Faculty of Education - Theses
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ItemTowards a model for colleague support : matching support to needs and contexts( 1999)This thesis explores the issue of colleague support in schools observed in five case site schools over several years. The study sought to ascertain how colleagues perceive, rate, utilise and value colleague support and the effect of colleague support across a school culture. The research study is predominantly qualitative using participant observation and interviews, over several years. The interviews are based on an earlier pilot study (conducted in 1995-96) and a later survey of each of the five case site schools that make up this research study. The thesis outlines how colleagues describe, value, and utilise colleague support and proposes a typology of support based in grounded theory. This typology asserts that schools have definable `colleague-shape; based in characteristics and protocols of support that have an increasing degree of school-wide consciousness. The typology, and emerging protocols, it is hoped, have both a descriptive and diagnostic facility and an adaptive utility. This thesis concludes with a chapter on adaptive facility proposing suggestions, arising from this study, that might increase a school's conscious awareness and use of colleague support.
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ItemImagining the Australian nation: settler-nationalism and aboriginality( 1999-11)The thesis examines different forms of Australian setter-nationalism, and their impact upon settler/indigenous relations. I examine the way that the development of specific forms of settler national consciousness has influenced the treatment of, thought about, and feeling towards the indigenous as a people or peoples. I claim that discourses of the nation operate, in an ongoing way, as shaping forces in everyday and public policy responses to the collective situation of Australia's indigenous peoples, and to the perception of their place in Australian society. The first part of the thesis provides a theoretical framework for understanding Australian settler-nationalism, drawing upon major theories of nationalism, postcolonialism and psychoanalysis. I provide a historical and political analysis of white Australian nationalism, emphasising its racist underpinnings, and its influence upon governmental policies of biological absorption and assimilation. The second part of the thesis analyses relations between settler Australia and indigenous peoples from the 1960s to the present. Drawing upon psychoanalysis, especially that of the British object-relations school pioneered by Melanie Klein, and many contemporary discourses of the nation, I develop an account of two specific modes of settler-nationalism, which I term assimilationist and indigenising. I examine the way that these different modes have influenced and shaped public debates on Aboriginal land rights and the movement for Aboriginal Reconciliation. The major political phases studied include: the events leading up to and surrounding the passing of the Aboriginal Land Rights (Northern Territory) Act 1976; the Hawke Labor Government’s attempt, between 1983 and 1986, to introduce national Aboriginal land rights legislation; what can be broadly characterised as the period “after Mabo”, including the political activity stirred by the High Court’s historic Mabo decision of 1992, the passing of the Native Title Act 1993, the Wik decision of 1996, the rise of Pauline Hanson’s One Nation Party, and the Native Title Amendment Act 1997; and the period of the Government process of Aboriginal Reconciliation from 1991 to the present.
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ItemLenin's conception of the party: organisational expression of an interventionist Marxism( 1999-06)The relationship between party organisation, class consciousness and workers’ struggle has been a basic issue in Marxism since its foundation, and particularly since the rise of revisionism at the end of the last century. To the very limited that a “mainstream” literature on Lenin sought to locate him within the Marxist tradition that tradition was identified with a determinist interpretation of Marx developed by the revisionists and centrists. This approach has been countered by a generally sympathetic view of Lenin’s comments on party organisation, argued by a recent set of “critics” of the “mainstream” view. Yet despite their wish to make a comprehensive critique of the “mainstream”, most of the critics have failed to do so due a residual element of determinism in their understanding of the relation between workers’ struggle and the development of class consciousness.This thesis seeks to complete the critique of the “mainstream” through establishing the role of conscious intervention in realising the material possibilities for workers’ struggle. It does so through a case study of the labour movement in St. Petersburg between the “Emancipation” of 1861 and the “Stolypin Coup” of 3/6/1907. A pivotal point in the development of this movement was “Bloody Sunday” (9/1/1905), and the thesis is structured around that moment to show what changes, as well as what does not change, in the role of conscious intervention in periods of mass struggle relative to times of more limited protest.
