Faculty of Education - Theses
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Item'Ways of seeing': the positioning of the visual in subject English curricula, 2000 - 2017( 2018)The proliferation of visual texts in the lives of young people since the turn of the twenty-first century has created new opportunities and demands for curriculum developers. Since 2000, subject English curricula in Australia have acknowledged the importance of students’ engagement with visual texts, yet systematic approaches to the positioning of viewing and the visual in curriculum documents are not always evident. With the inclusion of less traditional texts such as graphic novels in the senior English text lists in recent years (Victorian Curriculum and Assessment Authority, 2014), the explicit addressing of the visual from the early to the final years of compulsory schooling has become crucial. This thesis presents analyses of four mandated curriculum iterations in the Australian state of Victoria from 2000 to 2017 focusing on the positioning of the visual in subject English. In revealing these positionings, some of the understandings about what subject English in the twenty-first century is, and should do, are interrogated. Aspects of Gee’s Building Tasks of Language (2010, 2011, 2014) have been drawn on to frame this analysis. Theoretical frameworks linked to subject English and literacy pedagogy have also been used to identify and analyse the positioning of the visual in subject English, and in turn, to posit aspects of what constitutes ‘English’ in the selected curricula.
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ItemA needs assessment regarding programs for Russian adolescents in Orthodox Jewish Day Schools: a comparative case study( 2014)Ultra-Orthodox Jewish Day Schools devote considerable time to advanced Jewish studies. When students join at the secondary level with limited or no previous Jewish education, the schools face an enormous challenge of providing appropriate programming to facilitate integration into the mainstream classroom and the broader school community. This qualitative study, focussing on parent and student voices, examines how two orthodox Jewish schools educated first and second generation Russian students who entered the schools at various levels and the impact this educational experience had on the students’ Jewish identities and observances. The aim is to inform best practice in educational programming.