Description:
In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
Description:
In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
Description:
In this paper we focus on the production of a local Catholic primary school Annual Concert by Grade 3-4 students, which took as its theme, Wauthaurong Heritage in the Region. The school approached the local University's School of Education to suggest one of its Bachelor of Education students who might be willing to work with the school on this production. With this initiative, we were presented with the basis for a community-based project which would incorporate the local Aboriginal Collective, a private Catholic primary school, and a School of Education within the University of the city in the form of the annual school concert. Combining the knowledge, expertise and experience from each of these organisations to deal with a variety of issues involved in education and community perceptions, the project was set to explore the ways in which these were to be dealt with.
Description:
This paper explores features of secondary school English as Second Language textbooks in use in China. It examines a number of textbooks in relation to surface and deep learning approaches,particularly as these relate to western constructs of Chinese learners.
Description:
This paper explores features of secondary school English as Second Language textbooks in use in China. It examines a number of textbooks in relation to surface and deep learning approaches,particularly as these relate to western constructs of Chinese learners.
Description:
In this paper we canvass three case studies of unique research partnerships between universities and schools in the wider community. In doing so, we consider those areas of indeterminate zones of professional practice explored by academics in their research activities within the wider community. We discuss three cases: an artist-in-residence program designed to engage primary school children with new understandings about local Indigenous Australian issues in their pedagogical and physical landscapes; an assessment of pedagogical concerns in relation to the use of physical space in classrooms; and the pedagogical underpinnings of a costumed museum school program. In doing so, we engage issues of research as playing an integral part in the development, implementation and maintenance of academic engagements with wider community issues.
Description:
This paper details a project, funded by the University of Ballarat in Victoria, which addresses a local problem of schools' lack of acknowledgement of their being positioned on traditional owners' land. In addressing this issue, I am using two texts, My Place (Wheatley and Rawlins 1987) and Who am I? The Diary of Mary Talence (Heiss 2004) to engage the participants in discussions to make visible what has been invisible; that is, the issue of traditional Indigenous Australian ownership of the land on which the school is placed. Taking up notions of deconstruction from poststructuralist theory, I have looked to these texts as ways of disrupting the taken-for-granted occupation of public space, that is, I examine the language used to position the readers and 'yield up the ideologies that inform them' (Bradford 2001, p.9).
Description:
This paper details a project, funded by the University of Ballarat in Victoria, which addresses a local problem of schools' lack of acknowledgement of their being positioned on traditional owners' land. In addressing this issue, I am using two texts, My Place (Wheatley and Rawlins 1987) and Who am I? The Diary of Mary Talence (Heiss 2004) to engage the participants in discussions to make visible what has been invisible; that is, the issue of traditional Indigenous Australian ownership of the land on which the school is placed. Taking up notions of deconstruction from poststructuralist theory, I have looked to these texts as ways of disrupting the taken-for-granted occupation of public space, that is, I examine the language used to position the readers and 'yield up the ideologies that inform them' (Bradford 2001, p.9).
Description:
Global student mobility has placed pressure on western universities to recruit students from non-western, non-English-speaking backgrounds. In this article, we argue that language requirements such as the International English Language Testing System bands are underpinned by discourses that privilege western modes of thought. We go on to argue that English language proficiency underpins discourses of deficit that construct non-western students as less able to undertake research programmes. In exploring pedagogical possibilities, we draw on a published story of an international higher degree research student, called Mei, at an Australian university. We question the idea that a research higher degree is more about linguistic skills than it is about research skills, and we argue that rigour, scholarship, and new knowledge constitute the assessable factors in what international higher degree research students produce.
