Faculty of Education - Theses
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ItemTeacher attitudes towards Malaysian English( 1999)This study is designed to assess the international intelligibility of two of the sub-varieties of Malaysian English (ME), namely the acrolect (the standard form of ME) and the mesolect (the colloquial form of ME). It also aims to examine the attitudes of English teachers towards these varieties, and explore the relationship between teachers' attitudes towards and the international intelligibility of ME. This study was carried out through the administration of a questionnaire. The rationale behind this study is structured on sociolinguistic grounds, and the criteria of teachers' judgements and evaluations of the varieties are based on their own perceptions of language use and their concepts of language behaviour. The findings of this study indicate that teachers generally hold negative attitudes towards the mesolect, and positive attitudes towards the acrolect. They believe that the mesolect is less standard, formal and grammatical than the acrolect. It is also found that the mesolect is less intelligible than the acrolect to most teachers. Although teachers have positive attitudes towards the acrolect of ME, they do not think that it is on a par with other varieties such as British, Australian and American English. In general, British English is viewed as the best variety in terms of standardness, clarity and originality. Most teachers who come from Korea, Japan and Vietnam where American English is the pedagogical model for ELT (English Language Teaching) favour American English. Some Australian teachers favour Australian English as its use is linked to their national identity. Most teachers hold negative attitudes towards Malaysian English and Indian English, as they are not familiar with those varieties and experience difficulties understanding them due to distinctive pronunciation and intonation. It is concluded that familiarity with a variety and intelligibility of a variety may be important factors affecting one's attitudes towards that variety. The findings of this study may not only add to the existing body of knowledge but also have pedagogical implications for ELT in the Malaysian context as well as in the international context.
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ItemPerspectives of Asia as depicted in The School Paper (1896-1925)( 1986)The appearance of the first number of the School Paper in 1896 heralded a new era of reading for Victorian school children. It was a local reader with stories, poems and pictures from the Australian point of view. Its first editor, Charles Richard Long, saw the reader as having an important part to play in Australia's nationhood. The School Paper was to impress upon its readers that the greatness and stability of the Empire depended upon the production of a fine type of citizen, fit of body, fit of mind and fit of soul. The character of its readers was to be moulded in the Arnoldian tradition of conduct and service to King and Country. The courageous deeds of the builders of the Empire were recounted with pride especially in their encounters with Asians. The School Paper was to be the chief vehicle in inculcating imperial patriotism and beliefs in military virtue and British character. Charles Gordon, for example, is lionised as a pillar of the Empire who exemplified the spirit of British knighthood in China. However, in depicting his exploits there the School Paper presents a stereotyped account of history to create the legend. Britain's power and prestige were based on the moral conduct and character of Englishmen. British morality was seen as the backbone of civilization. Asia was viewed through ethnocentric eyes. The perspectives of Asia that are examined in detail are confined to Japan and China because of the constraints of a minor thesis. Japan was admired because she was prepared to learn from the West. Her progress was so rapid toward civilization as the word was understood by Western nations that her people were held in esteem for the virtues they displayed. Examples of Japanese courage, patriotism, obedience, politeness, stoicism were favourably depicted and praised. Japanese myths, legends, proverbs and maxims were included because they embodied precepts of wisdom, practical rules of conduct and moral norms that are universally applicable. Readers of the School Paper received a very favourable opinion of an emergent country, willing to modernise and strengthen itself along Western lines to defeat China in 1894 and Russia a decade later. China, on the other hand, was presented less favourably, especially in its relations with England. Britain's aggressive trading and military policies in China were not criticised, but blame was implicitly put on to the Chinese for their reluctance to open up the country' for trade or to ratify treaties. China was considered backward because she was reluctant to modernise herself like Japan and because of her hatred of the foreigner and everything pertaining to him. The School Paper saw the Chinese government in a negative light, unequal to the task of controlling her large population. It gives the impression of how little it knew or cared about why China was at war with the "civilized world" during the Boxer Rebellion. This ethnocentric attitude to China leads to cultural blindness and this is seen in such articles as "How They Do Things in China" where some Chinese customs and practices are viewed patronisingly, if not negatively. This extends to some aspects of Chinese education, and is especially marked in the "Soochow Incident" when Gordon's moral conduct and character are sharply contrasted with the completely unfavourable and negative traits of Li Hung-chang. Despite this, there is respect for ancient China's accomplishments in building the "Great Wall", in having the oldest newspaper in the world, in inventing paper and porcelain. There is admiration for the Chinese practice of the virtues of thrift, obedience and devotion to learning and wisdom. Long did not hesitate to use