Anthony Elliott, Masataka Katagiri and Atsushi Sawai
This book breaks new ground in providing a detailed, systematic appraisal of the major traditions of social theory prominent in Japan today from theories of identity and individualisation to globalisation studies. The volume introduces readers to the rich diversity of social-theoretical critique in contemporary Japanese social theory. The editors have brought together some of the most influential Japanese social scientists to assess current trends in Japanese social theory, including Kazuhisa Nishihara, Aiko Kashimura, Masahiro Ogino, Yumiko Ehara and Kiyomitsu Yui. The volume also contains dialogues with these Japanese contributors from authoritative western social theorists including, among others, Axel Honneth, Roland Robertson, Bryan S Turner, Charles Lemert and Anthony Elliott to reflect on such developments. The result is an exciting, powerful set of intellectual exchanges. The book introduces, contextualises and critiques social theories in the broader context of Japanese society, culture and politics, with particular emphasis on Japanese engagements and revisions of major traditions of social thought.
Learning life from illness stories brings together the stories of fourteen people who have lived with serious illness, either their own of that of a loved one. The authors reflect on the wisdom they have found in the stories of others, especially, as a common text, Illness: the cry of the flesh by Havi Carel. They respond to Carel's key questions: Can I be ill and happy? How can I have a good life while living with illness?
The authors share their own experiences of pain, grief and despair, and
of love, hope, seeking happiness, writing poetry, practising yoga, praying
and protesting. This is a book about courage, about finding strength and
sources of joy in hard times. It will inspire anyone seeking meaning in the
chaos of their own difficult circumstances.
Time poverty is a problem for many Australian households and work is the
main culprit. Australians start work young, and we are working more, and
longer into old age. While maximising our productivity and enhancing our
professional skills, we must also raise our children well, care for our
aged, be involved in our community and shrink our carbon footprint a
footprint shaped by the patterns and habits of our work, social obligations
and households. What is it costing Australians to try and do it all? And
what is it costing our families and communities? Incisive and
thought-provoking, Time bomb throws light on poor urban planning,
workplace laws and practices, care obligations and other issues that rob us
of time and put our households under pressure. And it looks at how work
affects our response to the greatest concern of our time our environmental
Elisabeth Porter and Anuradha Mundkur
University of Queensland Press, Brisbane, 2012
Peace and security offers a broad overview of what is being done in conflict-affected countries to advance women's participation in peace processes, peace building and decision making. The authors examine the implementation of UN Security Council Resolution 1325 on 'Women, Peace and Security' and present evidence-based case studies from Timor-Leste, Fiji and Sri Lanka to suggest key actions needed.
Five fundamental aspects flow through the book: a specifically feminist methodology, a priority on gender equality and women's empowerment and broad notions of human security and peace building. While identifying obstacles, the emphasis is on articulating best practices in numerous contexts and outlining key actions to be taken by development agencies, women s NGOs and policy makers. Peace and security explores ways to protect women and girls from violence, ensure gender perspectives in peacekeeping, and increase participation of women in decision making.
Edited by Angela Constabile and
Routledge, London, 2012
As the linguistic, cognitive and social elements of our lives are transformed by new and emerging technologies, educational settings are also challenged to respond to the issues that have arisen as a consequence. This book focuses on that challenge: using psychological theory as a lens to highlight the positive uses of new technologies in relationships and educational settings, and to advocate technological learning opportunities and social support where the misuse and abuse of ICT occurs.
The impact of technology on relationships in educational settings sets out to explore the role of ICTs in relationship forming, social networking and social relationships within our schools and has grown out of the European Cooperation in Science and Technology (COST) Action on Cyberbullying, involving 28 participating countries, and two non-COST countries, of which Australia is one.
This cutting edge international text offers cross-cultural, psychological perspectives on the positive uses of new and emerging technologies to improve social relationships and examples of best practice to prevent virtual bullying. This comes at a time when much of the focus in current writings has been on the more negative aspects that have emerged as new technologies evolved: cyberbullying, cyber-aggression and cybersafety concerns. This text is ideally suited to researchers and practitioners in the fields of educational and developmental psychology, as well as those specialising in educational technology and the sociology of education.
Steffen Lehmann and Robert Crocker
Designing for zero waste is a timely, topical and necessary publication. Materials and resources are being depleted at an accelerating speed and rising consumption trends across the globe have placed material efficiency, waste reduction and recycling at the centre of many government policy agendas, giving them an unprecedented urgency. While there has been a considerable literature addressing consumption and waste reduction from different disciplinary perspectives, the complex nature of the problem requires an increasing degree of interdisciplinarity. Resource recovery and the optimisation of material flow can only be achieved alongside and through behaviour change to reduce the creation of material waste and wasteful consumption. This book aims to develop a more robust understanding of the links between lifestyle, consumption, technologies and urban development.
Tom Stehlik and Jan Patterson
Post Pressed, 2011
This book is about changing the paradigm of the established system of schooling in Australia. Education has long been recognised as the key to addressing intergenerational and social disadvantage, but the notion of a socially inclusive future is the particular concern of this book, in relation to marginalised groups of young people who may not have the social capital, socioeconomic background, family support or life opportunities to progress through the education system according to its established parameters. The chapter themes include:
The book also provides case study examples drawn from South Australia's
Social Inclusion Initiative School Retention Action Plan, which was
implemented to address early school leaving and disengagement from learning
by young people.
Edited by Valentine Moghadam,
and Mary Margaret Fonow
State University of New York Press, 2011
Making globalization work for women explores the potential for
trade unions to defend the socioeconomic rights of women in a global
context. Looking at labour policies and interviews with people in unions and
nongovernmental organisations, the essays diagnose the problems faced by
women workers across the world and assess the progress that unions in
various countries have made in responding to those problems. Some concerns
addressed include the masculine culture of many unions and the challenges of
female leadership within them, laissez-faire governance, and the limited
success of organisations working on these issues globally. Making
globalization work for women brings together in a synthetic and
fruitful conversation the work and ideas of feminists, unions, NGOs, and
other human rights workers.
