Journal articles on the topic 'Education Victoria History'
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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.
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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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HUGHES, K. L., and I. MILNE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 69, no. 12 (December 1992): 325–36. http://dx.doi.org/10.1111/j.1751-0813.1992.tb09917.x.
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CHAMBERLIN, WE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 70, no. 3 (March 1993): 120. http://dx.doi.org/10.1111/j.1751-0813.1993.tb03298.x.
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McLay, Geoff. "Toward a History of New Zealand Legal Education." Victoria University of Wellington Law Review 30, no. 2 (June 1, 1999): 333. http://dx.doi.org/10.26686/vuwlr.v30i2.5987.
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This article briefly discusses the history of New Zealand Legal Education, with a focus on Victoria University of Wellington. The first part of this paper introduces the American and English models of legal education, discussing the different tensions and contexts of each jurisdiction. The second part of the paper introduces the history of legal education in New Zealand. The author discusses New Zealand's departure from the English model (where a degree was not necessary to practise), academics' tradition of writing textbooks in New Zealand, and the influence of the American legal education system. The third part of the paper discusses the impact of Professor John Salmond and Sir Robert Stout at Victoria University of Wellington.
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Collett, N. G. "A history of forestry education in Victoria, 1910–1980." Australian Forestry 73, no. 1 (January 2010): 34–40. http://dx.doi.org/10.1080/00049158.2010.10676307.
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Cain, Victoria E. M., and Adam Laats. "A history of technological hype." Phi Delta Kappan 102, no. 6 (February 22, 2021): 8–13. http://dx.doi.org/10.1177/0031721721998147.
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Education leaders frequently turn to technological solutions to improve schools, often without evidence of their effectiveness. According to Victoria Cain and Adam Laats, this pattern of leaders pouring money into new technological systems and then being disappointed in the results goes back centuries. They describe how, in the early 1800s, Lancastrian schoolrooms captured the public imagination and how, in the 1950s and ‘60s, were seen as a solution to current educational ills. These examples provide a warning to those who see online education as a silver bullet.
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Lucas, A. M., Sara Maroske, and Andrew Brown-May. "Bringing Science to the Public: Ferdinand von Mueller and Botanical Education in Victorian Victoria." Annals of Science 63, no. 1 (January 2006): 25–57. http://dx.doi.org/10.1080/00033790500365389.
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.
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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.
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Armstrong, Patricia, and Jim Grant. "How Research Helped Us To Move From Awareness to Action and Then to Systems Development." Australian Journal of Environmental Education 20, no. 1 (2004): 13–24. http://dx.doi.org/10.1017/s0814062600002263.
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AbstractHow can an organisation move from awareness raising, in the form of natural history poster production, to the development of systems that change organisations? Through close integration of research and practice, the Gould League has achieved this transformation. It began with extensive research into best practice environmental education, going beyond the traditional boundaries of environmental education to areas that included the psychology of culture change, business management, systems thinking, governance, drug education, marketing and organisational psychology. This broad approach to research has led to the development of highly effective sustainability education programs, such as Waste Wise Schools and Sustainable Schools.The Waste Wise Schools Program, funded by EcoRecycle Victoria and managed in consultation with the Gould League, is an action-based waste education program. Originating in Victoria in 1998, it has been adopted by over a third of Victorian schools and has led to widespread outcomes, including waste reductions of up to 95%. There is strong evidence from surveys that this program is sustainable in schools over time and research confirms that the program is contributing to changes in the waste-wise thinking and behaviour of the families of the children at these schools.A model for culture change in schools, based on the experiences of the Waste Wise Schools Program, has also been developed. This model, a valuable tool in the continual improvement of Waste Wise Schools, has applications to sustainability education in general.
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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.
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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.
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Cain, Victoria E. M. "Bookshelf: Kappan authors on their favorite reads." Phi Delta Kappan 102, no. 6 (February 22, 2021): 68. http://dx.doi.org/10.1177/0031721721998168.
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In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Victoria Cain recommends The Big Test: The Secret History of the American Meritocracy by Nicholas Lemann. Nancy Gutiérrez recommends Subtractve Schooling: U.S.-Mexican Youth and the Politics of Caring. And Justin Reich recommends the Sociology of Education article, “Comment: The first and second digital divides” by Paul Attewell.
