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Preparing teachers as informed professionals: working with a critical ethnographic disposition and a socially democratic imaginary

- Angus, Lawrence

  • Authors: Angus, Lawrence
  • Date: 2012
  • Type: Text , Book chapter
  • Relation: Critical voices in teacher education: Teaching for social justice in conservative times p. 45-61
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  • Description: There can be little doubt that we currently live in interesting educational times. During the past 20-30 years, there have been major changes in government and public thinking about education. This has occured in Australia and in most Western countries (Alexander, 2009; Lingard, 2010) and also in many developing nations (Nordveit, 2010). There has been what Ball (2006, p.10) and many others regard a 'a major transformation in the organising principles of social provision right across the public sector'. Although Ball's main concern is with education, his point is that the nature of western society as a whole, including its underlying values and organising norms, has substanially changed in less than a generation. In this chapter, I describe changes in values and policy directions that have occured in Australia and elsewhere and explain the impact of such changes on the teaching profession. I will argue that the changes, by and large, have had a deleterious effect on teaching and have, in fact, contributed to a substantial deprofessionalisn of teachers to the point that serious debate is needed on what kind of schooling desirable for the twenty-first century and what kind of teachers universities should be endeavouring to educate.

How should student voice impact educational leaders?

- Angus, Lawrence

  • Authors: Angus, Lawrence
  • Date: 2015
  • Type: Text , Book chapter
  • Relation: Key questions for educational leaders; Chapter 27 p. 189-192
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  • Description: In this chapter, I use the term 'student voice' in a way that implies more than just allowing students to speak. 'Student voice' has long been associated with educational reform in the interests of disadvantaged and minority students. The idea of giving 'voice' recognizes that students have generally not had sufficient power to influence learning environments. A somewhat different concept of 'student voice,' however, has recently become popularized in some educational leadership literature: a particularly thin voice linked to innocuous notions of student 'feedback' rather than to authentic engagement in educational reform. I am therefore referring to 'authentic' student voice in arguing that it is important to regard students, particularly those less advantaged, as knowing participants who should have a say in what and how they learn. The onus should be on all educational leaders to recognize, respect, and engage with the diversity of students and the knowledge and cultures that they bring to educational contexts.

Implications for social inequality in internet use for educational policies and programs

- Angus, Lawrence

  • Authors: Angus, Lawrence
  • Date: 2007
  • Type: Text , Book chapter
  • Relation: Grenzenlose Cyberwelt? Chapter p. 15-29
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  • Description: This paper examines the social circumstances of four families who accepted the Virtual Communities offer and acquired low-cost computers for use in their homes.
  • Description: 2003005600

Well-posedness for lexicographic vector equilibrium problems

- Anh, Lam Quoc, Duy, Tran Quoc, Kruger, Alexander, Thao, Nguyen

The adoption of security technologies by SMEs in Australia

- Annear, Justin

Class and class relations

- Archer, Verity

  • Authors: Archer, Verity
  • Date: 2016
  • Type: Text , Book chapter
  • Relation: Sociologic : analysing everyday life and culture Chapter 6 p. 98-118
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  • Description: James Arvanitakis, who put this book together, tells the following story in his lecture on class: It is a cool winter’s morning and I’m sitting in a café at a beach in Sydney with a good friend. We have just had a swim in the sea and we’re talking about the merits of what makes a good co ee when she turns to me and states: ‘You swim like a public schoolboy.’ I am a little stunned. ‘Sorry,’ I replied, ‘What did you say?’ She smiles and repeats: ‘You swim like a public schoolboy. You see, where I grew up in Tasmania, I went to a private school. We had access to pools and swimming lessons and my friends and I are all good swimmers. When we used to go swimming at the Launceston Gorge, we used to make fun of the boys from public schools who couldn’t swim very well. You swim like one of them.’ She is right— I did go to a public school, and the only access we had to swimming pools was at the annual swimming carnival. I begin to protest, but after thinking of the way she left me behind when we were swimming, I withdraw my protests and sink behind my co ee. This concept of dividing by those who have access to di erent levels of income and resources is known as ‘class analysis’. The issue of class is one that has been debated by sociologists and cultural theorists for centuries. One reason for this is that, although class essentially refers to social groups denied by their access to economic resources, the exact meaning of ‘class’ varies. While some argue that we should de ne class in terms of wealth, others believe that status is more important. In modern societies such as Australia, many believe that class is now irrelevant.
  • Description: James Arvanitakis, who put this book together, tells the following story in his lecture on class: It is a cool winter’s morning and I’m sitting in a café at a beach in Sydney with a good friend. We have just had a swim in the sea and we’re talking about the merits of what makes a good co ee when she turns to me and states: ‘You swim like a public schoolboy.’ I am a little stunned. ‘Sorry,’ I replied, ‘What did you say?’ She smiles and repeats: ‘You swim like a public schoolboy. You see, where I grew up in Tasmania, I went to a private school. We had access to pools and swimming lessons and my friends and I are all good swimmers. When we used to go swimming at the Launceston Gorge, we used to make fun of the boys from public schools who couldn’t swim very well. You swim like one of them.’ She is right— I did go to a public school, and the only access we had to swimming pools was at the annual swimming carnival. I begin to protest, but after thinking of the way she left me behind when we were swimming, I withdraw my protests and sink behind my co ee. This concept of dividing by those who have access to di erent levels of income and resources is known as ‘class analysis’. The issue of class is one that has been debated by sociologists and cultural theorists for centuries. One reason for this is that, although class essentially refers to social groups de ned by their access to economic resources, the exact meaning of ‘class’ varies. While some argue that we should de ne class in terms of wealth, others believe that status is more important. In modern societies such as Australia, many believe that class is now irrelevant. Sociologic: Analysing Everyday Life and Culture, edited by James Arvanitakis, Oxford University Press, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ballarat/detail.action?docID=4747936.

