Marxist history and schooling: Beyond economism

Marxist history emphasises the linkage between economic production, social institutions and everyday life. Critics of Marxism claim that its analysis of schooling is simplistic, functional and deterministic The first part of this paper examines whether Marxist historical practice was in fact deterministic. It offers a non-reductionist and non-economistic reading of Marx's historical methodology. The second section moves on to consider some of the ways in which post-structuralist theorising can 'loosen-up' and revitalise mechanistic Marxist interpretations of the history of schooling

A critical pedagogy of vocational education and training in schools and communities struggling with shifts in the global economy

This article argues that if students in disadvantaged schools and communities are going to receive a fair go then we must begin to interrupt existing conceptions of vocational education and training, in particular the ways in which they perpetuate established social hierarchies based on class, race and gender. Listening to the experiences of over 125 teachers, students and parents from four disadvantaged schools in the outer metropolitan suburbs of Perth, Western Australia (Smyth & Down, 2005) it soon becomes apparent that the new realities of the global economy fuelled by the increasingly successful educational policies and practices of the New Right are (re)shaping schools to better fit the narrow sectional interests of the economy. As politicians, business and corporate interests continue their sustained attacks on public schooling we are witnessing the emergence of what Apple (2001) describes as "conservative modernization" whereby educational commonsense is redefined around a set of neo-liberal and neo-conservative values: ... we are told to "free" our school by placing them into the competitive market, restore "our" traditional common culture and stress discipline and character, return God to our classrooms as a guide to all our conduct inside and outside the school, and tighten central control through more rigorous and tough-minded standards and tests. This is all supposed to be done at the same time. It is all supposed to guarantee an education that benefits everyone. Well, maybe not (p.5)

Relational pedagogy for student engagement and success at university

The Australian Government's policy to transform higher education by 2020 includes plans to significantly raise the levels of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture emerges of the importance of students' relationships with academics. Whilst positive relationships help students to remain engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government to increase participation in higher education by students from under-represented groups, this research identifies some challenges and possibilities for both universities and academics

I think therefore I learn? Entrepreneurial cognition, learning and knowing in practice

In observing recent theoretical developments in the field, it is apparent that two distinctive yet relatively separate areas of study have emerged—entrepreneurial cognition and entrepreneurial learning. This conceptual paper aims to create some measure of reconciliation between these two perspectives to provide a more robust and multidisciplinary conceptual platform for understanding the entrepreneur. We augment an appreciation of the social dimensions of the learning process by which entrepreneurs cognitively acquire and transform knowledge. Through the application of influential practice-based theorizing we offer an integrative organizing framework that places participation at the heart of entrepreneurial practice, knowledge and identity

Vegetation and other parameters in the Brevard County bar-built estuaries

It is shown that low-altitude aerial photography, using specific interpretive techniques, can effectively delineate sea-grass beds, oyster beds, and other underwater features. Various techniques were used on several sets of aerial imagery. Imagery was tested using several data analysis methods, ground truth, and biological testing. Approximately 45,000 acres of grass beds, 2,500 acres of oyster beds, and 4,200 acres of dredged canals were mapped. This data represents selected sites only. Areas chosen have the highest quality water in Brevard County and are among the most highly recognized biologically productive waters in Florida

Teaching and Learning In, With and For Community: Towards a pedagogy for education for sustainable development

The paper explores how one teaches and learns for sustainable development primarily through analysing education for sustainable development (ESD) initiatives in the Caribbean within the framework of service learning. The paper proposes that a pedagogy for ESD will require positioning education in the centre of community. What that means in terms of content and methodology is the focus of our discussion