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Binion, Rudolph, and Peter Gay. "The Bourgeois Experience: Victoria to Freud. Volume 1, Education of the Senses." American Historical Review 91, no. 3 (June 1986): 629. http://dx.doi.org/10.2307/1869139.
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Dadswell, Gordon. "From idealism to realism: the Workers’ Educational Association of Victoria 1920‐1941." History of Education Review 36, no. 2 (October 14, 2007): 61–73. http://dx.doi.org/10.1108/08198691200700010.
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Lozano, Rosina. "New Directions in Latino/a/x Histories of Education: Comparative Studies in Race, Language, Law, and Higher Education." History of Education Quarterly 60, no. 4 (November 2020): 612–22. http://dx.doi.org/10.1017/heq.2020.43.
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The twenty-first century has seen a surge in scholarship on Latino educational history and a new nonbinary umbrella term, Latinx, that a younger generation prefers. Many of historian Victoria-María MacDonald's astute observations in 2001 presaged the growth of the field. Focus has increased on Spanish-surnamed teachers and discussions have grown about the Latino experience in higher education, especially around student activism on campus. Great strides are being made in studying the history of Spanish-speaking regions with long ties to the United States, either as colonies or as sites of large-scale immigration, including Puerto Rico, Cuba, and the Philippines. Historical inquiry into the place of Latinos in the US educational system has also developed in ways that MacDonald did not anticipate. The growth of the comparative race and ethnicity field in and of itself has encouraged cross-ethnic and cross-racial studies, which often also tie together larger themes of colonialism, language instruction, legal cases, and civil rights or activism.
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Leahy, Deana, Dawn Penney, and Rosie Welch. "Schooling health: the critical contribution of curriculum in the 1980s." History of Education Review 46, no. 2 (October 2, 2017): 224–35. http://dx.doi.org/10.1108/her-03-2016-0016.
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Purpose Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s. Design/methodology/approach The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers. Findings School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace. Originality/value Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.
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Castillo, Victor A. "Latino Education in the United States: A Narrated History From 1513–2000. Victoria-Maria MacDonald." Journal of Latinos and Education 9, no. 2 (March 31, 2010): 158–60. http://dx.doi.org/10.1080/15348431003618283.
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Kantor, Harvey, and Robert Lowe. "Introduction: What Difference Did the Coleman Report Make?" History of Education Quarterly 57, no. 4 (November 2017): 570–78. http://dx.doi.org/10.1017/heq.2017.32.
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The Coleman ReportFor this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, Media, and Social Science” at the Organization of American Historians meeting in New Orleans in April 2017. Thinking that their reflections on the reception and influence of the Coleman Report in different contexts would be of broad interest to HEQ readers, we asked members of the panel to comment on each other's papers and revise them for this Forum. We then invited Harvey Kantor of the University of Utah and Robert Lowe of Marquette University to write an introduction summarizing the origins and findings of the Coleman Report, along with their own assessment of what the presenters’ essays teach us about its long-term significance. What follows are Kantor and Lowe's Introduction, “What Difference Did the Coleman Report Make?,” together with substantive essays by Zoë Burkholder of Montclair State University, Victoria Cain of Northeastern University, Leah Gordon of Amherst College, and Ethan Hutt of the University of Maryland.
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Preston, Lesley. "The focus wasn’t on ‘boomsa‐daisy’: sex education at Shepparton South Technical School, Victoria, 1973‐1986." History of Education Review 36, no. 2 (October 14, 2007): 19–32. http://dx.doi.org/10.1108/08198691200700007.
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MacKenzie, Alistair. "Case Study in Engineering History Education: Robert Stephenson’s “Last Great Work”—The Victoria Bridge in Montréal." Journal of Professional Issues in Engineering Education and Practice 131, no. 1 (January 2005): 32–40. http://dx.doi.org/10.1061/(asce)1052-3928(2005)131:1(32).
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Priestley, Rebecca, Jacqueline Dohaney, Cliff Atkins, Rhian Salmon, and Kealagh Robinson. "Engaging new Antarctic learners and ambassadors through flexible learning, open education and immersive video lectures." Polar Record 55, no. 4 (November 14, 2018): 274–88. http://dx.doi.org/10.1017/s0032247418000384.
