Academic literature on the topic 'Educational sociology Victoria'
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Journal articles on the topic "Educational sociology Victoria"
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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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Setches, Kay. "Victoria." Children Australia 15, no. 2 (1990): 61–62. http://dx.doi.org/10.1017/s1035077200002820.
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Campbell, Lynda. "Change and continuities in foster care in Victoria:Prospects and Tasks in Foster Carerevisited." Children Australia 32, no. 1 (2007): 7–15. http://dx.doi.org/10.1017/s103507720001141x.
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Foster care in Victoria is under strain. As Victoria implements major legislative and service system reforms, we should consider how the future of foster care can be informed by its past. To that end, this paper revisits the document on which Victoria’s current system of foster care was founded, Tierney’s 1973 report ‘Prospects and Tasks in Foster Care’. With reference to that template, this paper examines some of the service system changes that have threatened the viability of foster care, and draws attention to some enduring qualities of foster care that nevertheless are worthy of preservation.
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Goddard, Chris. "Continuing to abuse children for a living: Protecting children from abuse by professionals again, Part Three." Children Australia 19, no. 1 (1994): 40. http://dx.doi.org/10.1017/s1035077200003849.
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A number of people have contacted me about the interview published tn the last two issues of Children Australia (Goddard 1993a; 1993b). The mother's courage and persistence have clearly impressed many readers. In the latest development, the Victorian Ombudsman has reported on the case (Annual Report, 1992-1993, The Ombudsman Victoria, pp 40-42). I quote at length from his report:
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Ban, Paul, and Phillip Swain. "Family Group Conferences, part two: Putting the ‘family’ back into child protection." Children Australia 19, no. 4 (1994): 11–14. http://dx.doi.org/10.1017/s103507720000417x.
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This is the second of two articles examining the establishment of Family Decision Making in Victoria. The first ‘Family Group Conferences – Part One: Australia's first Project in Child Protection’ was presented in the previous edition of Children Australia. This article builds upon the first by presenting an overview of the evaluation of the Victorian Family Decision Making Project, and pointing to practice and other implications of the development of this Project for child welfare services generally.
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Raby, Rebecca, and Mary-Beth Raddon. "Is She a Pawn, Prodigy or Person with a Message? Public Responses to a Child’s Political Speech." Canadian Journal of Sociology 40, no. 2 (April 27, 2015): 163–88. http://dx.doi.org/10.29173/cjs21758.
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The 2012 appearance on YouTube of a speech about banking reform prompted mainstream news coverage and hundreds of online comments, dwelling less on the content of the speech than on the speaker, Victoria Grant, a twelve year-old girl. A qualitative content analysis of over 600 comments revealed disagreement about children’s capacities as participants in political and economic discussions. Commenters’ mixed beliefs were linked to dominant, frequently contradictory, discourses of childhood. Victoria Grant was positioned as embedded in educational processes, as competent but often exceptional, as incompetent, and as innocent and therefore vulnerable. These conflicting yet emotionally charged narratives of childhood illustrate the concept’s rhetorical elasticity and flexibility. Despite advances in the cause of children’s social participation in recent years, most of these adult-centered narratives undermine the idea of children as legitimate contributors to economic analysis and political debate.
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Luntz, Jennifer J. "What is mental health consultation?" Children Australia 24, no. 3 (1999): 28–33. http://dx.doi.org/10.1017/s1035077200009238.
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This paper provides an overview of the state of the art in consultation at the close of the third decade of its existence as a major form of delivering mental health services in the United States of America, and its somewhat later introduction in Victoria, Australia. Gallessich’s framework for consultation (1983, 1985), amongst others, is compared with the Victorian model. Issues raised include the need for consultants to understand the boundaries of consultation, its limitations, the state of its knowledge base and the uniquely Victorian contribution of a framework of several levels which enables an integration of the knowledge borrowed from a range of sources to assist in the improvement of its practice. A later paper to be published in ‘Children Australia’ looks at the steps in the consultation process.
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Briggs, Patricia. "Family Aide Services in Victoria." Children Australia 14, no. 3 (1989): 9–13. http://dx.doi.org/10.1017/s0312897000002307.
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Data has been gathered by the Family Aide Projects Association from family aide services throughout the State of Victoria to enable policy and program decision making within the family aide program to be better informed. The 52 member agencies were canvassed to generate information which gives a more comprehensive picture of the operation of services than previously available. This paper presents a summary of the survey process and outcome.
