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Tourism, social memory and the great war

- Winter, Caroline

  • Authors: Winter, Caroline
  • Date: 2009
  • Type: Text , Journal article
  • Relation: Annals of Tourism Research Vol. 36, no. 4 (2009), p. 607-626
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  • Description: After the Great War of 1914-18 social memories were created to assist people to grieve for, honor and remember the dead. Through processes of selection, articulation and rehearsal of information about the war's events, thousands of memorials were created. Increasing numbers of tourists are showing interest in the Great War but may find difficulty in interpreting the memories articulated through the memorials by a previous generation. To accommodate these needs, new memorials have been built which focus on education and new forms of commemoration. This paper uses social memory theory to describe the processes through which tourism can engage in creating and perpetuating the memory of the Great War, and suggests how research can help to better understand tourists' experiences. © 2009 Elsevier Ltd. All rights reserved.
  • Description: 2003007355

Social memory and battle names : Exploring links between travel, memory and the media

- Winter, Caroline

  • Authors: Winter, Caroline
  • Date: 2016
  • Type: Text , Journal article , Review
  • Relation: Tourism and Hospitality Research Vol. 16, no. 3 (2016), p. 242-253
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  • Description: The profile of five battles fought by Australians in the Great War (1914-1918) was traced over the past century using the frequency by which they were cited in the popular media. The pattern of these frequencies appeared to remain much the same from 1915 until the 1990s with battles involving very large numbers of casualties at Pozières and Passchendaele having a higher media frequency than smaller battles at Fromelles and Villers-Bretonneux. Gallipoli's status as Australia's best known battlefield has been consistent from 1915 until the present day. Over the past decade however, the media frequencies suggest that there has been a re-prioritization in the importance of these five battles. The discovery of lost graves at Fromelles and the introduction of a Dawn Service at Villers-Bretonneux has elevated the importance of these two sites, with the result that tourist visitation to them has also increased. © The Author(s) 2016.

Revisiting women managers and organisational acceptance

- Wood, Glenice

  • Authors: Wood, Glenice
  • Date: 2009
  • Type: Text , Journal article
  • Relation: Gender in Management Vol. 24, no. 8 (2009), p. 615-631
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  • Description: Purpose: The purpose of this paper is to revisit earlier predictions by Judi Marshall in 1991 to explore whether similar issues were evident in a sample of contemporary female managers. Design/methodology/approach: Qualitative data from six Australian female managers who had participated in a longitudinal study over a period of ten years were examined. Career advancement aspirations and outcomes were compared with those of male managers, and reflections on the managerial role, and organisational practices were sought. Findings: Examples of organisational resilience "to involve women in organisations on equal terms" were evident in all the six female managers in the study. In addition, even when levels of success were achieved, it could be questioned whether these women could be seen as "definers of meaning (or culture)". Practical implications: Organisational culture appears to continue to create difficulties for contemporary women in management. A system of accountability is strongly recommended, based on a similar reporting programme adopted by the Equal Opportunity for Woment in the Workplace Agency (EOWA) to measure the equal opportunity programmes on offer in the workplaces of organisations with 100 or more employees. Originality/value: The paper is highly original as it seeks to compare predictions made by an eminent UK scholar in the field of women in management in 1991 with the experiences of a small sample of contemporary Australian female managers over a ten-year period in their management roles. © Emerald Group Publishing Limited.
  • Description: 2003007354

“Facing the wall” – “equal” opportunity for women in management?

- Wood, Glenice, Newton, Janice

  • Authors: Wood, Glenice , Newton, Janice
  • Date: 2006
  • Type: Text , Journal article
  • Relation: Equal Opportunities International Vol. 25, no. 1 (2006), p. 8-24
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  • Description: Purpose – To explore the failure of equal opportunity policies to counteract the barrier of children for women in management by considering male and female managers’ views on work culture, family division of labour and childlessness. Design/methodology/approach – Thirty Australian managers (19 male, 11 female) were interviewed as a follow up to a larger study in 1996, in order to extend inquiries around the issues of children, childlessness and senior management aspirations. Findings – Managers acknowledge the impediment that children are to a woman’s career path. They also have an awareness of patterns of delayed childbearing and potential childlessness. This awareness is confirmed through first hand experience in the families and at work. Managers also use a language of sacrifice and loss regarding their own or others’ failure to partner and procreate, as well as some reference to freedom and lifestyle. Furthermore there are diverging discourses on company loyalty and company greed given in relation to competing family loyalties and obligations. Finally, acknowledgement of gendered inequality (and some blindness to it) is indicated by both male and female managers. Research limitations/implications – Although based on a small sample from one country, the findings do imply that it is unwise to assume that women committed to a career do not want children. The option of having both is not made easy. Practical implications – Family policy for senior management should continue to be considered. Originality/value – Recognition of the complexity and diversity of attitudes to children, family and work contributes to a critique of overdrawn notions of types of women (Hakim, 2001).