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AbstractIn April 2017, Victoria University of Wellington launched ICE101X—Antarctica: From Geology to Human History—on the global edX platform. This Massive Open Online Course, or MOOC, attracted 5735 learners from around the world, who engaged with content about Antarctic science, history, geology, and culture, primarily through video lectures filmed in Antarctica. Analysis of feedback from learners in three iterations of the course, offered between 2015 and 2017 and culminating in ICE101X, revealed that learners enjoyed the immersive Antarctic field lectures and learning through a diverse set of disciplinary lenses, had some preconceptions about Antarctica that were challenged by the course content, and completed the course with a new sense of interest in and protection of Antarctica.
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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.
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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Yung, Tim. "Visions and Realities in Hong Kong Anglican Mission Schools, 1849–1941." Studies in Church History 57 (May 21, 2021): 254–76. http://dx.doi.org/10.1017/stc.2021.13.
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This article explores the tension between missionary hopes for mass conversion through Christian education and the reality of operating mission schools in one colonial context: Hong Kong. Riding on the wave of British imperial expansion, George Smith, the first bishop of the diocese of Victoria, had a vision for mission schooling in colonial Hong Kong. In 1851, Smith established St Paul's College as an Anglo-Chinese missionary institution to educate, equip and send out Chinese young people who would subsequently participate in mission work before evangelizing the whole of China. However, Smith's vision failed to take institutional form as the college encountered operational difficulties and graduates opted for more lucrative employment instead of church work. Moreover, the colonial government moved from a laissez-faire to a more hands-on approach in supervising schools. The bishops of Victoria were compelled to reshape their schools towards more sustainable institutional forms while making compromises regarding their vision for Christian education.
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Martinez Mendoza, Juan Marcos. "Política educativa y construcciones escolares en el Distrito de La Victoria (Perú) durante el gobierno de Odría, 1948-1956." Historia y Memoria de la Educación, no. 17 (December 18, 2022): 319–41. http://dx.doi.org/10.5944/hme.17.2023.32051.
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El gobierno de Manuel A. Odría (1948-1956) es recordado en el Perú como uno de los que mejor tendió el problema de la falta de planteles escolares durante el siglo XX; sin embargo, en la construcción de una visión general de su obra educativa, se ha omitido hablar sobre ciertos temas como el descuido del régimen hacia las escuelas primarias, los efectos que tuvieron las primeras migraciones intensas —del campo a la ciudad— sobre los planteles de la capital y los críticos años finales que mermaron la obra educativa del gobierno. En el presente artículo se busca dar una mirada general de la política educativa de Odría, haciendo hincapié en las construcciones escolares, para lo cual se ha tomado como escenario de estudio el distrito capitalino de La Victoria. Mediante el estudio de documentos oficiales e información extraída de la prensa, se da cuenta de que el gobierno tuvo una preferencia por la educación secundaria y técnica que terminó afectando a la construcción de escuelas; y que a partir de 1953 la obra educativa de Odría mermó debido a factores políticos, económicos y sociales.
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Slattery, Deirdre. "Adult Environmental Education and Ecology." Australian Journal of Environmental Education 15 (1999): 85–93. http://dx.doi.org/10.1017/s0814062600002640.
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AbstractLand management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article presents the results of qualitative research into some participants' view of their learning on the course. It suggests significant directions for adult learning in environmental education. An intensive experience of field-based scientific inquiry appeared to prompt not only ecological learning but also development of aesthetic, moral and action dimensions for the interviewees. The article suggests that environmental education needs to embrace fruitful elements of various learning methods for adults, including scientific learning about ecology. The process of enabling people to extend their knowledge of natural settings and processes can also enhance their relationship with and commitment to these places.
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Goddard, Christopher R. "Victoria's Protective services and the ‘Interim’ Fogarty Report: Is This the Right Road at Last?" Children Australia 15, no. 1 (1990): 12–15. http://dx.doi.org/10.1017/s1035077200002546.