some aspects of Chinese culture and customs as a basis for his moralizing whenever he saw fit. The perspectives of Asia depicted in the School Paper impress upon its young readers those principles of morality that emphasized the virtues of patriotism, obedience, courage and truthfulness. The question arises as to why this particular kind of moral training was considered important at the turn of the century. There was a growing fear of indiscipline among children of the poorer classes in the school, some of whom were brought up in an environment of criminality and destined for an adulthood of crime. Aware that children's characters were shaped by wider social influences, Long saw the formation of character as the foremost of educational objectives. Through the School Paper Long attempted to introduce systematic non-theological Moral Instruction into all schools. As an ardent Imperialist he constantly reminded his young readers of the virtues that made a good citizen; he taught them the sacredness of the trust committed to them; he inspired them to do their duty to King and Country. What was the assumption underlying the emphasis on character development? It was the belief that success of the Briton among Asians was due to character; to the Briton's belief in himself and in the superiority to the man of the Eastern world. The existence of the Empire and all that it stood for, to its own citizens and to the world at large, was in danger of being broken up, and should the Empire fall, the interests of Australia would be at stake, as Australians security abided or vanished along with Britain's. By emulating the lives of the best British men and women, Australian children would be helping to make the Empire strong in the best kind of strength, the strength that comes of high character.
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ItemSexing up the international( 2006-10)This thesis takes sexuality as its subject matter and uses a methodology informed by postcolonial studies to explore new possibilities for thinking about the international, its construction, and its contemporary politics. I argue that postcolonial readings of sexuality can impel us to rethink the meanings and politics of international theory and to challenge notions that have come to appear fixed and unchanging. The thesis canvasses how such an intervention might occur – calling especially for a focus on the local and the everyday – and considers both the utility and the limits of the contributions sexuality might make to a rethinking of international theory. My arguments are made with reference to a series of specific examples from contemporary East and Southeast Asia: the nationalistically imbued gendered and sexed figures of the national serviceman and the Singapore Girl in Singapore; the political and social repercussions of the trial of former Malaysian Deputy Prime Minister Anwar Ibrahim on charges of sodomy; newly emerging homosexual identities in Hong Kong; and the connections between sexuality and disease that inform the Thai response to HIV/AIDS.
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ItemAsian studies in Australian education 1970-2002 : a study of four reports( 2005)For well over a hundred years Australia's relationship with Asia has been contentious. In contemporary Australia there is still an ongoing debate on Australia's possible place in and relationship with Asia. The debate occurs across the social and political spectrum in Australian society. Over recent decades this debate has been a major policy issue in education policy for both federal and state governments. The argument for the study of Asia in education is not immune from this wider political and social discourse addressing Australia's position and place in Asia. Between 1970 and 2002 there have been four major Reports on Asian studies in Australian Education. The reports: the Auchmuty Report (1970), the FitzGerald Report (1980), the Ingleson Report (1989) and the Jeffrey Report (2002) offer a unique opportunity to chart the development of Asian studies and languages in Australian education over an extended period of time. The reports provide a unique insight into the state of Asian studies at approximately ten year intervals. Each report offers a detailed account of the contemporary situation, mostly in the universities, of the study of Asia and languages. Each offers explicit policy recommendations to enhance the position of the study of Asia into the future. The recommendations are directed to government, educational authorities, universities and members of the profession. These reports provide the basis for this thesis. For the study of Asia to gain an accepted and permanent place in the curricula in Australian = education and in particular in universities, new approaches to policy development and implementation must occur. The traditional culture of the universities, the European tradition, must be challenged as it presents many barriers, both pedagogical and administrative, to acceptance of the study of Asia. In addition, over the last 15 years, Australian universities are being continually reshaped by a change process instigated by the Federal government. All disciplines have been and are still being affected by these changes. The case for the study of Asia must be framed in such a way that it recognizes and responds to these organizational and financial changes and challenges if the study of Asia is to become a key component of the curricula. The contention of this thesis is that the study of Asia and Asian language must have an accepted and recognized position in Australian education at all levels. The policy advocacy for the study of Asia, while recognizing the pragmatic reasons of improved economic ties and outcomes and political relations should, at the same time, highlight the invaluable learning opportunity that the study of Asia's many and varied histories and cultures provide. The study of Asia, then, would meet the economic and vocational imperatives of present government policy while at the same time contributing to a greater understanding of society.