Using appreciative inquiry and multimodal texts as transformative tools within a christ-following, missional, learning community

- Arkwright, James, Chihota, Clement

  • Authors: Arkwright, James , Chihota, Clement
  • Date: 2018
  • Type: Text , Book chapter
  • Relation: Reimagining christian education : Cultivating transformative approaches p. 259-269
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  • Description: This chapter reflects on an Appreciative Inquiry research project undertaken at Bethlehem Tertiary Institute (BTI) in Aotearoa New Zealand. The project explored how staff at BTI journey together to nurture more conscious and intentional attachment with God, resulting in transformed lives and communities. The five steps commonly associated with Appreciative Inquiry, namely, define, discovery, dream, design and destiny were implemented in a manner intended to be highly collaborative and fostering of consciousness-raising and commitment to what participants corporately love as Christian educators and researchers. In pursuit of these outcomes, the project took on a multivocal, multimodal and multipurposeful character, which was not initially anticipated but which did affirm participants’ creativity, resourcefulness and commitment to their shared vision. This chapter describes the ways in which this process unfolded, and how it assisted BTI staff to engage in collaborative research, reimagine their core values and identities and to really think through what Christian higher education means to them.

Understanding self and others

- Arnott, Nick, Paliadelis, Penny, Cruickshank, Mary, Williams, Danielle

  • Authors: Arnott, Nick , Paliadelis, Penny , Cruickshank, Mary , Williams, Danielle
  • Date: 2019
  • Type: Text , Book chapter
  • Relation: The road to nursing Chapter 10 p. 152-167
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  • Description: As a society, we generally expect those working in professional roles to be 'professional', but this term is difficult to define. What does it actually mean to be professional? How can students develop their personal sense of self, and how might this interact with their professional identify and performance? This chapter explains self-awareness and the importance of understanding your own values, beliefs and motivations, which in turn will assist you to better understand the unique experiences and 'world-views' of others, and to develop and nurture the therapeutic and professional relationships that are essential for successful nursing practice.

The journey begins

- Arnott, Nick, Paliadelis, Penny, Cuickshank, Mary

  • Authors: Arnott, Nick , Paliadelis, Penny , Cuickshank, Mary
  • Date: 2019
  • Type: Text , Book chapter
  • Relation: The road to nursing Chapter 1 p. 3-15
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  • Description: This opening chapter aims to set the scene for your undergraduate nursing journey. We welcome you to the wonderful, dynamic and diverse profession of nursing and encourage some initial thinking about what nursing is, why you have chosen this career and the sort of nurse you hope to be. We also outline the purpose, structure and features of this book, and introduce you to the key concepts and ideas underpinning your learning journey, many of which will be emphasised and explored further in subsequent chapters.

Collecting data for equity and justice: approaches and methods for collecting sex and gender data

- Arora, Aparna, Brindaalakshmi, K., Kutch, Bren, Rydergaard, Erika, van der Merwe, Leigh, Zavros-Orr, Agli

  • Authors: Arora, Aparna , Brindaalakshmi, K. , Kutch, Bren , Rydergaard, Erika , van der Merwe, Leigh , Zavros-Orr, Agli
  • Date: 2023
  • Type: Text , Book chapter
  • Relation: Handbook of Research on Exploring Gender Equity, Diversity, and Inclusion Through an Intersectional Lens Chapter 12 p. 236-263
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  • Description: This chapter seeks to address the challenge of collecting data about individual and interpersonal experiences of sex and gender to advance justice and equity in a context where gender and sex classifications have been used to erase and subdue non-conforming identities. The authors outline the field of previous studies on the topic, then illustrate the need for data collection with a human rights approach illustrated by case studies from three geographical contexts. First, the importance of accurate and just data for equitable access to public services is highlighted through a case study of transgender inclusion in public data in India. Second, the importance of collecting data with communities is illustrated through the example of a feminist association of transgender women based in South Africa. Finally, the authors provide ideas for designing data collection instruments, illustrated through changes in the Australian data collection standards initiated by advocacy and activist groups. © 2023 by IGI Global.