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The history of the provision of child protection services in Victoria, and the lack thereof, is a long and complex one. Yet another twist in the tale occurred recently.A report by Mr Justice Fogarty and Mrs Delys Sargeant, entitled Protective Services for Children in Victoria: An Interim Report, was released in January 1989. This report (hereinafter the Fogarty Report) was commissioned by the Victorian Government in August 1988:“… to inquire into and advise it upon the operation of Victoria's child protection system and on measures to improve its effectiveness and efficiency.”
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Beavis, Catherine. "‘A Chart for Further Exploration and a Kind of Rallying Call’: James Moffett and English Curriculum History in Victoria." Changing English 17, no. 3 (September 2010): 297–307. http://dx.doi.org/10.1080/1358684x.2010.505449.
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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Lam, Newman M. K., and James MacGregor. "Influence of ethnic values on public sector performance management." Asian Education and Development Studies 7, no. 2 (April 9, 2018): 234–50. http://dx.doi.org/10.1108/aeds-06-2017-0056.
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Purpose The purpose of this paper is to examine whether deeply rooted ethnic values persist in public administration in spite of strong foreign influence in education and administrative culture. Design/methodology/approach This paper presents the theories and concepts on ethnic values, in particular Chinese and Canadian administrative values in order to examine their differences. Victoria of Canada and Hong Kong of China, both former British colonies, have been selected as the study sites due to their similarity in British education and administrative culture. Comparable samples of human subjects were drawn from the public sectors of Hong Kong and Victoria, who were either students or graduates of a master of public administration program. A questionnaire containing questions on program evaluation and staff promotion was administered to participants. Findings The survey results show that, while organizations may have similar administrative systems and cultures, employees revert to their ethnic values for matters concerning their immediate well-being – staff promotion in this case. The findings also suggest that employees endorse good practices and reject bad ones more often than they believe their organizations do. Research limitations/implications The purpose of this study is to examine whether lengthy foreign influence can change deeply rooted ethnic culture. The research results are not aimed at and may not be relevant to explaining a current situation. Practical implications The research findings may help improve public administration, in particular regarding issues of human resources management. Social implications The research findings may provide a better understanding of social behavior in the work place. Originality/value This paper contains original data for a comparative analysis that appears to have never been done before. It provides empirical proof that deeply rooted ethnics values are very difficult to change in spite of a long history of foreign influence.
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López López, Ligia (Licho), Christopher T. McCaw, Rhonda Di Biase, Amy McKernan, Sophie Rudolph, Aristidis Galatis, Nicky Dulfer, et al. "The quarantine archives: educators in “social isolation”." History of Education Review 49, no. 2 (September 19, 2020): 195–213. http://dx.doi.org/10.1108/her-05-2020-0028.
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PurposeThe archives gathered in this collection engage in the current COVID-19 moment. They do so in order to attempt to understand it, to think and feel with others and to create a collectivity that, beyond the slogan “we are in this together”, seriously contemplates the implications of what it means to be given an opportunity to alter the course of history, to begin to learn to live and educate otherwise.Design/methodology/approachThis paper is collectively written by twelve academics in March 2020, a few weeks into the first closing down of common spaces in 2020, Victoria, Australia. Writing through and against “social isolation”, the twelve quarantine archives in this paper are all at once questions, methods, data, analysis, implications and limitations of these pandemic times and their afterlives.FindingsThese quarantine archives reveal a profound sense of dislocation, relatability and concern. Several of the findings in this piece succeed at failing to explain in generalising terms these un-new upending times and, in the process, raise more questions and propose un-named methodologies.Originality/valueIf there is anything this paper could claim as original, it would be its present ability to respond to the current times as a historical moment of intensity. At times when “isolation”, “self” and “contained” are the common terms of reference, the “collective”, “connected” and “socially engaged” nature of this paper defies those very terms. Finally, the socially transformative desire archived in each of the pieces is a form of future history-making that resists the straight order with which history is often written and made.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (December 4, 2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.
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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.
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Goad, Philip. "Designing Woodleigh School: educator and architects in context." History of Education Review 43, no. 2 (September 30, 2014): 190–206. http://dx.doi.org/10.1108/her-03-2014-0014.
