Melbourne Graduate School of Education - Theses
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ItemThe dawn of the thousand year reich : the ascendancy of didactic and neo-classical architecture during the Third Reich( 1978)In the past, Nazi architecture has been a much maligned subject which most commentators, historians and writers have carefully neglected. This legacy has left a deplorable lack of information, especially in the English language. This laudable position becomes more absurd for the copious amount of books, art journals, articles that flourished under the Third Reich are today virtually non-existent. Often when cited, the architecture is used in a hysterical fashion, usually in association with some alleged atrocity, thus pushing even further into the background the original concepts for the architecture's being. Had it not been for recent publications and research, carried out in West Germany, this thesis would have not been possible.
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ItemThe class teaching of music in state-supported schools in Victoria, 1853-1905( 1956)While studying recent developments in the class teaching of music in schools both overseas and in Australia, I became interested in the way in which music had been introduced into the early schools of Victoria, and began to ask these questions. Who were the first teachers of music in Victoria? What methods did they use? From whom did they learn their methods and what was the content of their lessons? After some background reading and thought I decided to begin this investigation, limiting it for the present, to the content and method of teaching music in the state-controlled schools in Victoria from 1853 - 1905. In the pages which follow, I hope to show how a tradition of music teaching was established in Victorian schools, tracing through England, influences from Germany and France. So that the methods of teaching used and the content of the lessons may be revealed, a survey will be made of the life and work of those concerned with the introduction of music into the elementary schools of England and Victoria. The training; of teachers of class music in Victoria will be discussed and, in so far as it is relevent to the period being investigated, music in secondary education will be included. As far as I can discover, no other research has been carried out in this subject in Australia. I hope that what I have written will not only arouse interest, but assist in increasing among leaders in education an appreciation of the value of music in schools. I should like to thank the following people, all of whom have shown great interest and have given me help and encouragement: Mr. E.L.French and Dr. T.II.Coates, School of Education, The University of Melbourne; Mr. !1.C.Brideson, Research Service of The Public Library of South Australia; officers of The Mitchell and Public Libraries, Sydney, The Public Library of Victoria, The Library of The Australian Council of Educational Research, Melbourne, and the Library of The Royal Historical Society of Victoria, Melbourne; Mr. Geoff. H.Allan, Managing Director of Allan & Co., Melbourne, for the access to the diary of Mr. George Leavis Allan; Mr. bar' of Allan & Co., for his assistance in locating copies of early music published by Allan & Co.; Mr. J.Alex. Allan, Clifton Hill, Melbourne, author of "The Old Model School", who lent me relevent original documents; Mrs. A.L.Eastaugh, South Lyndurst, Seaford, for information about her relative Mr. August Siede; Miss Gladys Rhys Davies, Beach Street, East Malvern, author of "Music Makers of the Sunny South", for a copy of her book and access to the original notes from which it was written; and Mr. A.E.H.Nickson of the University Conservatorium, Melbourne, who gave me valuable advice.
