Faculty of Education - Research Publications
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ItemSpeaking as 'Other'(Wakefield Press, 2003)As a Chilean born Australian, Septmeber 11th holds a significance for me that is perhaps different to the significance that is currently a part of the media created collective consciousness. It was on this date in 1973 that the world's first democratically elected socialist government was toppled in a bloody coup. These events set in train processes that eventually lead to the murder and displacement of hundreds of thousands of Chilean citizens. My family was amongst those sent into exile.
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ItemNo Preview AvailableLiterary Conversations: An Australian Classroom(Sense Publisher, 2011)This essay arises from an ongoing discussion about the teaching of Literature which followed after a 'critical friend', Bella Illesca spent a series of consecutive lessons observing the action in Prue Gill's Year 12 Literature class. By examining, interpreting and exploring the events of the classroom as students discussed the short stories of contemporary Australian writer, Beverley Farmer, we were lead to articulate our aims with teachers, our puzzles and our concerns in ways that helped each of us think afresh about teaching.
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ItemNo Preview AvailableAustralia: Significant Characteristics of the School System and the Mathematics Curriculum(Sense Publishers, 2006)In Australia, states and territories regulate their own education systems, however, national benchmarks representing minimum standards for Numeracy (in the areas of number sense, measurement and data sense, and spatial sense) help inform the individual state curricula. Australia has three school sectors: Government, Independent, and Catholic. As data collection in the Learner's Perspective Study (LPS) was restricted to Government schools, this overview focuses primarily on the types of schools from which the Learner's Perspective Study (LPS) data from Year 8 mathematics lessons was collected: Victorian government secondary schools.
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ItemNo Preview AvailableComparing and contrasting methodologies: A commentary(Routledge, 2009-04-15)The term ‘methodology’ is discussed before we consider the methodological contributions of each team of chapter authors (Cobb, Gresalfi & Hodge; Nathan, Eilam & Kim; and Saxe, Gearhart, Shaughnessy, Earnest, Cremer, Itabkhan, Platas & Young) and examine links between them. We generate questions arising from our analyses of the three chapters in this section and formulate views on classroom learning in mathematics that could be researched through complementary analyses. The subsequent discussion of data-collection instruments appropriate to further analyses is informed by our own research perspectives. This commentary concludes with a summary of what we have learnt through comparing the three methodologies and how simultaneously focusing on data from different theoretical perspectives might help to show the way forward in researching the richness of learning in classrooms.
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ItemNo Preview AvailableBuilding Optimism in Prospective Mathematics Teachers(Springer US, 2011)This three-task sequence, which interconnects congruency, similarity, geometric constructions, and deductive proof, can be accessed by prospective mathematics teachers possessing limited understanding of these topics. Creative thinking is stimulated during work within this sequence: experimenting, recognizing relevant mathematics from earlier in the sequence to progress this experimenting, and connecting mathematical understandings. This chapter focuses on how the implementation of this complex task sequence provided opportunities for successes that theory suggests should contribute to developing psychological factors to increase future teachers’ ability to think flexibly when encountering mathematical and pedagogical challenges.
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ItemRural school principals’ perceptions of social justice in neo-liberal times: towards a pluralistic notion of rural education(Society for the Provision of Education in Rural Australia, 2007)In this paper I apply the theory of social justice to evidence drawn from interviews with two rural school principals in Victoria. I examine the perceptions of social justice held by these principals to analyse the pressing issues that rural schools and their principals face in their quest to provide a socially-just education. The importance of seeking principals’ responses is based on their crucial position in leading their school culture and in responding to policies that define the educational landscape. In the last two decades, educational policies have been shaped by the dominant vision of restructuring the Australian economy to compete in a tougher international market, replacing the former dominant vision of social justice and equal opportunity with one based on managerialism, productivity and competition. Neo-liberal managerialist discourses and practices of perfomativity, testing and accountability now play a central function in determining principals’ role in schools. These discourses and practices have the potential to affect how principals conceptualise social justice and, in turn, how they apply it to practices in favour of a more socially-just schooling. In this paper, I argue that rural schools still face relevant issues of unjust distribution of resources, participation in policy making and cultural recognition and that rural education needs to engage with a pluralistic view of what social justice is: one that includes three dimensions – distributive, associational and recognitial justice.
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ItemDeveloping a thinking curriculum for Year 5: theory and practice(ACER Press, 2005)In this chapter Jason Pietzner discusses the theories behind his work with the thinking curriculum in his former Year 5 classroom. He examines Bloom’s Taxonomy and Anderson’s revision of this model and then shows how he has distilled them into the Three Storey Intellect model (Gathering/Processing/ Applying). He then demonstrates the usefulness of Gardner’s Multiple Intelligences theory and acknowledges the influence of Lipman’s Philosophy for Children model. The product of his unit of work showing the effectiveness of the approach is included.
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ItemBringing Asia to the Home Front: The Australian Experience of Asian Language Education through National Policy(MULTILINGUAL MATTERS LTD, 2011)The East Asia and Pacific (EAP) region encompasses one-third of the world’s population and more than one-quarter of the world’s children – around 580 million children in total. The region possesses a stunning variety in geography, culture and political and economic systems and significant diversity can be seen within countries in terms of wealth, ethnicity and language. The EAP region is also diverse in terms of education provision. While some countries have achieved the Millennium Development Goals (MDGs) 2015, specifically, the Education For All commitments, many have not. A significant portion of the population continues to experience multiple deprivations, including access to and quality of education. Governments are making efforts to achieve ‘inclusive growth’ and working to distribute the benefits of economic development to all sections of society, as they mainstream the MDGs’ gains and its continuous application in the newly approved Sustainable Development Goals (SDG). Many are increasingly recognising education as a pivotal component of inclusive growth.(From introduction)
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ItemForeword [to Cultures of schooling : pedagogies for cultural difference and social access](The Falmer Press, 1990)
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ItemViet Nam: Quoc Ngu, colonialism and language policy: East Asian perspectives(Curzon Press, 2001)