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Purpose – The purpose of this paper is to examine the professional context of the educator and architects who designed and conceived Woodleigh School in Baxter, Victoria, Australia (1974-1979) and to identify common design threads in a series of schools designed by Daryl Jackson and Evan Walker in the 1970s. Design/methodology/approach – The research was derived from academic and professional publications, film footage, interviews, archival searches and site visits. Standard analytical methods in architectural research are employed, including formal, planning and morphological analysis, to read building designs for meaning and intent. Books, people and buildings were examined to piece together the design “biography” of Woodleigh School, the identification of which forms the basis of the paper's argument. Findings – Themes of loose fit, indeterminate planning, coupled with concepts of classroom as house, and school as town, and engagement with a landscape environment are drawn together under principal Michael Norman's favoured phrase that adolescents might experience “a slice of life”, preparing them for broader engagement with a world and a community outside school. The themes reflect changing aspirations for teenage education in the 1970s, indicating a free and experimental approach to the design of the school environment. Originality/value – The paper considers, for the first time, the interconnected role of educator and architect as key protagonists in envisioning connections between space and pedagogy in the 1970s alternative school.
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Rule, Pauline. "The Transformative Effect of Australian Experience on the Life of Ho A Mei, 1838–1901, Hong Kong Community Leader and Entrepreneur." Journal of Chinese Overseas 9, no. 2 (2013): 107–34. http://dx.doi.org/10.1163/17932548-12341256.
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Abstract Ho A Mei, one of the earliest young Chinese to receive a thorough English education in the colony of Hong Kong, spent ten difficult years from 1858 to 1868, striving to make a fortune in the gold rush Australian colony of Victoria. Here he learnt much about modern business practices and ventures and also protested against the racial hostility that the Chinese encountered. Eventually after his retreat back to Hong Kong and Guangdong Province, he was successful partly because of his experiences in the advanced capitalist economy of colonial Victoria. This led him to move beyond the mercantile enterprises and property buying, which were key activities of many Hong Kong Chinese businessmen, into the areas of modern financial and telegraph services and mining ventures. He also spoke out frequently in a provocative manner against the colonial government over injustices and discrimination that limited the rights and freedom of the Chinese in Hong Kong. During the 1880s and 1890s, he was a recognized Chinese community leader, one whose assertiveness on behalf of Chinese interests was not always appreciated by the Hong Kong authorities.
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Meyer, Charles. ""What a Terrible Thing It Is to Entrust One's Children to Such Heathen Teachers": State and Church Relations Illustrated in the Early Lutheran Schools of Victoria, Australia." History of Education Quarterly 40, no. 3 (2000): 302. http://dx.doi.org/10.2307/369555.
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Dow, Sheila. "History of Thought and Methodology in Pluralist Economics Education * *I am grateful to Victoria Chick and anonymous referees for helpful comments." International Review of Economics Education 8, no. 2 (2009): 41–57. http://dx.doi.org/10.1016/s1477-3880(15)30069-4.
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Jackson, Stephen. "‘In Accord with British Traditions’: The Rise of Compulsory Religious Education in Ontario, Canada, and Victoria, Australia, 1945–50." Journal of Imperial and Commonwealth History 42, no. 4 (June 12, 2014): 693–709. http://dx.doi.org/10.1080/03086534.2014.924723.
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North, Sue. "Privileged knowledge, privileged access: early universities in Australia." History of Education Review 45, no. 1 (June 6, 2016): 88–102. http://dx.doi.org/10.1108/her-04-2014-0028.
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Purpose – The purpose of this paper is to show that Australia’s first two universities were connected to class status. It challenges the idea that these universities extended the “educational franchise” at their outset, by interrogating the characteristics of the student population in comparison with the characteristics of the population in the colonies. It looks at the curricula within the university system to show it is always “interested”, never neutral – it may be unique to the social, cultural, political and economic location of each university, but ultimately it benefits those who hold power in these locations. Design/methodology/approach – This research involves empirical analysis of characteristics of university students in Australia in the 1850s, including country of birth, religion, age, previous education and fathers’ occupation, as well as population demographics from the censuses that took place in the colonies of NSW and Victoria at that time. It also involves an analysis of the sociology of knowledge in nineteenth century Australian universities in light of this empirical data. Findings – Socio-political influences on the establishment of the first universities in Australia highlight the power of conferring legitimacy to particular areas of knowledge and to whom this knowledge was made available. Research limitations/implications – The research is limited to using the student data for the first three years of enrolment because in order to make comparisons between the student population and the population of the colonies, the student data needed to be from a time as close to the population census as possible. The Sydney census was in 1851, so student data from the University of Sydney was 1852-1854. The Melbourne census was in 1854, so student data from the University of Melbourne was 1855-1857. Originality/value – Australian historiography suggests that early universities in Australia were open to all, regardless of background. This paper challenges this orthodoxy through empirical findings and theoretical analysis.