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Mitchell, Brian. "Preventative Child Welfare Services in Victoria." Children Australia 13, no. 1 (1988): 10–14. http://dx.doi.org/10.1017/s0312897000001752.
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The idea of prevention in child welfare is not new. The prevention of substitute placement of children whether on a temporary or long-term basis has been a fundamental principle of child welfare we have held to for many years in Victoria.However, it is only in the last decade that this principle is actually being carried out in practice by a number of voluntary agencies. For many children placement is still commonly used as a solution it is easier to place a child than to promote change within many multi-deficit families.
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Rodd, Jillian, and Annette Holland. "Diversity and Choice: The Strengths of Parent Education in Victoria." Children Australia 14, no. 4 (1989): 10–11. http://dx.doi.org/10.1017/s0312897000002447.
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Participation in parent education appears to be becoming more acceptable and legitimate for many Victorian parents over the past decade. The experience of parenting or ‘being a parent’ has been recognised as potentially confusing and difficult for many adults (Allen and Schultz, 1987: 14). In response to parents' perceived difficulties and expression of need for assistance with the parenting role, professionals who work with children and families have devised a diverse range of approaches to working with parents from informal, often unstructured, individualised, needs based reading and/or discussion type programs to the more formal and structured approaches which employ the often imported pre packaged programs with groups of parents in a variety of settings. Although little systematic information is available concerning the basis and nature of the burgeoning parent education programs currently operating in Victoria, Allen and Schultz (1987) described the current status of parent education in Australia as diverse in theoretical orientations, emphases, topics and settings. However, it appears that many programs currently operating cannot be described as systematic and theoretically based. Fine (1980: 5) defined parent education as “instruction on how to parent” and argued that this definition properly applies to organised, structured programs rather than to more informal discussions.
Dissertations / Theses on the topic "Educational sociology Victoria"
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Beals, Fiona. "Reading between the lines : representations and constructions of youth and crime in Aotearoa New Zealand : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2006. http://hdl.handle.net/10063/71.
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Koomen, Martinus Antonius Joseph. "Educational assessment for economies, societies and citizens: towards a general theory of educational assessment." Thesis, 2019. https://vuir.vu.edu.au/40055/.
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This study explores progress narratives in technological, social and personal dimensions
and the effect different attitudes towards progress have on educational assessment design
and use. By addressing this question this study works towards a general theory for
informing design and use of educational assessment so that it better meets the needs of
economies, societies and citizens. This study responds to rapid developments in
technology that are affecting contemporary educational assessment design and use at a
time when theoretical approaches are unable to frame these developments. It works
towards identifying and exploring tensions emerging from different attitudes to progress,
and how these attitudes inform contemporary educational assessment design.
This study engages with progress narratives through reconstructions of historical
materialism associated with socialism (Marx & Engels, 1846/2000) and creativedestruction
associated with capitalism (Schumpeter, 1942/2008). These formulations of
progress narratives are explored through the work of Habermas (1981/1985, 1981/1992)
and his use immanent critique (Antonio, 1981; Stahl, 2013). This sociological framing
allows the effects of technological progress on educational assessment to be explored
through its relationship with economies, societies, and citizens.
This study uses immanent critique and rational reconstruction to reconceptualise
educational assessment for a contemporary context by coherently linking theories from
sociology and educational assessment. Emphasis is given to educational assessment as
symbolic media, through which several legitimation tensions are identified that are not
currently addressed in educational assessment validation. These legitimation tensions
have implications for educational assessment design as well as for education system
management more generally.
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Puccio, Paul M. "Brothers of the heart: Friendship in the Victorian and Edwardian schoolboy narrative." 1995. https://scholarworks.umass.edu/dissertations/AAI9606552.