Classification of methods to reduce clinical alarm signals for remote patient monitoring : a critical review

- Arora, Teena, Balasubramanian, Venki, Stranieri, Andrew, Shenhan, Mai, Buyya, Rajkumar, Islam, Sardar

Microcredit as a social innovation

- Ashta, Arvind, Dayson, Karl, Gera, Rajat, Hettihewa, Samanthala, Krishna, N.V., Wright, Christopher

Sites of conscience: Remembering disappearance , execution, imprisonment, murder, slavery and torture

- Ashton, Paul, Wilson, Jacqueline

Remembering dark pasts and horrific places: Sites of conscience

- Ashton, Paul, Wilson, Jacqueline

  • Authors: Ashton, Paul , Wilson, Jacqueline
  • Date: 2019
  • Type: Text , Book chapter
  • Relation: What is Public History Globally? Working with the past in the present 21 p. 281-294
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  • Description: In 1947, the Polish government decreed that what remained of the Auschwitz-Birkenau-Monowitz death camps was to be kept to memorialize ‘the martyrdom of the Polish nation and other peoples’ under the Third Reich during the Second World War.
  • Description: In 1947, the Polish government decreed that what remained of the Auschwitz-Birkenau-Monowitz death camps was to be kept to memorialize ‘the martyrdom of the Polish nation and other peoples’ under the Third Reich during the Second World War. The O

Introduction: new context in Australian public history: Australia's institutionalised and incarcerated

- Ashton, Paul, Wilson, Jacqueline

  • Authors: Ashton, Paul , Wilson, Jacqueline
  • Date: 2014
  • Type: Text , Book chapter
  • Relation: Silent System: Forgotten Australians and the Institutionalisation of Women and Children p. ix-xiv
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  • Description: During the twentieth century in Australia more than half-a-million children grew up in 'out-of-home' care in over 800 institutions, including children's homes, foster homes, industrial schools and orphanages. A regime of mass institutionalisation was sanctioned by legislation and administered by either the state or by non-government bodies such as churches and welfare groups. Around 7,000 children were child migrants from Britain, Ireland and Malta; up to 50,000 were Indigenous 'Stolen' children and more than 450,000 were non-Indigenous children. The contributions to this groundbreaking book constitute an eclectic mix of scholarship drawn from a diverse group of historians, social scientists, artists, performers, freelance writers and stakeholders, including former state wards and Forgotten Australians. It demonstrates the breadth and depth of history and memory work that is taking place on and around places of incarceration and confinement in Australia

Partnership with families in early childhood education : New Zealand's policy and professional context

- Aspden, Karyn, McLachlan, Claire, Cherrington, Sue, Tyler- Merrick, Gaye, McLaughlin, Tara, Phillips, Joanna

Teaching for inclusion: pedagogies for the 'sector of the second chance'

- Atkins, Liz

The Amplification of affect: Tension, intensity and form in modern dance

- Atkinson, Paul, Duffy, Michelle

  • Authors: Atkinson, Paul , Duffy, Michelle
  • Date: 2015
  • Type: Text , Book chapter
  • Relation: Modernism and Affect Chapter 5 p. 94-110
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  • Description: The concept of affect in contemporary theory marks a return to the body as a site for the interplay of thought and feeling, and its importance derives from its refusal to reduce the body to the status of a container for either the mind or, by implication, the emotions. The body is the very condition for the transmission or distribution of affect both in terms of its capacity for movement and for perceptual engagement, whereas emotion is a particular type of containment and localisation of affect within the body. For modernist dance, the breadth of the theory of affect means. "From abstract"

Teaching the "Other" : Curriculum "Outcomes" and digital technology in the out-of-school lives of young people

- Auld, Glenn, Johnson, Nicola

  • Authors: Auld, Glenn , Johnson, Nicola
  • Date: 2015
  • Type: Text , Book chapter
  • Relation: Critical perspectives on technology and education p. 163-181
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  • Description: The research on sociocultural approaches to pedagogy is full of teachers who attempt to draw on "historically accumulated and culturally developed bodies of knowledge and skills" (Moll, Amanti, Neff, & Gonzalez, 1992, p.133) to engage their students in learning in the classroom. In the field of educational technology, research examining young people's lives largely focuses on school contexts, and tends to ignore the value of informal learning outside of the school gate. In this chapter, the "other" (Lévinas, 1979) concerns the formal curriculum outcomes performed in the out-of-school lives of young people's practices with digital technologies.

Training clinicians online to be e-therapists : the 'Anxiety online' model

- Austin, David, Klein, Britt, Shandley, Kerrie, Ciechomski, Lisa

  • Authors: Austin, David , Klein, Britt , Shandley, Kerrie , Ciechomski, Lisa
  • Date: 2010
  • Type: Text , Book chapter
  • Relation: Oxford guide to low intensity CBT interventions Chapter 49 p. 459-467
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  • Description: Anxiety Online is a "virtual" online clinical assessment and treatment service, funded by the Australian Department of Health and Ageing and provided by Swinburne University's National e-therapy Centre (NeTC). This chapter describes an online clinician training program for online low intensity practitioners ('etherapists') to work in the Anxiety Online virtual clinic (http://www.anxietyonline.org.au). and the challenges and solutions involved ." From the introduction".