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ItemPaulo Freire : conscientization. the road to freedom( 1978)Freire's chief concern with regard to the oppressed in Brazil involved a view of education as a tool for social and political change. Conscientization is the - method by which he aimed to achieve change. His programme however, should be seen, not as an isolated effort to liberate the oppressed; it should be viewed in the context of other programmes that emerged in Brazil at the time. These were mainly inspired by radical Catholic action groups and characterised by the need to achieve the process of self-realisation along populist lines, that is without interference and indoctrination. Freire's programme came after exploring the traditional methods of adult literacy and rejecting them as bankrupt. His method involved a problematisation of the themes of the life of the oppressed and a representation of that problematic to them for their identification and critical analysis. This was achieved by means of dialogue and in the course of group meetings where co-ordinators and students held equal. status. Concurrently with dialogue, ABC literacy took place; words arising out of discussions of themes formed the basic material for the ABC course. Much depends on the co-ordinator for the success of the method. Generally Freire's critics focus their attention on him as a potentially manipulative agent and as such, no better than the cruel masters from whom he is attempting to rescue the oppressed. Freire's principles governing his theory and method however, are so clearly enunciated, so tightly knit together, that an internal unity emerges from the programme as a. whole, which in itself, acts as a deterrent to abuse and distortion. Finally, two questions arise from the study of Freire's conscientization: one is whether revolutionary action would naturally follow from it; the other is whether Freire's adherence to absolute authenticity is emphasised to the detriment of an essential aspect of the task, which is the mobilisation of the oppressed into an effective task force to bring about revolutionary change, Both questions are closely linked together. It may be more realistic to view Freirets programme, not as a task achieving revolutionary action itself, but as an effective preparation for it and as such an honest and therefore necessary part of it,
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ItemA taxonomy of community intervention practice( 1982)This thesis identifies an overall heuristic taxonomy of Community Intervention Practice, which is intended for use by students, lecturers and field staff. The taxonomy is divided into five approaches, namely the Organisational Approach; the Extension Approach; the Developmental Approach; the Action Approach and the Control Approach. The taxonomy is iconic in natures and is a simplification of the complex reality observed in community intervention practice. The thesis is divided into three sections. Part I seeks to explore the nature and complexity of the concept of "cornmunity", and the nature of community intervention practice. Part II, which forms the bulk of this study, defines and describes the five approaches which make up the heuristic taxonomy. Part III applies the taxonomy to two differing agencies, one being a government Community Development Office project for squatter resettlement in West New Britain; the other applying the taxonomy to various projects run by an Australian Community Health Centre. Throughout, use is made of tables and figures to illustrate the concepts described. In particular, concise summary tables are provided for the taxonomy. itself. These tables are printed on coloured paper, to assist. in easy location and reference, and are intended - to be a summary to facilitate conceptualisation in the hands of a student or field worker.
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ItemAn analysis of the logic of film criticism with special reference to film study courses in schools( 1970)The distinctive concepts, relationships between concepts, criteria and procedures for judgement-making which constitute the logic of film criticism have been left largely unexplored. As a consequence, film critics and film teachers, lacking an understanding of the distinot body of concepts and procedures characteristic of this form of discourse, have been unable to offer convincing justifications for critical judgements on the one hand, and f o r the belief that film study i s properly an educational activity on the other. In each case, factors or principles extrinsic to the internal logic of film criticism have been offered as justifications. It is shown that the search for justifications for both aesthetic and educational judgements which appeal to necessary formal or moral principles, or to the consequences believed to follow from an experiencing of films, cannot withstand analysis. A critical scourse in the arts i s properly effected by presenting descriptions of the works, expressed i n terms of, and justified with reference to, those concepts and criteriadistinctive of the form of art i n question. It is argued that the work of the English film critic, Robin Wood, and some recent semiological studies on the nature of meaning i n films, represent the beginnings of a clarification of the logic of film criticism. The matter is of central importance to the form and purpose of film study courses. If, to be counted as educational, an activity must be concerned with judgements publicly testable for truth or appropriateness, and if such judgements can occur only within the logical structure of a form of knowledge or discourse, then film teaching can properly be termed educational only if film study courses are informed by an understanding of the logic of film criticism. It follows then that Robin Wood's criticism and the small body of semiological work at present available could well serve as the source of this understanding.
