Melbourne Studies in Education最新文献_第8页

Teaching for Community: Empowerment through Drama 社区教学:通过戏剧赋予权力

Melbourne Studies in Education Pub Date : 2002-11-01 DOI: 10.1080/17508480209556399

H. Cahill

{"title":"Teaching for Community: Empowerment through Drama","authors":"H. Cahill","doi":"10.1080/17508480209556399","DOIUrl":"https://doi.org/10.1080/17508480209556399","url":null,"abstract":"Building Community in the Classroom I am keenly interested in the impact of the group dynamic on learning and on the use of drama strategies to enhance enquiry, engagement and empowerment. Much of my work has entailed an exploration of how to educate in such a way as to enhance resilience, agency and integrity. In this article I draw on research examining how the drama educator can teach for community and at the same time pursue skills and understandings in the art form. I examined these interests in a term-long research study with a Year 11 drama class. The project entailed taking a reflective practitioner perspective on a series of drama workshops in which the students explored the theme of Coping with Change and Challenge. They used anti-naturalistic techniques to examine power, choice and the internal and external influences on behaviour and relationships. They developed and performed short dramas designed to reveal an important issue to an adult audience. The dramas examined instances of powerlessness, shame and help-seeking and were interlaced with parodies of common fantasies of escape and rescue. In addition, the students worked as an ensemble in forum-style improvised theatre. In the forums, the actors and a range of audience members improvised together, exploring predicaments requested by the audience. Data was collected from each of the twenty students in the form of interviews and written feedback and from audience members","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133702827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

Stretching the Envelope for Arts Literacy: Arguing for Multiple Literacies through Drama and the Other Arts 拓展艺术素养的范围:通过戏剧和其他艺术论证多元素养

Melbourne Studies in Education Pub Date : 2002-11-01 DOI: 10.1080/17508480209556403

R. Pascoe

引用次数: 2

Schooling and the production of social inequalities: What can and should we be doing? 学校教育与社会不平等的产生:我们能做什么，应该做什么?

Melbourne Studies in Education Pub Date : 2002-05-01 DOI: 10.1080/17508480209556395

Carmen Mills, T. Gale

{"title":"Schooling and the production of social inequalities: What can and should we be doing?","authors":"Carmen Mills, T. Gale","doi":"10.1080/17508480209556395","DOIUrl":"https://doi.org/10.1080/17508480209556395","url":null,"abstract":"To speak of an ideal is to lay claim to what ought or should be and to explain ‘reality’ as deviation. That is, ideals serve to provide direction towards some desired goal as well as judgment about how well a perceived reality approximates that desire. In more recent times, the postmodernist critique has provided its own ‘reality check’ on modernist ideals, challenging the notion that there is one best way to reach utopian ends. The emergence of postmodern theories has signalled a general shift in 'the structure of feeling' from acquiescence to censure of the universal. But it is not as if there are no postmodern ideals. In these accounts, utopianism is more cogently understood as ‘heterotopianisms’. While we are convinced by such critique, that there are diverse goals of value and pathways to reach them, we admit to some uneasiness about a ‘postmodern pluralism’ in which ideals have the potential to wash away into relativism, where one ideal is as good as the next and ways of achieving them are also equally regarded. In this article we take up these matters in the context of schooling, particularly as they relate to socially just ideals and practices. We begin by testing how effective schooling ‘really’ is in advancing the interests of all students; asking for whom schooling is effective and the ways in which it recognises and deals with diverse interests. We then consider how things might be better, first in relation to what happens in classrooms and, second, with respect to what happens in school communities. In our view, these two interests – in who benefits (and who does not) by current social arrangements and what can be done about them – are the central tenets of a socially critical orientation. Given our disposition for recognitive justice, we also think the issues are about self-identity and respect, self-expression and development, and self-determination. We regard these as necessary conditions for socially just schooling; they form the ‘tests’ we apply, particularly in relation to how students are connected to schools and how decisions are made within their communities. We recognise that these matters are primarily concerned with the means rather than the ends of schooling although we do not entirely agree with the separation. Neither do we want to signal that a focus on recognitive justice is at the expense of distributive justice. ‘Who gets what’ remains an important issue. Here we address this from the perspective of ‘how’.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116159177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Equity in Victorian education and ‘deficit’ thinking 维多利亚时代的教育公平与“赤字”思维

Melbourne Studies in Education Pub Date : 2002-05-01 DOI: 10.1080/17508480209556394