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This dissertation describes and examines the fictional representations of friendship between middle-class boys at all-male public boarding schools during the nineteenth- and early twentieth-centuries in England. In the texts under consideration, romantic friendships embody educational, social, and spiritual ideals; readings of sermons, letters, memoirs, and book illustrations contextualize these ideals and suggest that they mirror a broader ideological framework in the culture. Thomas Hughes's Tom Brown's Schooldays (1857) and F. W. Farrar's Eric (1858), which consolidate the tropes of the schoolboy narrative, self-consciously reflect the philosophical and educational standards of Thomas Arnold, Headmaster at Rugby School from 1828 to 1842. For Arnold, highly emotional friendships, based on Christian values, helped to develop piety and to reflect, in earthly terms, the spiritual brotherhood that all "men" share with God. Friendships in Charles Dickens's fiction also conform to many of these narrative and ideological constructs. Nicholas Nickleby (1838-9) represents the comforts of compassionate friendship, while David Copperfield (1849-50) illustrates the torturous complexity of the schoolboy romance. In Our Mutual Friend (1864-5), Dickens alludes parenthetically to Mortimer and Eugene's school days in order to evoke the history and depth of their adult friendship. Edwardian fiction presents a revised discourse on schoolboy friendship, with expressions of affection breaking through a strenuous emotional reserve. In E. M. Forster's A Room With a View (1908), the schoolboy Freddy Honeychurch invites George Emerson to share an uninhibited bond (the "Sacred Lake" bathing scene) that both contrasts with the atomized heterosexual relations in the novel and presages their eventual brotherhood (when George marries Freddy's sister Lucy). The animals in Kenneth Grahame's The Wind in the Willows (1908) inhabit a homosocial society modelled on Grahame's fantasy of the public school. E. F. Benson's David Blaize (1916) dignifies friendship between boys in spite of the political, intellectual, and aesthetic breakdown of male identity and relations that resulted from the oppressive traumas over masculinity indicative of the fin-de-siecle.
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Escobido, Cesar. "Negotiating the Rapids: Transitional Moments of the Filipino and Karen Diasporas in Regional Victoria, Australia." Thesis, 2015. https://vuir.vu.edu.au/29795/.
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The established Filipino and the newly emerging Karen/Karenni communities, although satisfied with their immigration journey, perceive forms and processes of closure in the socio-economic and cultural spheres of the Australian society. The resettlement of hundreds of Karen/Karennis into the regional City of Geelong, Victoria, coincides with rapid socio-economic changes and wide-ranging ramifications due to globalisation. Forms and processes of social closure coupled with the local resistance to the processes of globalisation are deployed by those who control, maintain, and dispense forms of power by ensuring that these ‘Third World-looking’ immigrants do not pose a threat to the competition of scarce desirable opportunities in the labour market.
In what could be considered times of turbulence and uncertainties, this study examines the lived experiences of the established Filipino and the newly emerging Karen/Karenni communities in the Geelong region. It addresses issues of difference hounding members of these diasporic communities, their engagement with access and equity, and relative positioning within the social inclusion/exclusion arena. By employing the Weberian theory of social closure in exploring the lived settlement and resettlement experiences of two immigrant communities, I aim to investigate the contemporary situation of members of these communities in regards to their positioning in the labour market relative to their qualifications and social capital, and the way they are included and excluded in many spheres of the mainstream of the host society.
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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/.
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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.
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Greig, Zachary. "Empowerment and engagement: case studies in Victoria, Australia of people who are homeless and volunteers who are working in services for the home-less." Thesis, 2020. https://vuir.vu.edu.au/40453/.
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By drawing on community development values and principles as well as a social constructivist theoretical perspective, this study aims to understand how people who are homeless and the volunteers who serve them perceive their roles in terms of empowerment and disempowerment. Twenty-nine individuals have participated in this study: 18 had personal experiences of homelessness and 11 volunteered in the homelessness sector.
This study collects data through informal in-depth interviews, and it thematically examines a research diary. Research outcomes suggest that volunteers feel elements of perceived and actual power in their volunteerism. The study argues that such power stems from a belief that volunteering benefits the volunteer, people experiencing homelessness and broader society. These findings are consistent with existing literature and popular discourse; however, my research discovers that volunteers also express guilt and a reluctance to self-identify as a volunteer. This reticence, which accompanies volunteers’ scrutiny of the role’s characterisation as superior, runs contrary to how scholarship and popular discourse often understand volunteers.
Participants with first-hand experiences of homelessness characterise the role of the Australian ‘homeless person’ through notions of disempowerment and empowerment. They perceive disempowerment in the various ways they experience social disconnection: family rejection, a lack of companionship through friends and low-quality or precarious relationships within the home-less community. They also connect socially expected behaviours, rights, obligations, beliefs and norms to the disempowerment of welfare users. Nevertheless, through topics of public space, safety and protection, these participants express a sense of belonging and perceived empowerment.
Crucially, this study finds that 13 of the 18 ‘homeless’ participants had volunteered in the homelessness sector. This unanticipated observation expands the study’s analytical focus beyond an oppression-privilege binary in order to explore the nuances of participants’ complex social positions. As a result, the study tracks the ways by which volunteering challenges what it means to be ‘homeless’ in Australia and how it helps some ‘homeless people’ overcome aspects of the power inequalities encountered in mainstream society and welfare contexts. Overall, the study submits that volunteering signals the personal resources, abilities, skills, knowledge and potential that home-less people possess to improve their own lives and determine their own future.