Youth, music and creative cultures demonstrates the power of
music in the lives of many disadvantaged youth. It offers an evocative
cross-cultural exploration into the everyday lives and music practices of
young people from seven very different urban locales in Australia, the UK,
the US and Europe. They document their passion for music from their own
broad social, cultural and ethnic perspectives, using their own video and
camera footage to reflect on their learning processes and music activities.
These narratives, alongside the views and observations of their peers and
mentors, are presented in a dialogic format that both supports and
challenges the views and analysis of the authors.
While most Australians now live in the major cities on the coast, much of the country's wealth is still derived from the interior, a vast area of scattered and often remote communities, mining towns and pastoral homesteads all linked by what historian JW McCarty called the Inland Corridor. Culturally too the interior looms large: in Australians' imaginings, in tourism campaigns, and in the arts and media. But despite this, to most it remains an enigma, an emptiness whose distant rural communities and their populations are the subjects of stubborn misperceptions.
Outside country makes an invaluable contribution to the
rethinking of inland Australia. Through essays that mix the broad sweep of
history with personal perspectives drawn from diaries, letters, oral
histories and literature, it examines the rich and varied social, cultural
and environmental histories of regions that continue to play a crucial role
in the ongoing development of the Australian nation.
Corporate social responsibility has become a heavily discussed topic in
business ethics. Identifying some generally accepted moral principles as a
basis for discussion, Individuals, groups and business ethics
examines ethical dimensions of our relationships with families, friends and
workmates, the extent to which we have obligations as members of teams and
communities, and how far ethics may ground our commitments to organisations
and countries. It offers an innovative analysis that differentiates amongst
our genuine ethical obligations to individuals, counterfeit obligations to
identity groups, and complex role-based obligations in organised groups. It
suggests that often individuals need intuitive moral judgment developed by
experience, reflection and dialogue to identify the individual obligations
that emerge for them in complex group situations. These situations include
some where people have to discern what their organisations' corporate social
responsibilities imply for them as individuals, and other situations where
individuals have to deal with conflicts amongst their obligations or with
efforts by other people to exploit them. This book gives an integrated,
analytical account of how our obligations are grounded, provides a major
theoretical case study of such ethical processes in action, and then
considers some extended implications.
In this timely and detailed examination of the intersections of feminism,
labour politics and global studies, Suzanne Franzway and Mary Margaret Fonow
reveal the ways in which women across the world are transforming labour
unions in the contemporary era. Situating specific case studies within broad
feminist topics, Franzway and Fonow concentrate on union feminists
mobilising at multiple sites, issues of wages and equity, childcare
campaigns, worklife balance and queer organising, demonstrating
how unions around the world are broadening their focuses from contractual
details to empowerment and family and feminist issues. By connecting
the diversity of women's experiences around the world both inside
and outside the home and highlighting the innovative ways women workers
attain their common goals, Making feminist politics lays the groundwork
for recognition of the total individual in the future of feminist politics
within global union movements.
Edited by Jill Blackmore,
Marie Brennan and
Sense Publishers, Rotterdam, 2010
This book examines changing ways that academic work is governed - from
outside and inside universities - in the shifting social, cultural and
political contexts of new times. Chapters trace developments in
institutions, national sectors and internationally - all applying a global
scope to identify significant shifts in the broader conditions of university
operation. Attention is given to governance processes across all key domains
of academic work: teaching, research, leadership, management and
institutional organisation. Key trends are analysed, including risk
management, audit culture, league tables, techniques of accountability and
more. These investigations bring forth re-conceptions of university
'governance' as involving increasingly distributed and networked arrays of
mechanisms, affecting academic work practices, relations, values, emotional
labours and identities. Ambiguities, tensions and complexities of academic
work are explored; and questions are raised as to whether prevailing
managerial modes of governance can address these features of university
engagement with globalising contexts. Contributing authors carry significant
international reputations and bring diverse theoretical and research bases
to bear. The book will appeal to scholars and postgraduates in fields of
higher education, public administration, policy sociology and globalisation
studies. It will be of interest to those in senior leadership roles within
universities as they work through future directions for their institutions.
Edited by Charles Fahey and
Australian Scholarly Publishing, Melbourne, 2010
The rich landscapes of the Victorian central goldfields are the legacy of
thousands of ordinary men and women who settled in the wake of the alluvial
gold discoveries of the early 1850s. Gold tailings explores how
these men and women established families and created enduring communities
that survived long after the alluvial gold was exhausted.
Earthscan, London, 2010
How can we transform and future-proof the post-industrial city through strategies of architectural and urban design? The answer is to use an energy-efficient, zero-carbon model based on renewable energy sources and renewable building typologies. This book presents different models for sustainable urban growth, based on the principles of 'green urbanism'.
Current and emergent forms of urbanism are influenced by climate change,
leading to the idea of a new generation of 'zero-emission cities'. These
cities are seen as applying new concepts in densification and expansion,
designed with energy efficiency and sustainability as principal criteria.
The aim of this type of 'systems thinking' is to connect and integrate
sustainable design principles with a holistic idea for the future of our
cities to generate future-proof strategies for the revitalisation of the
urban landscape. The first section of the book clearly explains these
principles and how they can be employed, illustrated by clear diagrams for
ease of comprehension. The principles as applied are then explored through
in-depth case studies of the post-industrial Australian city of Newcastle,
which is at an important juncture in its urban evolution. This is essential
reading for urban designers, architects, landscape architects and
researchers/students in these disciplines around the world.
Women continue to comprise a small minority of students in engineering education and subsequent employment, despite the numerous initiatives over the past 25 years to attract and retain more women in engineering. This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive.