T. Knight

{"title":"Equity in Victorian education and ‘deficit’ thinking","authors":"T. Knight","doi":"10.1080/17508480209556394","DOIUrl":"https://doi.org/10.1080/17508480209556394","url":null,"abstract":"Australia, in common with both developed and developing economies, continues to reconstruct schools and schooling. The past five decades have seen dramatic social and economic changes in Australia. Within these contexts, the State of Victoria, has seen large increases in secondary student and teacher numbers, accompanied by constant changes and experiments to curriculum direction and content. The concept of equity was challenged on a number of fronts and changed in response to these differing contexts.\" During the 1990s, for example, there were severe reductions in the numbers of government schools and teaching staff. Government financing did not keep pace with previous expansions.The general drift in government schooling policy these past decades has been satisfying political and economic demands. Economic demands have seen the emergence of entrepreneurialism within and between schools; at the same time, the Federal government has given more financial support to private schooling. The purpose of this article is to outline the changing definitions of equity, to analyse the place of'deficit' thinking and its domination of past and present educational policy, the parallel effects of the modernisation of selective curriculum, and the emergence of 'at risk' theory as a 'repressive label.' In conclusion, democratic education is presented as an alternative to deficit thinking, and a necessary adjunct to equity. Explanations for poor school performance during the early twentieth century were linked to genetic causes.This was a conservative view of student pathology that argued student performance relied on alleged strengths and weaknesses in genetic intelligence. Educationalists also faced the difficulties caused by the expansion of student numbers. This meant that early education research attempted to develop efficient tests to classify students , especially those preparing to enter secondary education. Bessant et al, commented on an aspect of student selection applied at the time:","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"252 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122711002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Notes on Contributors 投稿人说明

Melbourne Studies in Education Pub Date : 2002-05-01 DOI: 10.1080/17508480209556396

S. Andrews, A. Barcan, B. Crittenden, T. Knight, Carmen Mills, Robert G. Watts

引用次数: 0

The ‘idea of the university’: Australian conservatives and the public University “大学理念”:澳大利亚保守派与公立大学

Melbourne Studies in Education Pub Date : 2002-05-01 DOI: 10.1080/17508480209556391

R. Watts

{"title":"The ‘idea of the university’: Australian conservatives and the public University","authors":"R. Watts","doi":"10.1080/17508480209556391","DOIUrl":"https://doi.org/10.1080/17508480209556391","url":null,"abstract":"In the period since 1986-7 it has become a truism that Australia's university system has variously seen 'crisis' or unprecedented change installed as a persistent and defining feature, a signification accorded authoritative status by a Senate Select Committee Report on Australian universities late in 2001. Federal government policy, in particular beginning with the so-called 'Dawkins' reforms' is widely believed to have sponsored this dramatic, possibly unprecedented transformation of Australia's universities. One salient feature of the period after 1945 is the undeniable transformation of Australia's 'public' universities from what they once were i.e., a site of education for an elite minority of the possible population of tertiary students into what they now are i.e., mass tertiary education institutions offering an unprecedented variety and diversity of undergraduate and postgraduate educational programs. It is difficult to say across a fifty year period which decade saw the most significant increase in the scale of university education. In 1946 there were just over 17,000 university students representing 2.3% of the age group 17-22. By 1966 the number of universities had doubled and the student population had increased by 500% to 91,000 representing 7.8% of the 1722 cohort. The next three decades have seen no less significant increases. Between 1975 and 1996, the number of Australians in higher education rose from 273,137 (1975) to 631,025 (1996). (In 2000 there were around 679,000 tertiary students). This increase meant that in terms of the participation rate in higher education, Australia which in 1975 was in the lowest quarter of OECD states had by the late 1990s moved into the top quarter of OECD states. Though there are many additional features that characterise this period of transformation, the shift to a mass tertiary education system is undoubtedly a central feature of the transformation of Australia's universities which provides a useful point of departure for this article.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128091168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Friendly enemies: Student Tolerance in a Liberal University 友好的敌人:博雅大学的学生宽容

Melbourne Studies in Education Pub Date : 2002-05-01 DOI: 10.1080/17508480209556393

