Faculty of Education - Theses
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ItemResponses of government and Catholic educational authorities to the influx of migrants, 1950-1960, with special reference to the experience of a selected group of schools conducted by the Victorian Sisters of Mercy( 1977)local parish priest; the day-to-day education was left completely to those dedicated religious and their lay assistants who faced the challenge with resolute courage. One such group of religious were the Sisters of Mercy. A major focus of this study is their efforts in the field of migrant education with special reference to three schools for which they mere responsible. With neither the time nor expertise to develop a specific philosophy of migrant education they relied on traditional methods of classroom teaching - methods in which they had fortunately been well-grounded. The effect of such teaching can be partially gauged from the responses of one hundred of their students.
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ItemSome conceptual problems in curriculum integration( 1977)In recent years, integrative curricula have been introduced into many Victorian secondary schools. Integration within these curricula may occur in a number of areas, such as integration of different races or different age groups, but the area with which I am concerned is the actual content of the curriculum and integration here involves the combination of two or more traditional subjects on the basis of some supposedly common factor. The arguments advanced by integrationists to justify such integration frequently relate to sociological or psychological consequences of such courses rather than to philosophical analysis of the common factors on the basis of which integration of knowledge is possible at all. Philosophical analysis of the basis for integration involves examination of the nature of knowledge. Curricula which are completely integrative in that no subject divisions are maintained seem to be based upon the assumption that knowledge is unified in some way. The unification may result from the existence of a common object with which knowledge is concerned, e.g., 'the universe,' or from some integrative power in the learner's consciousness or may be due to the existence of some coherent system. Each of these possibilities presents problems. This may account in part for the fact that most integrative curricula are only partially so. That is, some areas of knowledge are maintained as separate subjects. However, the subjects which are separate and the combinations of other subject areas vary from school to school which suggests either that the organizations of knowledge are merely matters of convenience or that there are several different valid bases for integration. Common subject matter, common methods . of enquiry and use of common subject areas seem to be three bases, but determination of their validity requires examination of knowledge at a conceptual level. It is exponents of the Forms of Knowledge thesis, rather than integrationists, who have undertaken such examination. The Forms of Knowledge thesis purports to show that there are certain necessary divisions in knowledge on the basis of differences in concepts and their relations, truth criteria and methods of acquiring knowledge. The arguments of P. H. H irst on this matter present some difficulties, but I feel logical distinctions within knowledge can be drawn, particularly on the basis of two types of categoreal concepts - relational and foundational. If these distinctions are accepted then it can be seen that integration of knowledge can proceed on three different levels - logical, structural and material - and recognition of this fact may assist in determining the exact nature of different integrative curricula and in seeking justification for them.
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ItemChristian socialism and education: an analysis of Christian socialist thought with particular reference to education as represented in their journals Politics for the people, The Christian socialist and The Journal of association, 1848-1852( 1977)This thesis examines the theological, social and economic theories of Christian Socialism as expressed in the journals Politics for the People, The Christian Socialist, and The Journal of Association. Particular attention is paid to the type of education for which these theories formed the basis. To set the more detailed study in perspective, the thesis suggests some reasons for the appearance of Christian Socialism in mid nineteenth century England, and gives a brief history of the personalities and programmes in the movement. In his theology of hope, Frederick Denison Maurice, the acknowledged leader of the Christian Socialists, produced an idea which was fundamentally optimistic: the existence of a loving caring God gave man the courage to believe that he was not condemned to a mean and meaningless existence. The relationship of all men to God the Father was the basis of their views on economic reorganization which can only be described as socialist in a very loose sense of that word. The Christian Socialists brought to the questions of economic misery, crime and education a specific theological perspective. The idea that the actions of an individual may be attributable in part to his upbringing, his identification with a social class and its expectations, and the lack of hope which characterized so many of the English 'working-class of the time was not new to radicals such as Robert Owen but it was not an accepted attitude of the establishment whether legal or clerical. Nor was Maurice's theology generally accepted, even in the Church of England, of which he was a prominent member. The Christian Socialists advocated political and social reform. For enduring and basic improvement however, they looked to the improvement of the individual citizen through the development of his inherent physical, intellectual and spiritual qualities. Such an education they believed would create a society based on the principles of mutual respect and love, and as a consequence of that change, the contemporary society based upon destructive competition would be replaced by one based on constructive cooperative production. Their expectations of education, however praiseworthy, were largely unrealistic.
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ItemThe role of women in the Victorian Education Department, 1872-1925( 1977)This thesis examines the role of women teachers in the state schools of Victoria from 1872 to 1925. As women constituted half of the teaching service, and as the Education Department drew a distinction between teachers on the basis of sex, it has been possible to look at the women teachers as if they formed a homogeneous group. An examination of the legislation, the periodic reviews, the practices of the Department and other contemporary evidence, makes it clear that women teachers were essential to the maintenance of a widespread, comprehensive education system. This conclusion is based on two major factors, supply and cost. For many reasons women were always available as teachers and were employed extensively. As their employment was combined with the practice of paying women less than men for the same, or very similar tasks, the development and maintenance of a system of education was made easier for the governments of Victoria in spite of almost constant pressure for economy. These two aspects form the basis of parts 1 and 2. Through two case studies, part 3 approaches the role of women differently. The assumption is made that women do not form a homogeneous group but are divided by broad issues of class, religion and politics as well as narrow and more specific issues. Two kindergarten experts, women with diverse backgrounds, provide the material for the first case study. Their expectations, contribution and recognition are examined, as is their relationship with other members of the teaching service. The second case study concentrates on the Victorian Lady Teachers' Association, a small, militant, feminist group which worked to have any differentiation between teachers based on sex removed. Although the group was not representative of all women teachers, it frequently spoke for them and was an important educational force. The two case studies, therefore, look at some of the varied roles filled by women, but more particularly highlight the differences amongst them and the difficulties of making generalizations about women or women teachers.