This innovative and much-needed work also addresses how faculty can
incorporate inclusive curriculum within their courses and programs, and
provides a range of exemplars of good practice in gender-inclusive
engineering education that will be immediately useful to faculty who teach
Salman Sayyid and AbdoolKarim Vakil
C Hurst & Co, London, 2010
Islamophobia is a widely used but inconsistently defined term, hotly disputed and frequently disavowed. To its supporters, it captures a defining phenomenon of our times and is an important tool in highlighting the injustices Muslims face. Yet its effectiveness is weakened by the lack of an agreed meaning and relationship to racism and orientalism. To its detractors, Islamophobia is either a fundamentally flawed category or worse, a communitarian fig leaf, shielding 'backward' social practices and totalitarian political ambitions. The figure of the Muslim forms the backdrop to these debates and, more generally, to the mobilisations and contestations of 'moral panic' that follow.
Adopting a global perspective, this collection provides four distinct
contexts for the problematisation of Muslim identity and the deployment of
Islamophobia. Drawing on diverse fields of disciplinary and geographical
expertise, twenty-six contributors address the question of Islamophobia in a
series of interventions, ranging from large and sustained arguments to
illustrations of particular themes in the following real-world contexts: 'Muslimistan'
(broadly within OIC member countries); states in which Muslims either form a
minority or hold a subaltern socioeconomic position yet cannot be easily
dismissed as recent arrivals (much like immigrants from India, Russia, China
and Thailand); lands in which Muslims are represented as newly arrived
immigrants (such as western plutocracies); and regions in which the Muslim
presence is minimal or virtual, and the problematisation of Muslim identity
The past decade has seen an explosion of interest in civics and
citizenship education. There have been unprecedented developments in
citizenship education taking place in schools, adult education centres, or
in the less formally structured spaces of media images and commentary around
the world. This book provides an overview of the development of civics and
citizenship education policy across a range of nation-states. The
contributors, all widely respected scholars in the field of civics and
citizenship education, provide a thorough understanding of the different
ways in which citizenship has been taken up by educators, governments and
the wider public. Citizenship is never a single, given, unproblematic
concept, but rather its meanings have to be worked through and developed in
terms of the particularities of socio-political location and history. This
volume promotes a wider and more grounded understanding of the ways in which
citizenship education is enacted across different nation-states in order to
develop education for active and participatory citizenry in both local and
After all the hours of studying, reading and preparation, the nights spent revising and the writing and re-writing of assignments, 'success' for university students can often be represented with a single grade or digit, summing up a wide range of activities. The authors of this timely book ask how fair that assessment is.
This book is about a long-ignored determinant of student satisfaction, concerning the perception of how fairly students are judged, marked, ranked and rewarded for demonstrating their capabilities at university. In the high stakes competitive field of higher education, students are increasingly positioned as customers whose views on their university experience are considered vitally important. Yet paradoxically, little research has been undertaken to find out more about how students decide whether they have been treated fairly and what they do about it. This book fills a major gap in our understanding of these issues, responding to four key questions:
In doing so, this book goes beyond the superficial consideration of
university assessment as a 'necessary requirement' by unravelling the
underlying issues that really count what is considered fair assessment and
what is not. Towards fairer university assessment will be of interest to higher education
academics, administrators and managers, researchers in the areas of
education policy and politics, as well as advanced undergraduate and
This book tells the story of a generation of American and Australian women who embodied and challenged the prescriptions of their times. In the 1950s and early 60s they went to colleges and universities, trained for professions and developed a life of the mind. They were also urged to embrace their femininity, to marry young, to devote themselves to husbands, children and communities. Could they do both? While they might be seen as a privileged group, they led the way for a multitude in the years ahead. They were quietly making the revolution that was to come.
Did they have 'the best of all possible worlds'? Or were they caught in a
double bind? Sylvia Plath's letters tell of her delighted sense of life opening
before her as a 'college girl'. Her poetry, however, tells of anguish, of
reaching for distant goals. Drawing on interviews, surveys, reunion books,
letters, biographical and autobiographical writing from both American and
Australian women, this cultural history argues that the choices that faced
educated women in that time led to the revolution of the late 1960s and 70s.
Something had to give. There are lessons here for today's young women, again
facing conflicting expectations. Is it possible, they ask, to 'have it all'?
How does hope manifest itself for young people on the margins of society? In this book young people talk about their hopes and fears for the future the possibility of leading a full life. They illustrate those hopes and fears in images and drawings of people and places meaningful to them. We learn that they are both typical of young people everywhere desiring love, family, the prospect of work yet different in that achieving those aims may involve pathways of proscribed, even criminal, behaviours.
Through these moving, often raw, stories and images, we gain insights into
the everyday and imaginary worlds of marginalised young people. We also hear
from their teachers and others who work with them attempting to build lost
relationships and trust. The members of the research team who worked with
these people also contribute their thoughts, arguing that a truly
sustainable society is not possible until the thoughts and opinions of all
are taken into account.
Connecting Lives and Learning is a project dedicated to connecting learning to student lives, connecting teachers with the latest middle years research, and better connecting primary and secondary schools to keep students at school longer. Based in Adelaide's lower socioeconomic northern urban fringe, the project helps teachers use students' everyday experience and expertise to develop new ways of teaching and learning that involve students in intellectually challenging tasks.
This book tells the stories of real teachers, in real classrooms, making real
attempts for change, and not always succeeding. It is a book about teachers
making a difference in difficult times and tough places. But most importantly,
this book reaffirms that being an educator is inherently about adopting socially
just practices, building community capacity and contributing to a more socially
The study of gender in rural spaces is still in its infancy. Thus far, there has been little exploration of the constitution of the varied and differing ways that gender is constituted in rural settings. This book will place the question of gender, rurality and difference at its centre.