A. Barcan

{"title":"Friendly enemies: Student Tolerance in a Liberal University","authors":"A. Barcan","doi":"10.1080/17508480209556393","DOIUrl":"https://doi.org/10.1080/17508480209556393","url":null,"abstract":"From the early 1920s to the late 1960s a scattering of student groups at the University of Sydney advocated various conflicting, controversial, political and social ideas. These students, often relatively few in number, voiced their commitment through specialinterest clubs and societies, such as the Labour Club, the Frcethought Society and the Student Christian Movement; through student self-governing organisations, such as the Students' Representative Council; at general meetings of the student body, called to consider major policy matters; at Union Night debates, held weekly in the Sydney University Union Hall; and in student publications, such as the student journal, Honi Soit, or the university magazine, Hermes. Most of these institutions appeared as student enrolments and staff expanded after the university revised its matriculation requirements and expanded its curriculum between 1907 and 1912, and created six new faculties in 1920. A new pattern of student life appeared, the essential features of which lasted some fifty years. Its passing in the late 1960s and early 1970s was heralded by a student revolt which marked the disintegration of the western cultural tradition of liberal humanism, a changed pattern of social classes, and the advent a new multicultural, pluralist, society. A new university and a new student world appeared. From the 1920s to the 1960s student activists pursued their philosophies within a broad cultural consensus. Beneath this umbrella, their commitments traversed a range of beliefs: reformist laborism, socialist Iaborism, Christian socialism, Stalinist Marxian communism, Trotskyist Marxism, and Freethought Andersonianism'. A few eccentrics claimed to be anarchists. In the 1940s Catholics became vocal, presenting the distributist ideas of the Campion Society and the social justice doctrines and anticommunist values of the Catholic Social Studies Movement, founded by B. A. Santamaria in 1943. These activists resided particularly in the faculties whose constituent disciplines impinged on social questions and where academic demands offered enough leisure for student activity. These included Arts, Law (at times), and in the 1950s (when its daytime courses expanded) Economics. In general, student controversies proceeded in a formal, regulated, manner. 'Correct procedure' usually prevailed. Mostly a tolerant spirit, a reasoned civility, permeated student politics at the University of Sydney and certainly in the Faculty of Arts. Tolerance seemed to be a natural concomitant of the liberal climate pervading university life.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132012063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The place of Liberal studies in Universities 通识教育在大学中的地位

Melbourne Studies in Education Pub Date : 2002-05-01 DOI: 10.1080/17508480209556390

B. Crittenden

{"title":"The place of Liberal studies in Universities","authors":"B. Crittenden","doi":"10.1080/17508480209556390","DOIUrl":"https://doi.org/10.1080/17508480209556390","url":null,"abstract":"In all its institutional forms, education at the tertiary level has a strong vocational emphasis. Whether it is recognised or not, the complex relationship between theory and practice has a crucial bearing on the questions of how the various vocational curricula should be designed and what kinds of institutional arrangement are most appropriate for their conduct. Historically, the tertiary institution affected by the widest range of issues in the accommodation of theoretical and practical knowledge has been the university. The first universities took shape in Europe during the twelfth century. The terms 'universitas' and 'collegium' referred to the medieval guilds or unions of merchants, artisans, etc. Thus, the associations of scholars and students that formed for educational purposes were also referred to by these terms.By the thirteenth century the term was applied to inst i tut ions of learning in which there was at least one of the major faculties(theology,law,medicine)as well as the liberal arts, a large number of masters, and a body of students drawn from a wide geographical area. While contemporary universities maintain some continuity with their medieval origins, their character has changed in a number of substantial ways. One of the most significant developments was the shift of priority in German universities during the nineteenth century from teaching to research. Apart from the change to the status of teaching (particularly at the undergraduate level), the focus on research led to a proliferation of areas of knowledge and increasingly specialised interests on the part of academics. The fragmentation had a direct effect on liberal education; its nature and its relationship to specialised academic work as well as professional training became more problematical. The research focus also had a fragmenting effect on the university as a coherent institution. Academics were often more closely associated with fellow specialists wherever they were located rather than with academic colleagues in the same university.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133930101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Why are we whispering? Academic freedom in Australia: An arendtian analysis 我们为什么要窃窃私语?澳大利亚的学术自由:阿伦特式的分析

Melbourne Studies in Education Pub Date : 2002-05-01 DOI: 10.1080/17508480209556392

S. Andrews

引用次数: 1

Review Essay 评论文章

Melbourne Studies in Education Pub Date : 2001-11-01 DOI: 10.1080/17508480109556388

Terri Sedden

引用次数: 4