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:
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:
Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
Description:
Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
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:
Throughout its history, the western library has played a significant role in bringing the book into the hands of western scholars. This title analyses that history: examining constructs of librarianship, publishing, and scholarship within that history as gate keeping access to knowledge.
Description:
This paper explores a number of children’s and young adults’ books in relation to artistic representations of the world of young people. It considers such explorations in relation to what may be considered parody and/or forgery in literary representations of young people, based on the work of Bakhtin. Related pedagogical considerations in classrooms in primary and secondary schools are also explored. A number of works is examined as to ways in which parody and forgery figure in the writing, and ways in which these connect with adult concepts in their response to literary works which children and young adult readers engage throughout their years of schooling. The paper presents such conceptualisations in relation to children’s books as affording new ways of approaching reading and writing in classrooms and opening up spaces for literary and pedagogical responses that takes teachers and students beyond traditional and conventional referents. It explores the possibilities of creating spaces for exploring cultural, social, personal and critical identities by young people.
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:
An age characterised by the sort of 'manufactured uncertainty' identified by Giddens (1994) throws up for scrutiny any number of taken-for-granted assumptions regarding professional practice experience in the Education field. This paper explores the suggestive possibilities of discourses of pre-service teacher practica in terms of naming, positioning and examination of taken-for-granted aspects of teacher education as they present at a regional university in Victoria, Australia. The University of Ballarat has introduced a new P-10 teacher education course. In the second year of its progress, traditional aspects of paid supervisory and assessment roles of practising teachers in relation to student teachers have been the focus of attention and activity based on reconfigured foci on the roles of both practising teachers and undergraduate students. One such focus is on what Schön (1987) describes as 'indeterminate zones of practice', and the result has been a research program exploring those zones in terms of mentorship in relation to mandated supervision and assessment requirements for graduate registration. The project is action-research based, with teacher, student, academic and semi-academic/teacher roles considered in the light of suggestive possibilities of mentorship and reflective practices as transformative possibilities in relation to roles associated with these.
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:
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:
This chapter considers the importance of generic skills (or capabilities) training and reviews some of the reasons why these programs are offered. Including additional skills you will or may have aquired as a result of structured seminars and courses, and provide some suggestions as to what you might actually do with those skills once you have left the doctoral program.
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.
Description:
In 2001 the School of Education introduced a new P-10 Education course, and a major aspect in this was the introduction of practicum for First Year students within three weeks of starting their course. Evaluations of this have suggested that this is a move that has been enthusiastically embraced by students and in 2002 we have worked on what has been established to extend and develop the experience for First Years by means of systematic construction of a community of practice to support their development as emergent professionals. To build the sort of community of practice that we envisaged, we turned to Legitimate Peripheral Participation (LPP), action research models, and reflective practice to inform our work to make the practicum as meaningful as possible to First Years as emergent professionals.
Description:
In 2001 the School of Education introduced a new P-10 Education course, and a major aspect in this was the introduction of practicum for First Year students within three weeks of starting their course. Evaluations of this have suggested that this is a move that has been enthusiastically embraced by students and in 2002 we have worked on what has been established to extend and develop the experience for First Years by means of systematic construction of a community of practice to support their development as emergent professionals. To build the sort of community of practice that we envisaged, we turned to Legitimate Peripheral Participation (LPP), action research models, and reflective practice to inform our work to make the practicum as meaningful as possible to First Years as emergent professionals.
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:
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:
This paper investigates undergraduates' innovative reflection-as a scripted and performed comedy routine in their School Revue-on their introduction as pre-service teachers (PSTs) to the discourses of Information Technologies (ITs) in teaching in schools. It is a small case study that we present here, mondful of the lack of generalisability that this presents, but we feel that it does lend itself to a close examination of a wide array of issues, experiences and outcomes in this small group that wrote and implemented the sketch in the Revue. Given the primacy of the role of language in any educational undertaking, it is perhaps not surprising that the focus of this sketch is on language, particularly as it is received by students, in that group of novice IT for Education students.
Description:
This paper investigates undergraduates' innovative reflection-as a scripted and performed comedy routine in their School Revue-on their introduction as pre-service teachers (PSTs) to the discourses of Information Technologies (ITs) in teaching in schools. It is a small case study that we present here, mondful of the lack of generalisability that this presents, but we feel that it does lend itself to a close examination of a wide array of issues, experiences and outcomes in this small group that wrote and implemented the sketch in the Revue. Given the primacy of the role of language in any educational undertaking, it is perhaps not surprising that the focus of this sketch is on language, particularly as it is received by students, in that group of novice IT for Education students.
Description:
In this chapter we focus on discursive practices of research higher degree supervision as crucial elements in constructs of international student subjectivities when undertaking studies in Australian universities. We position our discussion within an Australian context, but we would argue that the issues we raise regarding the supervision of such students are applicable to other western English-speaking countries that attract international Higher Degree Research students. In doing so, we focus on discursive fields emerging within domains of internationalization, globalization, and resistance. We examine processes and protocols in a number of Australian universities postgraduate divisions’ practices in the conduct of research higher degree supervision—in the context of increasing pressures towards internationalization within frameworks of globalizing influences. We take issue with western custom and tradition as privileged within the field of supervision of research higher degree students. We suggest variations of supervision of International candidates as intentional and systematic interventions, based on literature deriving from existing research of supervision which acknowledges the problematic natures of cultural relationships in relation to teaching, learning, and knowledge production, and student resistance within these fields. We examine issues of discursive practices and the problematic natures of power relationships in supervisor/supervisee protocols and possibilities suggested by alternative models of higher degree by research supervision of international students.