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Anae, Nicole. "“Among the Boer Children”." History of Education Review 45, no. 1 (June 6, 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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Devlin-Glass, Frances. "Uncommon Ground: White Women in Aboriginal History, Anna Cole, Victoria Haskins & Fiona Paisley (Eds.), Aboriginal Studies Press, Canberra, 2005, xxxi+279pp, ISBN 0-85575-485-0." Australian Journal of Indigenous Education 35 (2006): 107–9. http://dx.doi.org/10.1017/s1326011100004245.
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Ismail, Salma. "Imali Nolwazi (“We Need Money and Knowledge”): A rallying cry from the South African Homeless Peoples Federation." Radical Housing Journal 1, no. 1 (April 4, 2019): 151–69. http://dx.doi.org/10.54825/ynua5112.
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This article tracks the history of the Victoria Mxenge Housing Project (1994-2013), from its start as a development organisation to its evolution into a social movement, then as a service provider and currently as an independent organisation. I discuss these developments against the political context in which there is rapid urbanisation in a country with a history of violent land dispossession. Post-apartheid, the state has built many houses, provided sanitation and electricity to thousands of poor people but it did not live up to the promises presented in the South African Constitution that was mapped out in 1994. Against this background, the article tells the story of poor, homeless African women in the Victoria Mxenge Project (VM), an affiliate of the South African Homeless People’s Federation linked to International social movements such as Indian Slum dwellers International. The women, through a process of learning, acquired the skills to save, secure land, build more than 5000 houses and become leaders of a housing social movement which later became a service provider to the state. It describes the choices they faced in an ever-changing social movement caught up in a struggle to mobilise for land and housing. This story further explores the creative and critical role that radical adult education played in a development context. It illustrates how South African poor citizens learned through social activism and community development. It explores the current context in which the housing movement has become fractured and more radical organisations enter the struggle, Finally, it discusses the different and more complex interactions between social movements, NGOs and the state and how knowledge is produced in informal sites which can lead to social transformation.
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Perez, Mario Rios. "Latino Education in the United States: A Narrated History From 1513–2000. Victoria-María MacDonald, New York, NY: Palgrave Macmillan, 2004, 384 pages, $95.00 (hardcover), $29.95 (paperback)." Journal of Latinos and Education 7, no. 4 (October 10, 2008): 341–44. http://dx.doi.org/10.1080/15348430802143667.
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Reese, Simon R., and Yusuf Sidani. "Learning organization thought leaders interview series." Learning Organization 27, no. 2 (March 2, 2020): 163–71. http://dx.doi.org/10.1108/tlo-10-2019-0158.
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Purpose The purpose of this paper is to synthesize the learnings from prior interviews with thought leaders in learning organization conceptual development. Prior interviews with Karen Watkins, Victoria Marsick, Michael Marquardt, Bob Garratt and Peter Senge are included in the summary, which is an interim step as The Learning Organization continues to explore the learning organization history and evolution. Design/methodology/approach The paper summarizes prior interviews to uncover commonalities and differences in the development and evolution of the learning organization concepts as described by thought leaders. Findings Both commonalities and differences exist in definition, development of theory and resilience since original publication. Common threads in concept develop appear across the authors mainly in influences by Revans, Argyris and Schön. Differences also exist in how each author developed learning organization constructs. Originality/value The synthesis reveals that although the learning organization may have differing definitions, there are commonalities that tie some concepts together. Additional interviews will be continued in the exploration of the learning organization evolution.
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Schuele, Donna C. "Reflections on Henry Ford's War on Jews." Law & Social Inquiry 40, no. 04 (2015): 1032–38. http://dx.doi.org/10.1111/lsi.12163.
