Joseph Skipsey, the 'peasant poet', and an unpublished letter from W. B. Yeats

This article examines an unpublished letter from Yeats to the ‘pitman-poet’ Joseph Skipsey, which gives new insight into the early career of Yeats and a deeper understanding of the possibilities and capabilities of the Victorian working-classes. It argues that, in Skipsey, Yeats found an English equivalent to the Irish peasant poet, a figure whose life and poetry was central to Yeats’s vision of Ireland and his nation’s literary revival. The article contends that, following the discovery of a letter from Yeats, Skipsey’s poetry and influence should be considered outside the bounds of the Pre-Raphaelite clique within which he is usually located

Good Teaching and Learning in the Academy

This paper is based on original research at five Queensland Universities. It compared the teaching strategies of law, education and science academics in an attempt to discover any relationship between teaching strategies and subject matter. It also examined the teaching policy at each university, specifically university definitions of good teaching and its relationship to use of technology. The purpose of this research was to determine whether or not specific understandings of good teaching in the academy prevailed, and whether or not this (dis)advantaged certain faculties. From an initial case study of QUT, the basic findings from our research were as follows: • good teaching was found to have two central features: it was student centred and technologically innovative, • irrespective of discipline, all lecturers espoused the importance of student centred learning as integral to good teaching, even though, in practice, teaching style appeared to be largely determined by subject matter, • the most innovative and technological units were the least student centred We conclude that what counts as good teaching is both contested and context bound. This has major implications for monolithic definitions of good teaching as espoused by university policy and teaching units. It also has clear ramifications for university measures of effective and innovative teaching and thus standardised procedures for both academic promotion and teaching practices across the university

Technology meets Student Centred Learning: "good practice" in university teaching

In tertiary institutions across Australia, good teaching increasingly means student centred and technological. In this paper, this is demonstrated by a case study of Queensland University of Technology, where recent policy on teaching, promoted by management and supported by teaching and learning services, suggests two things. The first that it is impossible for QUT academics to educate their students without using inclusive and dialogical methods of instruction. The second, that at QUT, effective use of technology is paramount to the success of such student centred learning. This relationship, given legitimacy through the QUT focus on flexible delivery, raises larger questions about the dominant assumptions regarding ‘good practice’ within the university setting. In this context, the dominant assumption is the superiority of progressive education and this in itself assumes further a humanistic notion of the self. This paper will suggest three things. First that such assumptions should be challenged within tertiary teaching theory and practice, as they have been within the wider domain of social and cultural theory. Second that the new valorised practices of progressive education actually depend upon old derogated practices, but that this reliance is either downplayed or disregarded. Third, that the resulting unified policy on good teaching, needs rethinking

Coal, correspondence, and nineteenth century poetry : Joseph Skipsey and the problems of social class

This thesis explores the life and work of the poet and coal miner Joseph Skipsey (1832-1903) by examining his correspondence with some of the most notable cultural figures of the late-Victorian period. This work is, as far as I am aware, the first modern single-author study of a working-class writer who was a coal miner, the first full modern examination of a nineteenth-century working-class poet from North-East England, and one of the first detailed analyses of a working-class writer’s correspondence. Through archival discovery, close readings, and examinations of the reception of Skipsey’s poetry, this thesis argues that the writing of working-class individuals is shaped by their social class, and what Pierre Bourdieu (1930-2002) describes as cultural and social capital. These forms of capital determine the reception working-class writers receive within literary culture and, in turn, reinforce the authority of middle-class writings about working-class lives that allows them to become unchallenged orthodoxies. This thesis reveals previously unknown areas of Skipsey’s life and work, challenging and destabilising previously held beliefs, questioning assumptions regarding patronage, and, ultimately, revealing Skipsey a more active agent in the construction of his career than previously supposed. The thesis examines Skipsey as not just a representative of his class and industry, but as an individual writing poetry from personal, instead of communal, experience

The body in grief: Death investigations, objections to autopsy, and the religious and cultural 'other'

Sudden, violent and otherwise unexplained deaths are investigated in most western jurisdictions through a Coronial or medico-legal process. A crucial element of such an investigation is the legislative requirement to remove the body for autopsy and other medical interventions, processes which can disrupt traditional religious and cultural grieving practices. While recent legislative changes in an increasing number of jurisdictions allow families to raise objections based on religious and cultural grounds, such concerns can be over-ruled, often exacerbating the trauma and grief of families. Based on funded research which interviews a range of Coronial staff in one Australian jurisdiction, this paper explores the disjuncture between medico-legal discourses, which position the body as corpse, and the rise of more ‘therapeutic’ discourses which recognise the family’s wishes to reposition the body as beloved and lamented