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ItemCatholic higher education in Victoria : a survey based upon the careers of matriculation students, 1950 to 1955( 1966)The survey was based upon a complete census of the students from Victorian Catholic schools who presented for Matriculation between 1950 and 1958, and followed their careers until the end of 1964. The-first part compared the results of the Catholic and of the other schools in Victoria taken together. At Matriculation level, the students from the Catholic schools performed at least as satisfactorily as the students from the other schools. This was,due, however, to the boys rather than the girls, whose results were less satisfactory, than those of the other girls. At university level, the Catholic results in the first year examinations, as far as the limited data permit one to judge, appeared to be below the level of the other students; but when all years were taken into account; there was no significant difference in overall performance of the Catholic and other students. The second part of the survey studied the factors that determined the success or failure of the Catholic schools, and comparisons were made solely between Catholic schools. There was no significant difference between the results of Catholic boy and girl students in their best three subjects in a single presentation for Matriculation, nor between their pass-rates in the first or first three years in the university. The unmatched teaching institutes showed significant differences within each sex division in the Matriculation, but practically none in the first year and in the first three years in the university. The significant differences even at Matriculation, however, tended to disappear, when the institutes were matched on other circumstances influencing achievement. Finally, individual schools showed significant differences in Matriculation results within each sex division, but these tended to disappear in the first and first three years' university results. Significant differences between the results of those presenting for the first time and those for the second time, in favour of the latter, were frequently observed at Matriculation level but scarcely at all in the university. Among the other circumstances influencing achievement, at Matriculation level, socio-economic status was significant for boys' schools, in favour of the higher levels, but not for girls' schools. Size of Matriculation class was significant for boys' schools, in favour of larger classes (20 or more, compared with 10 to 19), but not for the corresponding larger classes in girls' schools (10 or more, compared with 1 to 9). Locality (metropolitan, urban, rural) was not significant for boys' schools, but it was for the girls', in favour of the metropolitan compared with the urban schools. Practically no significance was found in accommodation (boarding compared with day schools, or in educational classification (A and B class schools). At university level, the only circumstance that proved significant was size of class, in favour of schools with larger Matriculation classes among the boys (20 or more, compared with 10 to 19), and with smaller classes among the girls (1 to 9, compared with 10 to 19). On the whole, over the triennia, the standard of results for both male and female schools appeared to be improving significantly.
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ItemThe care of the pre-school child in N.S.W( 1944)THE CARE OF THE PRE-SCHOOL CHILD IN NEW SOUTH WALES. The thesis as presented falls into four definite parts. The first, Section I., is concerned with the history and philosophy of the care of the very young child overseas. As we owe so much, particularly in our educational attitudes, to the "Old Country", an of later years to America also, the relevant developments in these two places have been given. Health, custodial and educational aspects have all been included. The latter part of Section 1 is concerned with philosophical considerations, the modern theories of child care, and their practical applications in that most satisfying and satisfactory environment for the pre-school child, the Nursery School, a development of the twentieth century. Section II, concerned particularly with matters in New South Wales, deals with the two aspects of child-care, Section lIa. with the physical side, Section II b. with the educational provision. Of these, the first emphasises preventive measures, and is concerned with the development of such movements as Maternal and Baby Welfare, the work of the Bush Nursing Association, the Flying Doctor, the Far West Children's Health Scheme and the less romantic but equally essential services of hospitals, clinics, etc.. But in these days other organisations than purely medical ones are being interested in health movements, and so Play Centres too demand a passing word. Section II b. deals with the educational aspect, where more emphasis is placed on the psychological side, though health matters are by no means regarded as unimportant. Here both residential and non-residential facilities available for the pre-school child are reviewed, and the Nursery School is declared to provide the best opportunity for a co-ordinating centre of the interests of the child. The provision made by the State, the Kindergarten Union, the Day Nursery and Nursery Schools Association and the Local Governments surveyed from the point of view of the service each provides for the "whole child"; and conclusions are drawn as to. the value of the provision made for the pre-school child, both qualitatively and quantitatively. Section III. is photographic. Unfortunately, the studies were not taken on my visits, but are due to the generosity of two Nursery School Directors (of the Erskineville Day Nursery and the Free Kindergarten, Maybanke) and my brother, without whose assistance this section would have been very uninspired. Last of all come the appendices containing matters of interest in pre-school work, which from the point of view of perspective could not be included in the main body of the work, yet are of value for reference. Appendix I. shows the educational provision made by the State for. children under the compulsory school age in the more closely settled metropolitan areas. Appendix II. details the provision made by the Kindergarten Union and the Day Nursery and Nursery Schools Association. The long waiting lists emphasise. the inability of voluntary organisations to cope with the problem, even in pre-war days. Appendix III. offers a graded list of toys suitable for pre-school children. Appendix IV. outlines "Emergency" Nursery Courses suggested for the training of staff urgently, needed to supplement the fully trained Kindergarten 'and Nursery School staffs for any further expansion in pre-school care. American and English war-time nursery care is not given in the main part of the thesis as the information was gleaned almost entirely from periodicals and newspaper articles, and one always treats this type of information with reserve, wondering how much of the subject matter is propaganda of some sort, and how much can be accepted as scientific fact. Appendix V. simply contains types of record forms actually in use in the various pre-school institutions.
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