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This essay provides an introduction to and overview of four essays that emerged from an “Author Meets Readers” session at the 2013 Annual Meeting of the Law and Society Association, considering Victoria Saker Woeste's book, Henry Ford's War on Jews and the Legal Battle Against Hate Speech. Three essays are authored by panelists (Aviam Soifer, Carroll Seron, and Clyde Spillenger) and a final essay is provided by Woeste. The essays explore larger themes suggested by the book, including what the involvement of Louis Marshall reveals about the rise and role of spokespeople purporting to represent Jewish interests; whether the arc of Aaron Sapiro's education and career challenges our understandings of the development of the legal profession in the late nineteenth and early twentieth centuries; and how the law of group libel intersected with government attempts to regulate hate speech during the twentieth century. Woeste ends the symposium with a reconsideration of Henry Ford's War and how it fits into the new civil rights history.
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Pavlin, N., R. Parker, J. M. Gunn, C. K. Fairley, and J. Hocking. "56. TAKE THE SEX OUT OF STI SCREENING! VIEWS OF GPS AND YOUNG WOMEN ON IMPLEMENTING CHLAMYDIA SCREENING IN AUSTRALIA." Sexual Health 4, no. 4 (2007): 306. http://dx.doi.org/10.1071/shv4n4ab56.
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In-depth face to face interviews were carried out with a randomly selected sample of 20 General Practitioners (GPs) and 24 young women from across Victoria. We aimed to determine the attitudes of GPs and young women to chlamydia screening, what systems and education would be required to support chlamydia screening in general practice in Australia and in particular to explore how young women feel about being asked to test for chlamydia when they attend a GP for any reason. Both GPs and young women accept age-based screening for chlamydia and screening during a sexual health related consultation in general practice. Both feel that a large scale public education program, encompassing the high prevalence of chlamydial infection in young people in Australia, the asymptomatic nature of infection and the potential consequences if untreated, will be essential in ensuring the success of a chlamydia screening program in Australia. For the women, trust in their GP, was a major factor in the acceptability of chlamydia screening. They also felt chlamydia screening should be offered to all young women rather than targeted at 'high risk' women based on sexual history and they particularly emphasised the importance of normalising chlamydia screening. Women were clear that they did not want to be asked to provide a sexual history as part of being asked to have a chlamydia test. This finding has not been widely published in the literature and is worthy of comment. There is considerable evidence suggesting that GPs also regard sexual history taking as a barrier to STI testing in general practice. Chlamydia is an STI and notification and treatment of sexual partners is important. Understanding these concepts promotes young women's acceptance of chlamydia screening. However, is a detailed sexual history really an important precursor to a chlamydia test? Our study suggests maybe not.
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Hoag, Nathan A., Reza Hamidizadeh, and Andrew E. MacNeily. "Undergraduate exposure to urology: impact of the distributed model of medical education in British Columbia." Canadian Urological Association Journal 7, no. 1-2 (February 20, 2013): 20. http://dx.doi.org/10.5489/cuaj.277.
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Background: With the increased development of distributed sites for medical education across Canada, it is imperative we ensure that the quality of education is comparable between the different campuses. Our objective was to assess medical student experience and comfort with common urologic clinical encounters and to determine whether any differences exist between the distributed education sites at the University of British Columbia (UBC).Methods: Questionnaires assessing urologic education were delivered simultaneously to all final-year UBC medical students attending campuses in Vancouver, Victoria and Prince George. Results were analyzed using descriptive statistics.Results: Overall, 55.8% of students felt their exposure to urology was adequate in the medical curriculum; learners in the Northern Program (Prince George) ranked their clinical and didactic experiences significantly higher. Areas requiring improvement include teaching of the male genitourinary exam, digital rectal exam and sexual history, in which learners rated teaching “good/outstanding” in only 18.2%, 47.7% and 43.2% of cases, respectively. Overall, students were most comfortable with the following clinical encounters: urinary tract infection, nephrolithiasis, benign prostatic hyperplasia, hematuria, incontinence and prostate cancer. Few differences in student experience or comfort were noted related to campus site, gender or urology clerkship exposure.Conclusion: A significant minority of learners perceived that theyhad inadequate exposure to urology in the undergraduate curriculum. Experience in urology was comparable across the distributed sites and was congruent with teaching objectives. Students were comfortable with the clinical scenarios deemed most important in the literature. Learners in the Northern Program were significantly more satisfied with their urologic teaching, which potentially highlights the advantages of learning in a smaller academic setting.
