Melbourne Graduate School of Education - Research Publications

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    [Review of the book Knowing women: origins of women's education in nineteenth-century Australia]
    Yates, Lyn (Cambridge University Press, 1997)
    The article reviews the book "Knowing Women: Origins of Women's Education in Nineteenth-Century Australia" by Marjorie Theobald.
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    Effectiveness, difference and sociological research
    Yates, Lyn (Routledge, UK, 2002-12)
    For Australian sociology of education, Making the Difference (Connell, Ashenden, Kessler and Dowsett 1982) was not just a major argument, and a ‘classic’ point of reference. It was also an event, an intervention in ways of doing research and speaking to practice, a methodology, a textual style. In some respects its influence on the latter dimensions has been even more pervasive and long-lasting than its influence as argument or theory. It seemed, simultaneously, to mark the high point of Reproduction theories of schooling (though its authors did not see it in this way) and also a thoughtful and orchestrated attempt to intervene in the processes. For a considerable time both before and after the publication of the book itself, the research team was a prominent roadshow in Australia, speaking to and writing for many specific audiences: teachers, teacher unions, parents, press. The book itself was designed to be read by a much wider audience than the standard sociological texts, and it succeeded in this aim. Subsequently it has become more commonplace to see research and writing as constructing and powerful practices, not just neutral paths to knowledge or communication, but Making the Difference helped to show other researchers what different ways of embarking on this might look like.
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    Who is “us”? students negotiating discourses of racism and national identification in Australia
    MCLEOD, JULIE ; Yates, Lyn ( 2003)
    This article explores the political beliefs and the forms of reasoning about racism, national identity and Other developed by young Australian women and men from different ethnic and class backgrounds. The interviews on which the discussion is based are drawn from a larger longitudinal study of Australian secondary school students which examines how young people develop their sense of self and social values over time. The present article here has two overall purposes: to add to understandings of how the cultural logic of racism functions in one national setting, and to consider political reasoning about race and ethnicity in relation to processes of young people’s identity positioning. Three main lines of argument are developed. The first concerns students’ positioning of themselves vis a vis the current ‘race debate’ in Australia, and in relation to us as researchers, including their negotiation of the protocols for speaking about ‘race’ and racism. This includes consideration of the methodological and political effects of white Anglo women asking question about racism and ethnicity to ethnic-minority students who are routinely constituted as ‘Other’: what blindnesses and silences continue to operate when posing questions about racism directly? A second and related focus is the range of emotional responses evoked by asking questions about racism and about an Australian politician [Pauline Hanson], who has been prominent in race debates. Third, we examine young people’s construction of ‘us and them’ binaries and hierarchies of Otherness and whiteness. We argue throughout that reasoning about race, national identity and Others, and the taking up of ‘political positions’, is intimately linked to identity formation and to how we imagine ourselves in the present, the past and the future.
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    Social justice and the middle
    Yates, Lyn ; MCLEOD, JULIE ( 2000)
    ‘Social justice’ is not a straightforward concept; and nor is the question of what schools do in relation to it. In this article we want to elaborate a little on the first of these claims, and illustrate the second by choosing to talk about two ‘middle’ or ‘ordinary’ high schools and their apparent impact on the students in them whom we followed in a longitudinal study from 1993 when they were in grade 6 to the present year, when most have finished school.
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    Representing class in qualitative research
    Yates, L. (Australian Clearinghouse for Youth Studies, 2000)
    In 1993, with Julie McLeod, I began a seven-year qualitative, longitudinal study of young people in Australia. The 12 to 18 Project1 was intended as a longitudinal study to investigate (i) the development of young people’s gendered identity in Australia now, and (ii) schooling’s contribution to social inequalities: the way in which different schools interact with and produce differentiated outcomes for different types of young people. It was a project inspired by the fact that we had both spent many years studying education, gender formation, inequalities, changing cultural and policy discourse and wanting to design a new type of study to take us further with these interests. It was also a study whose design was influenced by two film series, both of them also concerned, in different ways, with representing social differences and development of individual identity and outcomes over time.
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    Conversations With Gay, Lesbian and Bisexual Secondary School Students: A Sexual Diversity Training Kit for School Communities
    Crowhurst, Dr Michael ( 2004-04)
    'Conversations' is a training kit designed to raise awareness around issues of sexual and gender diversity in schools and other youth sector communities. It is made up of 10 edited interviews with young people who identified as gay, lesbian or bisexual that were conducted in the mid-late 1990's; a research report; and other materials designed to support the delivery of the training.
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    eGovernance practice and potential in the local government sector
    Barlow, Sheryl ; CHEN, PETER ; Chimonyo, Janet ; Lyon, Alison ; O'Loughlin, Brendan ( 2003)
    This paper presents initial findings of a research project into the current extent of, demand for, and strategic inhibiters / facilitators to / for the development of electronic governance (eGovernance) in the local government sector in Australia. Undertaken by members of the sector in Victoria, in conjunction with the Centre for Public Policy of the University of Melbourne, the project is will produce a final detailed strategic report by the middle of 2004. Based on the results of survey data collected by members of the project team during 2002-3, this paper argues that the local government sector, as typified by municipalities in the state of Victoria , can be seen to have an interest in a broad range of activities that fall under the rubric of eGovernance as defined within.
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    Will content regulation encourage ISP rationalisation?
    CHEN, PETER (Communications Law Centre, 1999-05)
    Discusses the Commonwealth governments policy debates surround online content regulation and possible effects on industry structure and competition in Australia.
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    Pornography, protection, prevarication: the politics of internet censorship
    CHEN, PETER (University of NSW Law School, 2000-03)
    A short article that discusses the development of internet censorship laws in Australia, the politics surrounding them, and the symbolic nature of this legislative regime.
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    Political Big Brother site masks curious agenda
    CHEN, PETER (australia.internet.com, 2001)
    Outlines some of the interesting characteristics of political campaigning aimed at youth in the 2001 Australian federal election using online webpages.