Collaboration and co-creation in regional and remote education : case studies from initial teacher education programs

- Woolcott, Geoff, Whannell, Robert, Wines, Chris, Pfeiffer, Linda, Marshman, Margaret, Galligan, Linda

  • Authors: Woolcott, Geoff , Whannell, Robert , Wines, Chris , Pfeiffer, Linda , Marshman, Margaret , Galligan, Linda
  • Date: 2019
  • Type: Text , Journal article
  • Relation: Australasian Journal of Regional Studies Vol. 25, no. 1 (Apr 2019), p. 54-80
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  • Description: Education policies and practices developed for urban populations are not always effective when implemented in regional and remote locations. Despite government policy initiatives that may provide for collaboration across communities, a singular issue is that a diversity of solutions may be required rather than a 'one size fits all' approach. This article presents a potential solution to this problem through engaging collaboration and co-creation to optimise educational opportunities in initial teacher education in Australia. Qualitative analysis of a collaborative and co-created process of enhancement, lesson development and reflection brings together the every-day problem-solving processes used by pre-service teachers and classroom students with those used by research scientists and community experts. A consequence of such a process that benefits regional and remote communities is the development of collaborative networks founded in co-creation of educational opportunities and based on daily life in local communities.

A layered investigation of Chinese in the linguistic landscape : a case study of Box Hill, Melbourne

- Yao, Xiaofang, Gruba, Paul

  • Authors: Yao, Xiaofang , Gruba, Paul
  • Date: 2020
  • Type: Text , Journal article
  • Relation: Australian Review of Applied Linguistics Vol. 43, no. 3 (2020), p. 302-336
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  • Description: Increased attention to urban diversity as a site of study has fostered the recent development of linguistic landscape studies. To date, however, much of the research in this area has concerned the use and spread of English to the exclusion of other global languages. In a case study situated in Box Hill, a large suburb of Melbourne, we adopted a layered approach to investigate the role of Chinese language in Australia. Our data set consisted of hundreds of photographs of street signage in one square block area of the shopping district. Results of our analyses show that signage portrays a variety of code preferences and semiotic choices that in turn reveal insights into the identities, ideologies, and strategies that help to structure the urban environment. As demonstrated in our study, such complexity requires a renewed and situated understanding of key principles of linguistic landscape research (Ben-Rafael & Ben-Rafael, 2015). © John Benjamins Publishing Company

Having enough cultural food? A qualitative exploration of the experiences of migrants in a regional area of Australia

- Yeoh, Joanne, Lê, Quynh, Terry, Daniel, McManamey, Rosa

  • Authors: Yeoh, Joanne , Lê, Quynh , Terry, Daniel , McManamey, Rosa
  • Date: 2014
  • Type: Text , Journal article
  • Relation: Journal of Food Research Vol. 4, no. 2 (2014), p. 16
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  • Description: The notion of food security encompasses the ability of individuals, households and communities to acquire food that is healthy, sustainable, affordable, appropriate and accessible. Despite Australia’s current ability to produce more food than required for its population, there has been substantial evidence demonstrating that many Australians struggle to feed themselves, particularly those from a cultural and linguistically diverse (CALD) background. This qualitative phenomenological study investigated the experiences of food security among migrants in a regional area of Australia (Tasmania). 33 semi-structured interviews were conducted with Tasmanian migrants. The interviews were analysed thematically using Nvivo 10.0 and three main themes emerged: (1) migrant’s experiences of food security in Tasmania; (2) the factors that influence migrant food security in Tasmania; and (3) acculturation strategies. Participants were satisfied with their current food security in Tasmania but they still encountered some challenges in the availability, accessibility and affordability of healthy and cultural food. Factors that influenced their food security were educational background, the language barrier, socioeconomic status, geographical isolation, and their cultural background. Migrants managed to adapt to the new food culture by using different acculturation strategies. Migrants residing in Tasmania encounter a diverse number of challenges pertaining to food security and use different food security strategies while acculturating to the new environment. These findings may inform other migrant communities in Australia, relevant non-government organisations and government departments and suggest strategies to address food security challenges among migrants.

Understanding the translingual practices among international students in multilingual cities

- Yin, Yijun, Chik, Alice, Falloon, Garry

  • Authors: Yin, Yijun , Chik, Alice , Falloon, Garry
  • Date: 2023
  • Type: Text , Journal article
  • Relation: Australian review of applied linguistics Vol. 46, no. 1 (2023), p. 54-75
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  • Description: The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international students presented in this study suggest that, instead of being a language learner in an English-dominant country, these students make use of but go beyond their full repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create opportunities for learning and social engagement. Understanding international students’ experience with both online and offline resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a multilingual city.