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Curtis, Kate, Margaret Fry, Sarah Kourouche, Belinda Kennedy, Julie Considine, Hatem Alkhouri, Mary Lam, et al. "Implementation evaluation of an evidence-based emergency nursing framework (HIRAID): study protocol for a step-wedge randomised control trial." BMJ Open 13, no. 1 (January 2023): e067022. http://dx.doi.org/10.1136/bmjopen-2022-067022.
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IntroductionPoor patient assessment results in undetected clinical deterioration. Yet, there is no standardised assessment framework for >29 000 Australian emergency nurses. To reduce clinical variation and increase safety and quality of initial emergency nursing care, the evidence-based emergency nursing framework HIRAID (History, Identify Red flags, Assessment, Interventions, Diagnostics, communication and reassessment) was developed and piloted. This paper presents the rationale and protocol for a multicentre clinical trial of HIRAID.Methods and analysisUsing an effectiveness-implementation hybrid design, the study incorporates a stepped-wedge cluster randomised controlled trial of HIRAID at 31 emergency departments (EDs) in New South Wales, Victoria and Queensland. The primary outcomes are incidence of inpatient deterioration related to ED care, time to analgesia, patient satisfaction and medical satisfaction with nursing clinical handover (effectiveness). Strategies that optimise HIRAID uptake (implementation) and implementation fidelity will be determined to assess if HIRAID was implemented as intended at all sites.Ethics and disseminationEthics has been approved for NSW sites through Greater Western Human Research Ethics Committee (2020/ETH02164), and for Victoria and Queensland sites through Royal Brisbane & Woman’s Hospital Human Research Ethics Committee (2021/QRBW/80026). The final phase of the study will integrate the findings in a toolkit for national rollout. A dissemination, communications (variety of platforms) and upscaling strategy will be designed and actioned with the organisations that influence state and national level health policy and emergency nurse education, including the Australian Commission for Quality and Safety in Health Care. Scaling up of findings could be achieved by embedding HIRAID into national transition to nursing programmes, ‘business as usual’ ED training schedules and university curricula.Trial registration numberACTRN12621001456842.
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Dorison, Catherine. "VICTORIEN (Sophie), Jeunesses malheureuses, jeunesses dangereuses. L’éducation spécialisée en Seine-Maritime depuis 1975." Histoire de l'éducation, no. 135 (July 1, 2012): 143–46. http://dx.doi.org/10.4000/histoire-education.2567.
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Cuthbert, Denise, and Marian Quartly. "Adoption, fostering, permanent care and beyond Re-thinking policy and practice on out-of-home care for children in Australia." Children Australia 35, no. 2 (2010): 2–5. http://dx.doi.org/10.1017/s1035077200000985.
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The papers published in this special issue of Children Australia were originally presented at a two day symposium held in Melbourne on 26 and 27 November 2009. The symposium, Adoption, fostering, permanent care and beyond: Re-thinking policy and practice on out-of-home care for children in Australia, was jointly convened by the Department of Human Services (DHS), Victoria and the School of Political and Social Inquiry at Monash University in conjunction with the History of Adoption in Australia project (Monash University 2009).The event was a partnership between professionals working in this area and university researchers. Each group brought different perspectives and imperatives to the table. For DHS and the sector, the immediate frame of the symposium was the major policy statement Directions for out-of-home care, announced in May 2009 by the Victorian Minister for Community Services after consultation with community service organisations and young people living in care (DHS 2009a). It announces a framework for change which incorporates action on seven fronts or ‘reform directions’. These are to support children to remain at home with their families; to provide a better choice of care placement; to promote wellbeing; to prepare young people who are leaving care to make the transition into adult life; to improve the education of children in care; to develop effective and culturally appropriate responses to the high numbers of Aboriginal children in our care; and to create a child-focused system and processes (DHS 2009a). The driving principle informing the reforms is to ensure that policy and service provision are centred on the needs and interests of children and young people, and to ensure that young people are consulted as to what their needs are (rather than assumptions being made by adults as to their needs).