Showing items 41 - 47 of 47

The chronotope and Australian children's and young adult books

- Zeegers, Margaret

  • Authors: Zeegers, Margaret
  • Date: 2005
  • Type: Text , Journal article
  • Relation: International Journal of the Book Vol. 3, no. 1 (2005), p. 19-24
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  • Description: The chronotope is suggested as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The essentially solipsistic concerns of young children and young adults in schools may be engaged using 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, affording new ways of approaching reading and writing in classrooms. The chronotope opens up spaces for literary and pedagogical responses that takes teachers and students beyond the traditional and conventional referents of characterisation, plot, theme, setting, style, and so on. While this paper's focus is on literature designed for Australian children and young adults, the concepts may be applied more generally in relation to literature from within other cultures as well.
  • Description: C1
  • Description: 2003001334

The primacy of the mother tongue : Aboriginal literacy and non-standard English

- Zeegers, Margaret, Muir, Wayne, Lin, Zheng

  • Authors: Zeegers, Margaret , Muir, Wayne , Lin, Zheng
  • Date: 2003
  • Type: Text , Journal article
  • Relation: The Australian Journal of Indigenous Education Vol. 32, no. (2003), p. 51-60
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  • Description: This article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems.We go on to describe ways in which alternative perspectives where acknowledgment of rich,complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.
  • Description: C1
  • Description: 2003000496

The role of honours in promoting research literate graduates for, and with, industry

- Barron, Deirdre, Zeegers, Margaret, Jackson, Simon, Barnes, Carolyn, Taffe, Simone

  • Authors: Barron, Deirdre , Zeegers, Margaret , Jackson, Simon , Barnes, Carolyn , Taffe, Simone
  • Date: 2010
  • Type: Text , Conference paper
  • Relation: Paper presented at Connected 2010 The University of New South Wales, Kensington Campus Sydney 28th June, 2010
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  • Description: The paper reports on a program that brings together what is known about active learning in design education, that is, learning by doing, and what is known about communities of practice to address a real concern - the lack of take up of Higher Degree by Research programs within in the discipline of design. The report Building Australia's Research Capacity Report (2008) highlights this problem, stating '...it is evident that postgraduate research is in direct competition with the workforce, particularly at the graduate and entry levels, in the current climate of low professional unemployment' (p.87). To meet such calls, Australian Universities have focused on increasing the completion rates of existing Higher Degree by Research candidates. This paper focuses on the role of honours programs as servig two purposes: first to increase the numbers of undergraduate students taking up Higher Degree by Research programs as a way of increasing the numbers of doctoral qualified workers, and second, to produce research literate honours graduates for industry. At the same time literature around research training identifies the vagaries associated with research (Barron & Zeegers, 2002) as one of the barriers faced by Higher Degree by Research students in their research training. This paper looks to understandings generated through communities of practice and Legitimate Peripheral Participation to argue for a model of honours and Higher Degree by Research training that address such vagaries. The model uses collaboration and working with industry and researchers to establish Active Learning experiences - participants with various levels of research expertise working alongside each other in research clusters on industry projects to experience how methods are employed and problems are addresses and solved. The model argues for a staged, deliberate process of drawing newcomers into a given professional field, where they work with increasing more experienced practitioners as a part of specific communities of practice until they themselves become proficient.

The story of Buninyong: Research report

- Zeegers, Margaret

  • Authors: Zeegers, Margaret
  • Date: 2011
  • Type: Text , Report
  • Full Text: false
  • Description: The cover picture is the front of the program of the 2008 of the Story of Buninyong. It encapsulates the program that Buninyong Primary School has developed in its engagement with a larger and more complex history of the school and its positions in the physical and historical landscaper than European versions of Australian history allow. In this report, I have explored some of that complexity. "From introduction"

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

Towards a pedagogy of group work : Working the rhetoric of group work in an undergaduate curriculum and pedagogy unit at the University of Ballarat

- Zeegers, Margaret, Davis, Robert, Russell, Rupert, Menon, E.

What's in a name?: Exploring the implications of eurocentric (re)naming practices of aboriginal and torres strait islander nomenclature in australian education practices

- Weuffen, Sara, Cahir, David (Fred), Zeegers, Margaret

  • Authors: Weuffen, Sara , Cahir, David (Fred) , Zeegers, Margaret
  • Date: 2016
  • Type: Text , Journal article
  • Relation: The Australian Journal of Indigenous Education Vol. 45, no. 2 (2016), p. 181-190
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  • Description: The aim of this article is to provide teachers with knowledge of ways in which Eurocentric (re)naming practices inform contemporary pedagogical approaches, while providing understandings pertinent to the mandatory inclusion of the cross-curriculum priority area: Aboriginal and Torres Strait Islander histories and cultures (Australian Curriculum Assessment and Reporting Authority, 2015). While we have focused on Eurocentric naming practices, we have also been conscious of names used by Aboriginal peoples and Torres Strait Islanders to name themselves and others and as non-Indigenous Australians we acknowledge that it is not our place to explore these in detail, or offer alternatives. In this article, we have explored the history of nomenclature as it relates to original inhabitants, the connotations of contemporary (re)naming practices in Australian education and discussed the importance of drawing on cultural protocols and engaging local communities for teaching and learning of Aboriginal and Torres Strait Islander histories and cultures. It is anticipated that discussions arising from this article may open up spaces where teachers may think about ways in which they approach Aboriginal and Torres Strait Islander histories and cultures.