Finally, the process of research challenges the student researcher’s expectations of what it means to perform as an effective scholar. The willingness and ability to listen - to offer kindness, sympathy and compassion – reconfigures how the student understands himself, others and good social work.
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Hopman, Jean. "Emotional work: applying reflexivity in teacher practice." Thesis, 2017. https://vuir.vu.edu.au/34909/.
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Teachers’ work involves an emotional struggle, which is becoming an increasing
concern due to recent public interest in teacher attrition and emotional exhaustion.
The project aimed to explore the emotional work of teachers while also
investigating ways to support teachers in this work.
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Townsend, Robert A. "Adult community education as sites for the development of social capital in a culturally diverse society." Thesis, 2009. https://vuir.vu.edu.au/15476/.
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This research investigates the roles that adult community education (ACE) providers and programs play in the development of social and cultural networks for people from culturally and linguistically diverse (CALD) backgrounds in a regional community context. Within the milieu of the Shire of Campaspe, a rural area in northern Victoria, there has emerged the issue of ‘new’ social diversity due to recent decades of internal population mobility and international migration to regional areas. Australian regional communities like Campaspe are growing and diversifying within a complex framework of ecological, economic, historical, social and human factors. This thesis explores the main themes emerging from this one regional context where adult education plays a role in facilitating social capital development for people from diverse cultural backgrounds. It shows individuals from a range of cultural backgrounds utilise adult education as a space to explore their own social and cultural isolation. Migration experiences, gender, life-stage and length of residence in Australia, all influenced the ACE experiences of the individuals who participated in the research. ACE organisations were able, in limited ways to respond to the needs of local adult learners but the providers also experienced difficulty in adapting to the complex individual needs of local people.
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Durocher, Ann-Julie. "L’éducation carcérale postsecondaire en pénitenciers canadiens : entre réhabilitation, responsabilisation et coercition." Thèse, 2018. http://hdl.handle.net/1866/22770.
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Honey, Caitlin. "The Emergence of Multi-Sport Holiday Programmes: How Organised Sport has become a form of Childcare." Thesis, 2018. https://vuir.vu.edu.au/40052/.
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Multi-Sport Holiday Programmes (MSHPs) are one of the most popular and prevalent styles of holiday programme for Victorian children. To date, no research has explored MSHPs, and the research on holiday programmes within Australia remains vague. Analysis of MSHPs will contribute to the future direction of children’s organised sport, socialisation, and childcare research. This thesis explores the emergence of MSHPs and considers 1) what political and social factors support their emergence, and, 2) What knowledge and practices pervade MSHPs.
This thesis begins by exploring the privatisation of the childcare market in Australia, and how the advancement of children’s sport and physical education policy contributed to the emergence of MSHPs. Although the amount of political commentary surrounding how and why children should engage in sport has progressed, the literature review alludes to a lack of research on holiday programmes in Australia. Considering that 25% of children aged 5-9 years engage in formal care during the holiday period, this poses a significant gap.
To address this gap, an examination of MSHPs practices and procedures occurred. The findings show that MSHPs are sites of socialisation that reproduce narrow perspectives of health, gender, and the body. These findings are similar to past research conducted in playground environments, physical education, and junior sports programming. MSHPs do not exist in a silo, and future research should consider them as part of broader children’s sport and physical activity research which investigates discourses of meritocracy, masculine hegemony, and healthism.
Thus, recommendations arising from this thesis are twofold: 1) Consider the effects of socialisation within MSHPs alongside research undertaken in schools, sports clubs, and the playground. 2) Analyse and provide recommendations on the juxtaposition of children’s sport/physical education policy and the distribution of federal and state funding for elite sport.
Books on the topic "Educational sociology Victoria"
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Jackomos, Alick. Living aboriginal history of Victoria: Stories in the oral tradition. Cambridge [England]: Cambridge University Press, 1991.
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Birch, Beverley. Our Victorian Stall (Way We Live). Hamish Hamilton Ltd, 1990.
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Fowell, Derek, and Alick Jackomos. Living Aboriginal History: Stories in the Oral Tradition. Cambridge University Press, 1992.
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Fowell, Derek, and Alick Jackomos. Living Aboriginal History: Stories in the Oral Tradition. Cambridge University Press, 1991.
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