Description:
This article explores community (primary) school teacher education in the subject, English, at a Papua New Guinea (PNG) teachers' college as manifested in end-of-year English lessons in practicum rounds of pre-service community school teachers. English is the official language overlaid on 700 indigenous languages in this country where reconstructionism informs policy decisions. Given this, the importance of success in English in schools is not to be underestimated. The research focuses on the implementation the knowledge, skills, strategies and materials acquired by pre-service English teachers in a coastal province in PNG in the context of a number of public statements on educational policy and practice. It examines the impact of these as indicated in lesson plans and supervisors' reports
Description:
Ancient social systems have exhibited constructs of scholarships based on social configurations and requirements that have involved tribal, temple, village or palace elders teaching and developing their apprentices using oral communication such as storytelling, recitation of recipes, formulas and chants, plus work in the field itself as young people developed as midwives, shamans, carpenters, and so on. While writing is a mighty technological achievement of some 5,000 years ago, perhaps even mightier is that of the printing press about 500 years ago. It is generally held to be the development that marked the end of Medieaval times, and has had an even more profound an effect than the first moon landing, so much did it shake the foundations of society. For one thing, the same elders entrusted with the education of the young were able to use print as part of their education protocols. This in itself enabled a shift in constructs of scholarship, as it was possible to record in print what had formerly been kept in memory. The possibilities that emerged were those of teaching learners how to develop knowledge from information, and not rely on information alone. Such possibilities have not really been taken up until fairly recent times. Emerging new paradigms present scholarship in the light of information work whose dependence on information storage systems has already transformed the relationship between scholarship and libraries to a stage where the dominant partner is the library, scholarship becoming marginalised in the so-called information age. Such a sea change requires a major adjustment on the part of both partners in what has for so long been a most productive relationship. To be able to understand the magnitude and order of the change, it is necessary to take a close look at what has underpinned it for so long. [ABSTRACT FROM AUTHOR]
Description:
Ancient social systems have exhibited constructs of scholarships based on social configurations and requirements that have involved tribal, temple, village or palace elders teaching and developing their apprentices using oral communication such as storytelling, recitation of recipes, formulas and chants, plus work in the field itself as young people developed as midwives, shamans, carpenters, and so on. While writing is a mighty technological achievement of some 5,000 years ago, perhaps even mightier is that of the printing press about 500 years ago. It is generally held to be the development that marked the end of Medieaval times, and has had an even more profound an effect than the first moon landing, so much did it shake the foundations of society. For one thing, the same elders entrusted with the education of the young were able to use print as part of their education protocols. This in itself enabled a shift in constructs of scholarship, as it was possible to record in print what had formerly been kept in memory. The possibilities that emerged were those of teaching learners how to develop knowledge from information, and not rely on information alone. Such possibilities have not really been taken up until fairly recent times. Emerging new paradigms present scholarship in the light of information work whose dependence on information storage systems has already transformed the relationship between scholarship and libraries to a stage where the dominant partner is the library, scholarship becoming marginalised in the so-called information age. Such a sea change requires a major adjustment on the part of both partners in what has for so long been a most productive relationship. To be able to understand the magnitude and order of the change, it is necessary to take a close look at what has underpinned it for so long. [ABSTRACT FROM AUTHOR]
Description:
Research on green marketing in China is still underdeveloped. The purpose of this article is to present findings on perception, motivation, and marketing practices of a “daily chemical” firm in China that has successfully adopted a green sustainable business approach. Establishing characteristics of firms that instigate green initiatives, it provides a unique conceptual framework for this study. Findings have confirmed much of the literature on green marketing, while making visible specific categories that challenge some previously-held assumptions within the literature. It provides new insights to green marketing in contexts that are not immediately conductive to green sustainable principle.
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.
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.
Description:
Regardless of the literacy competencies that are basic to the mechanics of reading, there is a much larger and richer view of reading that goes well beyond such competencies. There are whole worlds of literature to explore as well, and it can be a most satisfying experience for adults and children as they explore them together. The 21st Century has emerged from a long tradition of culturally satisfying and spiritually delighting engagement with the language arts that are embodied in literature, and not just literacy. This paper explores some of those things from our more ancient pasts, and examines their relevance for adults, particularly parents and teachers, and children in the present age in the area of literature. In doing so, it goes beyond concepts of literacy, exploring notions of literature.
Description:
Regardless of the literacy competencies that are basic to the mechanics of reading, there is a much larger and richer view of reading that goes well beyond such competencies. There are whole worlds of literature to explore as well, and it can be a most satisfying experience for adults and children as they explore them together. The 21st Century has emerged from a long tradition of culturally satisfying and spiritually delighting engagement with the language arts that are embodied in literature, and not just literacy. This paper explores some of those things from our more ancient pasts, and examines their relevance for adults, particularly parents and teachers, and children in the present age in the area of literature. In doing so, it goes beyond concepts of literacy, exploring notions of literature.