The authors examine theoretical constructions of gender and explore the
relationship between these and rural spaces. While there have been extensive
debates in the feminist literature about gender and the intersection of
multiple social categories, rural feminist social scientists have yet to
theorise what gender means in a rural context and how gender blurs and
intersects with other social categories such as sexuality, ethnicity, class
and (dis)ability. This book will use empirical examples from a range of
research projects undertaken by the authors as well as illustrations from
work in the Australasian region, Europe and the United States to explore
gender and rurality and their relation to sexuality, ethnicity, class and (dis)ability.
Amber Turk lived with an inoperable brain tumour for 12 months before dying in November 2003 at the age of 27. During her final year she wrote a journal documenting her emotional journey: her hopes, her despair, and finally her desire to leave the pain behind and embrace death. This absorbing, thought-provoking and inspirational book is a unique window into the private world of a dying person. Compelling reading for students of medicine and other health professionals, Time to listen will also interest those who consider the broader questions of meaning, spirituality and suffering, especially young people facing their own mortality.
I feel that I am truly ready to die. ... I have had a fantastic life and have been so lucky to have so many wonderful people in my life that I have had the privilege of loving and who have loved me back. So I want you all to celebrate all the good times and remember me when I was gorgeous. Because that is truly who I am. Not this sick, icky person who can't do anything. Remember me through warts and all. I wasn't perfect, but I know now that I didn't have to be.
Amber Turk, Journal, 21 July 2003
At the heart of this book is the argument that the fact that so many post-structuralist French intellectuals have a strong 'colonial' connection, usually with Algeria, cannot be a coincidence. The 'biographical' fact that so many French intellectuals were born in or otherwise connected with French Algeria has often been noted, but it has never been theorised. Ahluwalia makes a convincing case that post-structuralism in fact has colonial and postcolonial roots. This is an important argument, and one that connects two theoretical currents that continue to be of great interest: post-structuralism and postcolonialism.
The re-reading of what is now familiar material against the background of de-colonial struggles demonstrates the extent to which this new condition prompted theory to question long-held assumptions inscribed in the European colonial enterprise. The wide-ranging discussion, ranging across authors as different as Foucault, Derrida, Fanon, Althusser, Cixous, Bourdieu and Lyotard, enables the reader to make connections that have remained unnoticed or been neglected. It also brings back into view a history of struggles, both political and theoretical, that have shaped the landscape of critique in the social sciences and humanities.
This clear and lucid discussion of important and often difficult thinkers
will be widely read and widely debated by students and academics alike.
Carmen Mills and
Order from Springer
Based on a study of one secondary school located in a disadvantaged
community in Australia, this book provides a different perspective on what
it means to 'play the game' of schooling. Drawing on the perspectives of
teachers, parents and students, this book is a window through which to
explore the possibilities of schooling in disadvantaged communities. The
authors contend that teachers, parents and students themselves are all
involved in the game of reproducing disadvantage in schooling but,
similarly, they can play a part in opening up opportunities for change to
enhance learning for marginalised students. Rather than only attempting to
transform students, teachers should be also be concerned to transform
schooling, to provide educational opportunities that transform the life
experiences of and open up opportunities for all young people, especially
those disadvantaged by poverty and marginalised by difference. The book is
also designed to stimulate understanding of the work of Bourdieu as well as
of a Bourdieuian approach to research. Seeing transformative potential in
his theoretical constructs, it airs the possibility that schools can be more
than mere reproducers of society.
Victoria Carrington and Muriel Robinson
Sage, London, 2009
Order from Sage
Facebook, blogs, texts, computer games, instant messages … The ways in which we make meanings and engage with each other are changing. Are you a student teacher trying to get to grips with these new digital technologies? Would you like to find ways to make use of them in your classroom?
Digital technologies are an everyday part of life for students and Digital literacies explores the ways in which they can be used in schools. Carrington and Robinson provide an insight into the research on digital technologies, stressing its relevance for schools, and suggest ways to develop new, more relevant pedagogies, particularly for social learning, literacy and literate practices. With a practical focus, the examples and issues explored in this book will help you to analyse your own practice and to carry out your own small-scale research projects.
Explaining the theoretical issues and demonstrating their practical
implementation, this topical book will be an essential resource to new
student teachers on undergraduate and PGCE courses, and those returning to
Trevor Gale and Bob Lingard
Sense, Rotterdam, 2009
Educational research by association is an archive of an archive.
It is a collection of eleven presidential addresses delivered over the last
40 years to the annual conference of the Australian Association for Research
in Education (AARE) and published annually in AARE's academic journal, the
Australian Educational Researcher. However, it is more than an
archive in that the selection and the opening essay seek to plot, evaluate
and contribute to definitions of education research and its functions and
purposes in a changing world, and to consider its impact, broadly defined,
in both actual and desirable or normative terms. In pursuing this agenda,
the book highlights a number of key issues that have become important in
educational research over time, particularly in Australia but also around
the globe. These include defining education research as a field, including
AARE's location within that field and the positioning of the presidents'
addresses therein. They also include questions about the purposes of
education research, which implies as well the issue of the readership for
such research. The selection also touches on matters of dissemination,
publication and diffusion and impact more broadly, raising matters of
publication and the various and competing outlets for publication of
education research, nationally and increasingly on an international scale.
Issues of quality, including associated politics, also come into play, as do
questions of the relationship of education research to education policy and
practice. These latter questions have become more significant in state
policies framed by a new public management that calls for evidence-based
policy. The opening essay by Bob Lingard and Trevor Gale, two former AARE
presidents, traverses these matters generally and in respect of this archive
of presidential addresses, helping to define educational research in an
increasingly globalised world.
This collection of essays explores the mythopoetic and spiritual elements of a pedagogy that seeks to encourage 'imagistic' thinking and learning in order to enrich the more logical and rational world of science.
