Faculty of Education - Theses
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ItemYoung single factory women in 1927 : a study of issues of women and work( 1990)In 1927, a Department of Labour inquiry focussed upon a group of young female metalworkers employed in a Melbourne factory. A range of contemporaries, including the female workers, gave evidence to the inquiry, resulting in recommendations regarding female work conditions. This thesis aims to investigate the process of deliberation which took place at the inquiry. Issues of women and work contained within the resulting report raise questions concerning working women's experiences which have relevance not only to contemporary labour legislation but also to subsequent feminist historical analysis
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ItemAn education to prayer: the establishment and development of a parochial school in the Catholic parish of St. Brendan's Flemington, Melbourne. 1887 -1947( 1990)�� the present system of Catholic Education in Australia developed not from any predetermined plan but as a result of the conflicting forces in educational development in the nineteenth century and the circumstances of the times." In the latter half of the nineteenth century �conflicting forces� and �the circumstances of the times� resulted in the establishing, in 1887, of a Catholic primary school in the inner Melbourne suburb of Flemington. (From Introduction)
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ItemA comparative study of ten Victorian Protestant girls' school histories 1875 to 1920( 1985)In recent years a number of histories of independent girls' schools have been published and it now seems an appropriate time to draw together some aspects of this history. This thesis will trace some of the common features of these histories with a view to explaining the changes in the development of female education in Victoria during the period 1875 to 1920.(From Introduction)
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ItemThe girls of Melbourne High School, 1912-1934( 1998)The Education Act of 1910 marked the official entry of the state of Victoria into secondary education and the formal foundation of the school known as Melbourne High School. Prior to 1927, the students' educational experience at the school was nominally co-educational. As the state expanded its involvement in secondary education, a desire developed in official circles for a prestigious school to rival the independent schools of Melbourne. Coincident with this, the state also strengthened its view that boys and girls had different educational needs that would be best served by separate secondary schools. This view was implemented when the boys of Melbourne High School moved to their new premises in October 1927, leaving the girls in the old school buildings in Spring Street. Girls' secondary education was not a high priority for the Education Department during the 1920s and 1930s and the provision of an academic education for girls did not conform to government policy that girls should be educated for their future role as wives and mothers. The notion that women might enter the workforce was irrelevant to government planning. For Melbourne Girls' High School, this meant a lack of official interest, concern, commitment and activity. It also meant several years spent in temporary and often unsuitable accommodation as well as increasing uncertainty about the school's continued existence.
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ItemTeacher training in Carlton: the predecessors of the Institute of Education( 1992)On 1 January 1989 the Melbourne College of Advanced Education and the Faculty of Education at the University of Melbourne were amalgamated to form the Institute of Education within the University of Melbourne. Although the two institutions had in various forms resided on adjacent campuses in Carlton/Parkville for several decades, both devoted to teacher education, they brought together different educational cultures. Melbourne CAE was descended from a long line of government-controlled teacher training institutions which had operated at first in Melbourne and from 1889 at Carlton in the corner of the University campus. Melbourne Teachers College was for most of this history the main institution for the training of teachers for Victorian government primary schools, but also played a significant role in the training of most types of teachers until the Second World War. It had little independence and was used largely as an instrument of policy by the Education Department and its political masters, subject to the vagaries of changing policies and economic conditions. These also affected the conditions and status of the teaching profession, which in turn impacted on the appeal of the profession and therefore on the socio-economic and gender mixture of recruits to the College. After 1945 teacher education became fractured into several geographically spread and more specialized colleges, and MTC was joined on its campus by a new Secondary Teachers College. During the 1950s and 1960s MTC and STC essentially ran pragmatic courses which churned out large numbers of teachers to fill places in the burgeoning number of schools. The two colleges merged in 1972 and gained independence from the Department in 1973. After much tossing and turning in the tertiary sector, in 1983 the Carlton college was amalgamated with the Institute of Early Childhood Development as Melbourne CAE. The University of Melbourne commenced its formal involvement in teacher education in 1903 when a liaison was established with MTC. For three decades MTC and the Faculty (as it became in 1923) shared their senior officer, administrative links, courses and students. The closeness was a two-edged sword for the University, for while greatly assisting the Faculty's work it also brought a substantial and frustrating degree of Education Department influence. The links were broken in the late 1930s, against the University's will, but thereafter the Faculty enjoyed greater intellectual and administrative freedom, and pursued its own course development. It came increasingly to be involved in theoretical and research studies, and to look down (with some justice) on its Department-dominated, less intellectually-oriented college neighbours. During the 1950s-1970s the Faculty was also under great pressure to meet the demand for teachers, and as a result somewhat lost its way as an intellectual and educational force. Throughout their history the institutions were influenced by diverse professional and community attitudes, philosophies and needs - how children should be raised, how schools are best organized, the most appropriate moral and instructional content of education, the attributes required in a teacher, and how teachers are best trained and/or educated. Rising standards of living and new technology, and the demands of the labour force, produced different occupational needs. All of this contributed to changing community expectations of schooling and teacher education.
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ItemThe life and veterinary contribution of Dr. Harold E. Albiston( 1992)This thesis examines the life and veterinary contribution of Dr Harold E. Albiston. Through his professional life can be traced the history of veterinary science in Victoria, from the horse doctor days of pre World War I to the re-establishment of the University of Melbourne Veterinary School in September 1962. Special attention is paid to the late 1920s which saw veterinary teaching cease at the end of 1927 and the University of Melbourne Veterinary School officially close in June 1928. Albiston, who was on the staff of the Veterinary School, witnessed this critical time in Victorian veterinary history. During the world-wide veterinary recession from 1920 to 1935, due to the declining influence of the horse, Albiston was one of the first veterinarians to appreciate that a new direction was necessary for the profession. While he was assistant-director, he upgraded the facilities of the Veterinary School, and encouraged research and diagnostic work on farm animals. As the day of the horse passed Albiston had built up the Veterinary School or the Veterinary Research Institute (VRI) as it became known in 1931, into an organisation of status serving the emerging livestock industries. The VRI was a unique establishment since it functioned as a normal university department, under the aegis of the University of Melbourne, yet performed diagnostic and research work for the Department of Agriculture. The VRI became an enlightened veterinary centre - a meeting place where veterinarians would visit, browse in the library and discuss problems with Harold Albiston or the VRI senior staff. It also became the centre of post graduate veterinary education in Victoria since all conferences, meetings and seminars were held there and for twenty-three years it was the home of the Australian Veterinary Journal (AVJ). The thesis also examines Albiston's research and diagnostic achievements before he was engulfed by administrative responsibilities. In 1927 he helped to solve black disease, or infectious necrotic hepatitis, which was costing the sheep industry millions of pounds. He also played a major role in diagnosing and eradicating the first Newcastle disease outbreak in Australia in 1930. In 1933 he was credited with giving the first post-graduate veterinary course in Australia when he gave a series of poultry lectures at the VRI. So successful was this venture that he gave a similar course on cattle diseases the following year. Harold Albiston has been the longest serving member of the faculty of veterinary science, the longest serving editor of the AVJ and the longest serving member of both the Veterinary and Zoological Boards of Victoria. His contribution came from his humanity and a dogged determination, at board, faculty or committee level to make the most effective use of his talents - his warmth, his lack of pomposity, his consultative ability and his capacity for hard work. In 1959 Harold Albiston was awarded the Gilruth Prize for meritorious service to veterinary science. In 1963 he was awarded the honour of Commander of the British Empire.