little about the early development of educational promotion, despite historians? use of printed school advertisements as sources for information. The research questions posed here asks how entrepreneurial educators promoted the development of primary and secondary education in colonial South Australia.
38
Aeuckens, Annely. "The people's university : a study of the relationship between the South Australian School of Mines and Industry/South Australian Institute of Technology and the University of Adelaide (with reference to the relationship between the School/Institute and the South Australian Department of Education) 1987-1977." 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arma255.pdf.
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Harford, Shelley. "A trans-tasman community : organisational links between the ACTU and NZFOL/NZCTU, 1970-1990 : a thesis submitted in fulfilment of the requirements for the degree of Master of Arts in History in the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20061220.102547.
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Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." 2000. http://hdl.handle.net/2440/38422.
Full textAbstract:
Erratum pasted onto front end paper.Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
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Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." Thesis, 2000. http://hdl.handle.net/2440/38422.
Full textAbstract:
Erratum pasted onto front end paper.Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
42
Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 / by Helen M. J. Reid." Thesis, 1996. http://hdl.handle.net/2440/18753.
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Lindell, Carol Marie. "A history of the present: tracing the emergence and permutations of teacher quality in Australian Parliamentary Reports (1998—2007)." Thesis, 2019. http://hdl.handle.net/1959.13/1403704.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Despite a lack of understanding as to what it means to be an effective teacher, the term teacher quality has become prominent in education policy across all Anglophone countries. This study explores key parliamentary reports to trace the discursive origins and historical manifestations of the concept during the period 1998 – 2007. This study adopts Bacchi’s (2009) What’s the problem represented to be? approach to policy analysis. The analytic framework questions how the problem of quality in education policy has been constructed, and the assumptions and presuppositions which underlie it. Based on the findings, the study considers how the problem could have been thought about differently. The results of the present study reveal multiple discourses of ‘quality’ evident in 1998. Influenced by assumptions, conceptual logics, and discursive practices, by 2000 the discursive frame had narrowed substantially to become ‘teacher centred’, circulating around teacher education, teaching practice, and teacher attributes. Limited by the teacher quality construct, by 2007 discourse was found to be almost exclusively framed within regulatory processes and procedures. This study argues that the concept of teacher quality in education policy has limited and constrained possibilities for thought, and in the process detracted from, and neglected other issues which may have greater or equal merit in providing a quality education system. The rendering of teacher quality has altered the trajectory of the discourse from one which viewed quality as equity, to one which is focused on what teachers do, and who teachers are. This study argues in favour of moving beyond the constraints of the teacher quality construct, to (re)imagine quality in more complex ways; one in which the broadest possible debate can (re)consider the meaning of quality in education.
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Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 / Jim Jose." Thesis, 1995. http://hdl.handle.net/2440/18644.
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Thompson, Laura. "The Australian Government, the US alliance, and the Cuban Missile Crisis: A history and policy analysis." Thesis, 2017. https://vuir.vu.edu.au/35980/.
Full textAbstract:
In October 1962, the world was brought to the brink of nuclear catastrophe. The Cuban
Missile Crisis marked the closest the United States (US) and the Soviet Union came to
military conflict that might have led to nuclear annihilation during the Cold War. This
thesis investigates the Australian Government’s policy response to the crisis. In doing
so, it makes an original contribution to Australian Cold War history and to the extensive
literature on the crisis.
The Australian Government’s policy response to the crisis is examined in the context of
the Australia-US alliance. A diplomatic history, this thesis relies heavily on declassified
government records from Australian and American archives. Additionally, oral history
interview transcripts, audio-visual materials, Hansard, newspapers, and private
collections, were consulted in order to reconstruct comprehensively Australia’s policy
on this matter and the factors that shaped it.
This thesis examines: Australia’s awareness of the Cuban situation; the Menzies
Government’s policy on the crisis, specifically, factors it considered—and did not
consider—in formulating its policy; and the Government’s immediate implementation
of that policy, including the reactions of some sections of the Australian community to
that policy. It demonstrates that despite limited advance notice and awareness of the
Cuban situation, the Government swiftly declared support for the US in the crisis,
specifically, its resolution to be presented to the United Nations Security Council. It reveals that certain politicians, diplomats, and public servants were concerned about:
Australia’s obligations under the Australia New Zealand United States Security Treaty;
the legality of the US response; the precedent set by the quarantine; the implications of
US policy on the crisis regarding Australian nuclear ambitions; Australia maintaining its
trade relationship with Cuba; and the repercussions the crisis could have on collective
defence arrangements, which Australia relied on for its security. Despite these concerns
and challenges, the Government considered the successful management of the US
alliance paramount in formulating and implementing its policy on the crisis.
46
Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919." Thesis, 2000. http://hdl.handle.net/2440/19740.
Full textAbstract:
Bibliography: leaves 369-398.xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
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Hewson, Alan Donald. "The history of obstetrics and gynaecology in Australia from 1950 to 2010." Thesis, 2016. http://hdl.handle.net/1959.13/1316878.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)This thesis provides an overview of obstetrics and gynaecology in Australia from 1950 to 2010. The author was an active member of the discipline over that timeframe and draws on his professional experience during the period under review as one of the tools to shape a historical analysis and interpretation of the complexities and significance of change. The care of women is seen as critical to the survival of humanity but many historians do not give this subject a high priority. This thesis seeks to remedy that deficiency by providing a detailed review of the discipline during the marked increase in knowledge in medicine after World War Two, which resulted in a dramatic improvement in safety for mothers and babies. It also includes a detailed outline of the life-saving advances in the discipline over the past 60 years. The thesis also documents the impact of a rapidly changing Australian society on the discipline and its practitioners, by analysing the historical background of their education and training, and the necessary adjustments in mindset and practice of the older generations to the confronting social and cultural issues of the 1960s and beyond. Many of the controversies explored have a long history, and include the background of role delineation in the discipline, the increasing impact of legal issues, the feminist debate, the changing site of delivery, and interventions in obstetrics. But the growing awareness of ethical dilemmas, obligatory continuing professional development and bureaucratic intrusion into practice needed inclusion. A focus of the thesis is the manner in which all these issues affected the region where the author spent his practising life, illustrated by graphs, diagrams and private files acquired over that period. The thesis should be a valuable resource for historians and others interested in the medical care of women and their babies in Australia during the second half of the 20th Century.