In the context, learning is understood broadly to include gaining skills
and information, intertwined with processes of personal and social change.
For the scholars and educators from across Australia, UK and North America
who have contributed to this volume, learning is never simply an isolated
behaviour but rather a personal and social act in which morality and ethics
are necessarily implicated. In this book, they explore ways in which
learning can be enriched (or impaired?) by reflective narratives (the work
of mythopoesis) and underpinned (or undermined?) by a cultivation of
different forms of transcendence (the work of spirituality).
Bob Hawke was a popular and effective prime minister whose economic and social reforms are acknowledged to have shaped modern Australia. The book offers a timely look at the legacy of the Hawke era (19831991) by considering both the achievements of his ministry, and what remains as unfinished business.
The Hawke legacy includes interviews with Bob Hawke, with his
former speechwriter Graham Freudenberg and with former Senator Rosemary
Crowley, contributions from two former members of the Hawke government, and
scholarly accounts from historical, poitical, economic, educational and
This book examines mediation in connection with peacebuilding in the Asia-Pacific region, providing practical examples that either highlight the weaknesses within certain mediation approaches or demonstrate best-practice. The authors explore the extent to which current ideas and practices of mediation in the Asia-Pacific region are dominated by western understandings and critically challenge the appropriateness of such thinking. Featuring a range of case studies on Fiji, Vanuatu, Papua New Guinea, Malaysia, Vietnam, China, Singapore, Indonesia, the Philippines and Thailand, this book has three main aims:
Making a unique contribution to peace and conflict studies literature by
explicitly linking mediation and peacebuilding practices, this book is a
vital text for students and scholars in these fields.
Edited by Darvesh Gopal and
Shipra Publications, New Delhi, 2009
In recent years issues pertaining to cultural diversity and ethnic
identity have become important sites of academic concern and intense policy
debate. However, current discourses purported to devise appropriate policy
measures for the co-existence of plurality of ethnic and culture diversities
are yet to result in concerted action. Towards building a consensus on the
vital importance of cultural diverstiy, the volume offers illuminating
commentaries and incisive critiques by distinguished scholars and
specialists from India and Australia.
Order from Routledge
In contemporary Japan there is much ambivalence about women's roles, and
the term 'feminism' is not widely recognised or considered relevant.
Nonetheless, as this book shows, there is a flourishing feminist movement in
contemporary Japan. The book investigates the features and effects of
feminism in contemporary Japan, in non-government (NGO) women's groups,
government-run women's centres and the individual activities of feminists
Haruka Yoko and Kitahara Minori. Based on two years of fieldwork conducted
in Japan and drawing on extensive interviews and ethnographic data, it
argues that the work of individual activists and women's organisations in
Japan promotes real and potential change to gender roles and expectations
among Japanese women. It explores the ways that feminism is created,
promoted and limited among Japanese women, and advocates a broader
construction of what the feminist movement is understood to be and a
rethinking of the boundaries of feminist identification. It also addresses
the impact of legislation, government bureaucracy, literature and the
internet as avenues of feminist development, and details the ways which
these promote agency the ability to act among Japanese women.
In Knowing our place over 400 young Australians respond to ideas about belonging, identity and social and political power. The book explores the complex mindsets of young people in their search for identity within the broader society.
While the fundamental aim of the book is to identify and describe aspects
of children's thinking as they grapple with their developing sense of being
in the world, there are evident implications for the project of citizenship
This volume brings together an international group of contributors to
explore ways in which social sustainability can be integrated into adult and
vocational education (AVE) practices. While it is clear that, given the rapid
change of work, job-specific training for adults is vital the world
over, it is argued here that job-specific training needs re-orientation to
include life-specific learning as well. This can come about when the
learning opportunities to which citizens have access prepare them for
participation in work that is economically productive and at the same time
engages them in related civic activities that promote environmental and
social sustainability. The re-orientation of current AVE systems can be
achieved in two ways: by broadening the educational agenda to include
elements of environmental science, politics and the arts, and by including
more dialogic and collaborative teaching and learning styles.
Historians have had little to say about the lands that stretch 'beyond the black stump'. These essays from around the country build inland Australia into our national history, crisscrossing both the nineteenth and twentieth centuries.
Wakefield Press, Kent Town, SA, 2008
It is known as 'the people's bank', 'the community bank' or simply 'the
Bendigo'. As Building the village shows, the Bendigo Bank's sense
of social responsibility stretches back to 1858 and its roots on the Bendigo
goldfield. Today, 150 years later, the bank's future rests upon the close
community relationships it has built up across Australia. Historian Alan
Mayne tells the story of the bank's developments, which parallel the
building of Australia into one prosperous nation, and required overcoming
many hurdles along the way, such as the protracted Federation drought, world
wars, and the financial turmoil of the early 1990s.
Why are so many Australians working more yet struggling to meet their basic needs? This account of the plight of low-paid workers is a stinging indictment of our society and a threat to our social fabric.
Even in an international downturn, Australia is a prosperous country. Yet
many Australians are working more for less and struggling to meet their
basic needs, despite being employed. Living low paid investigates the Orwellian vision unfolding, often behind
closed doors, in Australia's working heartland. The book challenges the low
wage path to national prosperity by exposing the hard realities of living
low paid for Australian workers today.
In their own words, workers tell the costs of low pay for individuals,
families and communities and the social fabric at large. Workers are
increasingly being undermined by casualisation, hours of work and
exploitative pay-setting methods, while enormous tax breaks are given to the
rich, jobs are outsourced, unions are muzzled, and job entitlements such as
sick pay, holiday pay and penalty rates are scrapped. Living low paid offers a biting account of Australia's growing underbelly.
It is vital reading for anyone who cares about where Australia is heading.