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ItemBiliteracy development through early and mid-primary years: a longitudinal case study of bilingual writing( 1999)This thesis reports a five-year study of bilingual literacy development. Utilising Systemic Functional Grammar (Halliday 1994) and genre and register theory (Martin 1992; Martin & Christie 1997), the study analyses daily literate production of a simultaneously bilingual child in the majority (English) and minority (Russian) languages, from pre-school through the first four years of schooling. The longitudinal case study is complemented with comparative analysis of texts written by the child's class peers. Until recently, bilingual studies have focussed on children's developing oral fluency, whereas emergent biliteracy has received marginal attention, being largely limited to learning to read. This study examines the patterns of early biliteracy development, including the influences of minority literate practices on the majority language writing. The study demonstrates that the child's control of writing developed significantly in both her tongues, showing a movement from early scribbles, to typically congruent choices, to emergence of abstraction and metaphor. The scope of fields explored included fictional and non-fictional (both personal and "researched") topics. The choice of themes was influenced by the school curriculum expectations, as well as by the child's interests and reading experiences in both her languages. Majority writing revealed considerable development of English genres promoted at school, whereas minority writing was more advanced in types of texts linked to family values and interests. The study thus establishes a taxonomy of the child's emergent written text types in English, and reveals her successful development of control over the genres characteristic of the English-speaking literate culture. In her minority language, the child constructed texts drawing on personal experiences, such as personal letters, as a means of maintaining personal communication with relatives and Russian-speaking friends. Also, the minority literacy came to be used as a tool for academic learning in familial contexts. It is argued that minority literacy learning has influenced the child's learning to write in English. Thus, the patterns of the child's familial language uses on some occasions stimulated the emergence and development of some English written text types. In addition, the topics explored in reading and talking in the minority language were sometimes drawn upon in English fictional and factual writing. The study also provides examples of direct scaffolding of English written genres in the process of child-parent conversation, by largely using the child's family language. It is argued that scaffolding resulted in more mature text construction, via the joint negotiation of meaning. The study shows that the child's English writing performance was comparable to, and on many occasions superior to, that of the better-achieving monolingual students in her class. It is therefore suggested that development in literacy in the child's minority tongue enhanced her English competency. Overall, it is argued that learning to read and write in both her tongues allowed the bilingual child to participate effectively in the literate practices of the majority and minority communities. Her progress in developing biliteracy was to a considerable extent a result of the cognitive and linguistic stimulation which the child had available in the home.
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ItemDemocracy in the distance: a philosophical reconstruction of distance education( 1999)Distance education is an education of difference, it is democratic education. It makes a promise of openness that challenges the policies and practices of traditional elite higher education. In a late modern and globalised society, distance education is also the epitome of educational modernity. It provides the means for economic and social reconstruction and for efficiency and commodifiability in university higher education. Policies of massification and marketisation and practices of innovative pedagogy and production support this revolutionary progressiveness. These practices and policies are justified according to democratic values as well as pluralist needs – they are justified according to an ideology of openness. However, the ideology of openness is purposive and strategic. It conceals modernist rationalisations and postmodernist ‘anti-rationalisations’ that are operationalised through technology, politics and economics. These purposive and strategic rationalisations of liberalism and capitalism place distance education students, academics and institutions in crisis. Crisis of identity, motivation and legitimation, occur when economic and bureaucratic system values conflict with values of education – with values of the cultural lifeworld of distance education. These crises, in turn, undermine the theory and practice of distance education as democratic education. This thesis philosophically reconstructs the theory and practice of university distance education. It describes the narratives and contexts of its political, industrial and educational lifeworlds. Critical hermeneutics is employed to interpret these constructs as substantive values of modernity. This interpretation forms an immanent critique that demonstrates the influences of conservatism upon distance education. An ideological critique follows, based on Habermasian social theory: this identifies the mystifying and distorting effects that result from the purposive and strategic rationalisations that occur in the lifeworld of distance education. Through critique, the emancipatory intents of distance education are revealed as representations of difference. Differences in pedagogy, production and provision are identified in terms of the democratic and pluralist needs of modernist and postmodernist non-contiguous student. Democratic and pluralist needs ground the emancipatory intents of distance education in a rationality of communicative action that constitutes its social practice as ethical and liberating education.