Work-life balance : 'Good weather' policies or agenda for social change?: A cross-country comparison of parental leave provisions in Australia and Sweden

- Zacharias, Nadine

  • Authors: Zacharias, Nadine
  • Date: 2006
  • Type: Text , Journal article
  • Relation: International Employment Relations Review Vol. 12, no. 2 (2006), p. 32-47
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  • Description: It has been suggested that work-life balance policies are good weather policies, which have been implemented in times of a favourable economic environment and/or high demand for labour but may be withdrawn once those conditions deteriorate. This paper outlines three critical limitations of the management-oriented work-life balance literature. I argue that organisational approaches alone cannot bring about more balanced work-life conditions and that the scope of the current discussion needs to be systematically broadened to incorporate insights provided by research in other disciplines.
  • Description: C1
  • Description: 2003005219

To registrate and/or deregistrate : Getting onto and off the postgraduate supervisor register

- Zeegers, Margaret, Barron, Deirdre

  • Authors: Zeegers, Margaret , Barron, Deirdre
  • Date: 2004
  • Type: Text , Journal article
  • Relation: International Journal of Learning Vol. 10, no. (2004), p. 721-726
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  • Description: This paper focuses on the registration of supervisors as a crucial element in constructs and practices of postgraduate studies in Australian universities. It examines two processes in a number of Australian universities postgraduate divisions' practices in compilation of postgraduate supervisor registers-how people get onto the register, and how people get off it. It takes issue with the reliance on custom and tradition as a dominant practice of registration and/or deregistration for supervision of postgraduate research studies. It suggests a model of supervisor registration and deregistration as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of relationships between teaching, learning and knowledge production. In doing so, it examines issues of discursive practice and the problematic nature of power differentials in supervisor/supervisee relationships and the possibilities presented by both registration and deregistration for such relationships.
  • Description: C1
  • Description: 2003000803

Honours : a taken-for-granted pathway to research?

- Zeegers, Margaret, Barron, Deirdre

  • Authors: Zeegers, Margaret , Barron, Deirdre
  • Date: 2009
  • Type: Text , Journal article
  • Relation: Higher Education Vol. 57, no. 5 (2009), p. 567-575
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  • Description: In this paper we examine variations in Honours programs in Australian universities and the consequences that this has for students who wish to undertake higher degrees by research after their undergraduate programs have been successfully completed. Our review of universities' Honours programs across rural, regional, and urban Australia has indicated that there is a degree of variation that is localised as far as each university is concerned, and that there is a lack of consistency in various universities' application of policies or procedures in the implementation of their Honours programs. We conclude by calling for greater consistency across universities in Australia in the awarding of Honours, certainly, but also suggesting that a review needs to be undertaken as part of national, systematic and orchestrated project.

A 3D approach to first year English education

- Zeegers, Margaret

  • Authors: Zeegers, Margaret
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Quality Assurance in Education Vol. 21, no. 1 (2013), p. 54-69
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  • Description: Purpose: The purpose of this paper is to explore the suggestive possibilities of an approach to undergraduate English teacher education that the author has called the 3D Approach - Develop professional knowledge, Display professional knowledge, Disseminate professional knowledge - in relation to a number of groups of first year pre-service teachers (PSTs) engaging the teaching and learning materials of their English education course. Design/methodology/approach: The paper examines ways in which this approach has been assessed by the PSTs themselves, constructing this as an expression of their lived experience as PSTs. The author draws on Vygotsky's concept of the Zone of Proximal Development, initiates a systematic and orchestrated program of explicit scaffolding of first year PST learning and draws on University-generated student assessment of their courses, focus groups and individual interviews to investigate ways in which the 3D approach may be considered as enhancing first year PST learning. Findings: PSTs' own informed evaluations of their own developing knowledge have made visible the teaching and learning that they have engaged and articulated. What the author outlines in this paper is not a "Eureka" moment for first year PSTs, but it is the result of careful scholarly considerations of what careful scholarly considerations by first years in Education courses may engage. For this cohort of PSTs, and for the author, it is a particular form of engagement with pedagogy. It is a pedagogy for teachers, part of active engagement on the part of the teacher and the learner, producing knowledge together. Research limitations/implications: Lack of generalisability from case study research may be considered as a limitation, but the author would argue that it is the details thrown up for careful examination in a case study which may serve to inform professional discussion and debate. Practical implications: Negative press of inadequate teachers emerging from universities, with their specious claims will not progress reasoned discussion; research on how the PSTs are themselves taught and how they develop as professionals will. PSTs' own informed evaluations of their own developing knowledge will go some way towards enabling this to happen. This sort of research opens up possibilities for starting with the right sort of questions, a shift from asking the wrong sort of questions, which the author would argue is that sort on which the media are basing their opinion pieces. Social implications: Continuing public discussions, usually conducted in and by the media, about teacher quality, particularly as this tends to be tied to notions of teacher pay, indicates a wider social concern about the need for quality teachers. This sort of social concern is also a major concern for teacher educators, and is to be addressed as such. This paper addresses some of those concerns. Originality/value: The paper engages issues about teacher education raised publicly in the media and ties these to the more private domain of university practice in a given teacher education course. © Emerald Group Publishing Limited.

Pedagogical concerns in doctoral supervision : A challenge for pedagogy

- Zeegers, Margaret, Barron, Deirdre

  • Authors: Zeegers, Margaret , Barron, Deirdre
  • Date: 2012
  • Type: Text , Journal article
  • Relation: Quality Assurance in Education Vol. 20, no. 1 (2012), p. 20-30
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  • Description: Purpose: The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning. Design/methodology/approach: Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies. Findings: The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor-supervisee relationships, and the taken-for-grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. Originality/value: The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. © Emerald Group Publishing Limited.