This book is about the practice of imaginal knowing in education. Imaginal knowing is not fantasy, but is linked to the way humans imagine the real world. Imaginal knowing moves the heart, holds the imagination, and finds the fit between self-stories, public myths and the content of cultural knowledge. It is deeply personal, yet open to the universe. The curriculum, as conceptualised here, is the medium through which imaginal knowing is evoked in both teachers and students.
Educators from United States, Australia, the United Kingdom and Canada offer
a vision of educational practice seasoned in years of reflective pedagogic
engagement. They speak here of a genuine and practical alternative to overly
bureaucratic educational processes that can crush learners through a closed
system of arbitrary standards and mindless testing. There is hope that
education at all levels from elementary to professional, graduate and post-compulsory education has the capacity to break out of these artificial
constraints. These authors show us ways to make this possible.
Effective interviewing skills are crucial for those working within the human
service industries. This book outlines essential advice and strategies, and
offers helpful leaning aids, thus providing developing professionals
throughout counselling, social work and psychotherapy with a valuable
resource for conducting a successful interview.
Sonic synergies focuses on the new and emerging synergies of music and digital technology within the new knowledge economies. Eighteen scholars representing six international perspectives explore the global and local ramifications of rapidly changing new technologies on creative industries, local communities, music practitioners and consumers. Diverse areas are considered, such as production, consumption, historical and cultural context, legislation, globalisation and the impact upon the individual. Drawing on a range of musical genres from jazz, heavy metal, hip hop and trance, and through several detailed case studies reflecting on the work of professional and local amateur artists, this book offers an important discussion of the ways in which the face of music is changing. Approaching these areas from a cultural studies perspective, this text will be a valuable tool for anyone engaged in the study of popular culture, music or digital technologies.
This book clarifies some key ideas and practices underlying peacebuilding; understood broadly as formal and informal peace processes that occur during pre-conflict, conflict and post-conflict transformation.
Applicable to all peacebuilders, Elisabeth Porter highlights positive examples of women's peacebuilding in comparative international contexts. She critically interrogates accepted and entrenched dualisms that prevent meaningful reconciliation, while also examining the harm of othering and the importance of recognition, inclusion and tolerance. Drawing on feminist ethics, the book develops a politics of compassion that defends justice, equality and rights and the need to restore victims' dignity. Complex issues of memory, truth, silence and redress are explored while new ideas on reconciliation and embracing difference emerge.
Many ideas challenge orthodox understandings of peace. The arguments developed here demonstrate how peacebuilding can be understood more broadly than current United Nations and orthodox usages so that women's activities in conflict and transitional societies can be valued as participating in building sustainable peace with justice. Theoretically integrating peace and conflict studies, international relations, political theory and feminist ethics, this book focuses on the lessons to be learned from best practices of peacebuilding situated around the UN Security Council Resolution 1325 on Women, Peace and Security.
Peacebuilding will be of particular interest to peace practitioners
and to students and researchers of peace and conflict studies, international
relations and gender politics.
Demand for child care has soared over the past decade as Australian families seek to reconcile work and care responsibilities. But the cost of care keeps rising, waiting lists in many metropolitan centres are long, and high quality services are not always available.
Australia's system of early childhood education and care is fragmented, and the major political parties have failed to take a comprehensive approach to policy development. So what would a good system of early childhood education and care in Australia look like?
In this book, a selection of Australia's leading early childhood researchers, teachers, advocates and social policy experts consider:
The authors offer a comprehensive set of policy principles that would
deliver a better early childhood education and care regime for Australian
children and their families.
Helen Nixon and JoAnne Reid
Primary English Teaching Association, 2007
This book is a product of the Special Forever project, which aimed to
influence the attitudes of those living and working in the Murray-Darling Basin
towards the need for sustainable environmental practice, by encouraging school
children in the region to contribute poems and stories to an annual anthology
(see the Special Forever website).
The book reports on one aspect of that research. It provides accounts of the
work of a group of primary school teachers, all of whom live and work in the
Murray-Darling Basin, share a commitment to the Special Forever project, and
have made a commitment to rethink and extend the repertoires of multimodal
literacy they have available to use with their students. The chapters explore
sustainability in their own particular, local, place in its relation to larger
concerns for the Murray-Darling basin as a whole, and for national and global
concerns for the environment.
Is water a resource or is it the source? Is it something to be consumed or does it have a life of its own? Recent histories of environmental misunderstanding and exploitation shadow our current regime of water management and use. While governments grapple with how to respond to widespread drought, the situation worsens.
There is something amiss in current approaches to water. This timely collection of essays addresses the critical and contentious issue of water in Australia today and suggests a need to radically rethink our relationship with this fundamental substance. Contributors from a range of fields, from anthropology to visual arts, discuss the various ways in which we are caught up with water, and challenge us to take up the cultural transformations that underpin a sustainable ecological future.
Federation Press, Annandale, NSW, 2006
In The labour market ate my babies Barbara Pocock, acclaimed author of The worklife collision, examines the impact of modern working life on our children. In this book, young Australians from all over the country, city and the bush, rich and poor, talk about the good and bad of parental work: the trade off between money and time, consumer riches versus time for each other.
Pocock argues that the modern labour market is having a huge impact on today's youth and eating into our capacity to care. Children have become a 'market'. Caring for kids and selling to kids is big business, as stressed, time-poor parents struggle to care for their children and salve their guilt with presents and pocket money.
How will this future generation of workers weigh up the labour market and organise their lives? The labour market ate my babies argues that a sustainable future requires new policy approaches to work that incorporate the perspectives of children. We should:
Elisabeth Porter and Baden Offord
Peter Lang, Oxford, 2006
This book is based on papers originally presented at the international
conference 'Activating Human Rights and Diversity' held in Australia in
2003. It advances a powerful and convincing affirmation of the importance of
human rights in the twenty-first century and explores the vital connections
between the theory and practice of human rights. It asks what kind of vision
for humanity is necessary, given the harsh realities and challenges of the
twenty-first century. Through a range of perspectives reconciliation,
refugees, women, indigenous issues, same-sex sexualities, conflict
resolution, environmental degradation, political freedoms and disability
this collection highlights the fact that the survival of humanity depends on
our ability to connect a vision with the reality of activating human rights.
Finch Publishing, 2006
ADHD: who's failing who? draws on extensive experience in school, political and community environments to provide the first comprehensive guide to ADHD in Australia. Dr Prosser argues that if you only ask medical questions about ADHD you only get medical answers; and more drug use. We should not only be asking how our kids with ADHD are failing society, but also how our society is failing these kids. For instance, kids with ADHD are not struggling in school because they don't understand school work; they struggle because schools don't understand how they work. And this struggle has lifelong consequences. Yet in Australia and the United States the social side of ADHD has been largely ignored. By looking at the social aspects of ADHD, Dr Prosser hopes that this book will enable parents to develop a more balanced understanding of ADHD and help the community to provide more effective support in the future.
Dr Brenton Prosser
has an honours degree in English Literature, is an ex-middle schoolteacher
and for several years ran a respite program for children with challenging
behaviours. Now a research fellow at the University of South Australia, he
works with teachers to redesign pedagogy for schools in Adelaide's northern
PostPressed, Flaxton, Queensland, 2006
Seeing red explores the role of narrative in education and sociological research. Based on Brenton Prosser's doctoral dissertation, the book outlines the challenges and findings of research with teenagers diagnosed with ADHD.
Dr Prosser draws on qualitative research traditions within narrative inquiry and critical theory to produce a book that is truly creative, not only in its use of narrative methodology, but in its use of story and poetry to unravel its discoveries. This book will be invaluable to students interested in narrative inquiry because it models the implementation of a critical narrative approach and locates this methodology in broader research discourses. It eloquently reveals the potential of narrative for sociological, educational and socially just research with marginalised youth.
Jim Ife and Frank Tesoriero
3rd ed, Pearson Education Australia, NSW, 2006
This book presents important principles of community development and
empowers students to understand the ways in which community development
practitioners can work in different contexts. With case studies and in-depth
discussion questions, this text provides opportunities to relate the
discussions in chapters to real life situations, and uses the content to
build skills in reflective practice. The applied nature of the book ensures
the relevance of concepts and ideas to the activities of communities and
community development. The third edition of Community development
contains two new chapters, questions for discussion and reflection,
up-to-date information, and a stronger human rights focus.
Tom Stehlik and Pam Carden
Post Pressed, Flaxton, Queensland, 2005
Communities of practice are groups of people who informally share, develop and process learning, knowledge and practice in whatever situation they are in. They form when like-minded people come together to achieve a goal or find that they have common interests, and often develop into learning communities with transformative consequences for individuals.
In this collection authors from around Australia and from Finland
investigate communities of practice in a range of diverse situations,
including new school teachers, offshore university students, probationary
police constables working with mentors, collaboration between scientists,
and funeral industry workers learning on the job. In doing so they develop
and go beyond the original theory of communities of practice, adding new
dimensions of experience such as the importance of power relations, emotions
and social identities.
Pearson Education Australia, 2005
The second edition of Social policy in the post-welfare state
presents an up-to-date discussion of recent developments in social policy in
Australia. Additions include an examination of the new legislation and
policies around terrorism, as well as critical analysis of the implications
of last year's federal government election on the future of social policy in
Australia. Assoc Prof Adam Jamrozik examines social policy in Australia and
gives examples of international approaches to provide students with a global
perspective. Analysis is based on a variety of sources including academic
research literature and opinions in the daily press. Students are presented
with the most recent data and statistics. Topics in the text include income
security, employment and health. There is also a new chapter on housing,
urban environment and community services. The book has been structured to be
suitable as a text for a semester course on social policy.
Barbara Comber and Barbara Kamler
Primary English Teachers Association, 2005
In this practical text teachers share their experiences of helping those students at risk of falling behind with their literacy. Full of practical ideas and case studies, teachers tell how they were able to change their students' performance by redesigning their literacy curriculum. Case studies show how technology can be used to engage disenchanted readers and writers. The book also explores how to re-engage high school students as readers through their interaction with the internet, computers and television.
UNSW Press, Sydney, 2005
Despite best intentions, various codes of ethics and extensive public attention, journalists are repeatedly seen to behave in ways that are less than edifying. With refreshing candour and scholarly rigour, Ian Richards, journalist and academic, examines the reasons why this particular profession is, apparently, so ethically challenged.
Quagmires and Quandaries was reviewed in the Higher Education Supplement in The Australian newspaper on 7 September 2005. The reviewer concluded: 'Ian Richards provides a succinct, readable, introductory survey of the issues relating to ethics and his book should be compulsory reading for all practising and aspiring journalists.'
Ian Richards is Associate Professor of Journalism at UniSA,
teaching in the areas of print journalism, journalism ethics and
journalism theory. He also chairs the university's Human Research Ethics
Committee. His research interest is journalism ethics. Ian is a former
newspaper journalist, with a wide range of journalistic experience
extending from general reporting to leader-writing and covering
Aboriginal Affairs for a metropolitan daily newspaper.
Edited by Jane Kenway, Elizabeth Bullen and
Peter Lang, New York, 2004
Knowledge economy policies typically seek to harness higher education
to economic outcomes. Tensions between the arts and humanities and the
commercial imperatives of the knowledge economy are growing. This book
explores how these tensions are played out within international and
national higher education policies, within university arts and
humanities departments and within the process of writing itself. Essays
in this collection investigate the impact of the knowledge economy
phenomenon on the arts and humanities and suggest both practical and
creative ways of responding to this global policy environment. This book
is relevant to scholars who are re-thinking the theory and practice of
the arts and humanities within the context of globalization, information
technology and entrepreneurship. It will interest students and academics
whose courses engage with notions of 'the commodity', 'knowledge' and
'creativity' within the fields of cultural and media studies, education
Edward Elgar, Cheltenham, UK, 2004
Organisational politics raises important theoretical and practical questions: what obligations of loyalty do I have to my organisation, or to friends and colleagues? How honest should I be in what I say and in the impressions I give? This path-breaking book confronts these and other such questions. In doing so, it examines dilemmas that many people face daily. The book suggests that there is no routine or automatic way to approach such issues, but that widely accepted ethical principles can often help us deal with them, if we bear in mind some basic points about people's behaviour in organisations.
The book avoids undue technicality. Although informed by philosophical discussions of abstract ethics, its argument is based on detailed and systematic analysis of examples in organisational settings. The focus is on addressing ethical issues of practical importance for people who work in organisations.
The book will especially interest scholars involved with research and
teaching in business ethics, and other areas of applied ethics.
Practitioners in management will also find that the book addresses many
real concerns. Academics in a number of other areas ranging from general
management to moral philosophy and social theory may also find points to
Peter Willis and Pam Carden
Post Pressed, Flaxton, Qld, 2004
This book is a collection of 27 essays that explore the lifelong learning involved in constantly renewing the democratic imagination how it can be fostered and what barriers can impede it.
This book claims or reclaims the goals of inclusively, social justice and democratic participation in ways that may not always be the most efficient or meet the bottom lines of the audit culture. It speaks openly the language of the heart. It uses words rarely heard in our curricula: 'hope', 'empathy', 'Utopian imaginings' and coins new ones: 'earth citizenship', 'eco-imagination'. It reminds us of our connectedness to the earth, to other species, of our need for engagement and communication with each other, for spiritual and ethical experiences. In so doing it lifts the spirits as it points the way ahead.
(Alison Mackinnon, Foundation Director, Hawke Research Institute)
Peter Willis lectures in adult and vocational education at the University of South Australia and is a member of the Centre for Research in Education, Equity and Work. He has a special interest in transformative learning among adults and the relationship between culture, spirituality and political action. His most recent publication is Inviting learning: an exhibition of risk and enrichment in adult education practice (NIACE, London, 2002).
Pam Carden is a research associate in the Centre for Research in Education, Equity and Work and works for Relationships Australia in the Australian Institute of Social Relations. She has a background in adult education and urban anthropology and has researched the learning cultures of the funeral industry in South Australia.
UNSW Press, Sydney, 2004
Coeducation or single-sex schooling? This is a fundamental question that many Australian parents have grappled with in their desire to achieve the best educational outcomes for their children both boys and girls mainly at secondary school, though sometimes at primary level as well. There are many opinions on either side of the debate, as well as straight-out myths and mistruths. In Beyond the great divide, author and educator Judith Gill addresses the ongoing debate head-on. She starts by giving a brief overview of schooling in Australia and its various school systems. Understanding the history is fundamental to knowing why things are now as they are. She then follows with an examination of the rationale for single-sex schooling, and leads readers through the evidence for and against the case for girls-only schooling. Gill then considers the recent push for reform to boys' education, and considers the argument for single-sex schools as a fitting response to boys' unmet needs. These arguments are compared with the ones presented earlier for girls-only schooling. Key points of difference are identified, along with some areas of common ground. The book offers a unique combination of insights derived from history, sociology and educational psychology. Research from overseas is included to add weight to the argument that educational practice varies according to the cultural context.
Beyond the great divide will allow readers to:
Judith Gill is a former Director of the Research Centre for
Gender Studies at the University of South Australia and a former Hawke
Fellow, and in 2003 was President of the Australian Association for
Research in Education (AARE), Australia's peak body on educational
research. Gill trained as a high-school teacher and worked in schools in
Australia and the USA before returning to university in Adelaide.
Globalisation is impacting on Australians like never before. At the local level, individual citizens, like their counterparts of countless other regions throughout the globe, are confronting the new challenges and opportunities created by the rapid advance of technology and integration into increasingly competitive markets. Introduced by the Hon Bob Hawke, a key figure in Australia's most recent increased involvement with the rest of the world, Globalisation presents a range of perspectives on the nature of the effect of globalisation at the regional level. Written by researchers and graduate students at the University of South Australia, it tackles such challenging questions as:
This book represents a new wave of globalisation research; agnostic on the merits and desirability or otherwise of globalisation, Globalisation seeks to identify the key issues and processes shaping the possibilities of regional communities during this period of transition.
Dr Martin Shanahan is Associate Professor in Economics in the School of International Business at the University of South Australia. He completed his PhD at Flinders University and researches in a variety of fields including economic history, wealth and income distribution, applied cost-benefit analysis and economic education.
Dr Gerry Treuren is a Senior Lecturer in the School of
International Business at the University of South Australia. Dr Treuren
has written on the role of the state in the theory of industrial
relations, and is currently working on a study applying the methodology
of the French Regulationists to the establishment of Australia's 'new
protection' in the early twentieth century.
Post Pressed, Queensland, 2004
'This ground-breaking book offers the first extensive comparison of critical theory with socially engaged Buddhism. Both traditions are concerned with the same thing liberating/awakening society but their contexts are so different that the relationship between them has not received the attention it deserves.
Awakening-struggle culminates in an attempt to outline a Buddhist-inspired critical theory, focusing on how personal transformation understood from a Buddhist perspective might be the basis for social change. Against the tendency of so much social critique to lose sight of personal agency, Hattam shows us how to think more deeply about the dialectic of self and social delusion.
(Professor David Loy, Bunkyo University, Japan)
Dr Rob Hattam is a lecturer in the School of Education. He was
a Hawke Fellow in 2003.
Craftsman House, 2004
Dr Cathy Speck worked on this book while she was a Hawke Research
Fellow. She is now the coordinator of the Art History Program in the
History Department at Adelaide University.