The Vulnerable Child as Pedagogical Subject of Risk Management

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and the child as a risk-management ‘case’. It does so by indicating how an expanded notion of the duty of care has reconstituted the child as a work-in-progress case rather than 'the concrete subject of [educational] intervention' (Castel, 1991: 288). It examines how the new teacher as a risk-conscious professional caregiver both needs and comes to acquire a new intimacy with the child not as a fleshly body but as a case of risk minimisation

Against Professional Development

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional development programs in Australian universities, drawing parallels with Third World development programs. She argues that professional development knowledge is privileged over disciplinary knowledge in setting lifelong learning agendas for academics, and notes some problematic consequences of this for academics engaged in professional development programs

Educating the creative workforce: New directions for 21st Century schooling

This article sets out reasons for arguing that creativity is not garnish to the roast of industry or of education—i.e. the reasoning behind Mihalyi Csikszentmihalyi's insistence that creativity is not only about elites but involves everyone. This article investigates three key domains—scholarship, commerce and learning—to argue the importance of moving creativity from the margins of formal education to its centre. First, the article elaborates the scholarly work being done to bring definitional clarity to the concept of creativity, moving it from the realm of mystery, serendipity and individual genius to a definitional field that is more amenable to analysis. It then provides evidence about the extent to which creative capacity is being understood to be a powerful economic driver, not simply the province of the arts and the hobbyist. Finally, it examines new learning theory and its implications for formal education, noting both the possibilities and pitfalls in preparing young people for creative workforce futures

The chemical composition of a regular halo globular cluster: NGC 5897

We report for the first time on the chemical composition of the halo cluster NGC 5897 (R=12.5 kpc), based on chemical abundance ratios for 27 alpha-, iron-peak, and neutron-capture elements in seven red giants. From our high-resolution, high signal-to-noise spectra obtained with the Magellan/MIKE spectrograph, we find a mean iron abundance from the neutral species of [Fe/H] = -2.04 +/- 0.01 (stat.) +/- 0.15 (sys.), which is more metal-poor than implied by previous photometric and low-resolution spectroscopic studies. NGC 5897 is alpha-enhanced (to 0.34 +/- 0.01 dex) and shows Fe-peak element ratios typical of other (metal-poor) halo globular clusters (GCs) with no overall, significant abundance spreads in iron nor in any other heavy element. Like other GCs, NGC 5897 shows a clear Na-O anti-correlation, where we find a prominent primordial population of stars with enhanced O abundances and ~Solar Na/Fe ratios, while two stars are Na-rich, providing chemical proof of the presence of multiple populations in this cluster. Comparison of the heavy element abundances with the Solar-scaled values and the metal poor GC M15 from the literature confirms that NGC 5897 has experienced only little contribution from s-process nucleosynthesis. One star of the first generation stands out in that it shows very low La and Eu abundances. Overall, NGC 5897 is a well-behaved GC showing archetypical correlations and element-patterns, with little room for surprises in our data. We suggest that its lower metallicity could explain the unusually long periods of RR Lyr that were found in NGC 5897.Comment: 13 pages, 8 figures, accepted for publication in Astronomy & Astrophysic

Cognitive playfulness, creative capacity and generation 'C' learners

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning disposition. The study shows that cognitive playfulness mobilises productive engagement with learning innovations in the context of a traditional learning culture. Specifically, the paper discusses findings that emerge from a quantitative study into the level of student engagement with, and usage of, one chool's digital innovation in the form of a new Student Media Centre (SMC). The study analysed how different student learning dispositions influence the extent to which students engage with new digital technologies in the context of their otherwise traditional schooling. What emerges from the study is the interesting finding that cognitive playfulness, defined as 'the learner's dexterity and agility in terms of intellectual curiosity and imagination/creativity', is a key factor in predicting students' valuing of the opportunities that Web 2.0 open-source digital learning affords. In presenting an empirical validation of this finding, the paper contributes new knowledge to the problematic relationship between student-led digitally-enhanced learning and formal academic schooling

Reflections on a native title anthropology field school

Anthropologists play a significant role in the native title system in Australia, especially in undertaking connection research to demonstrate the evidentiary basis of claims. In 2010, recognising the lack of sufficiently qualified anthropologists working in native title, the Australian Government introduced a grants program to attract and retain practitioners. This paper describes a field school in the Northern Territory that was funded through the Native Title Anthropologist Grants Program. Through dialogue and interaction with the Aboriginal community, the organisers aimed to expose and interpret ideas, practices, memories, mythologies, relationships and other aspects of society and culture in the terms required for the demonstration of native title. Both novel and successful, the field school points the way for future training initiatives in native title anthropology. Related identifier: ISBN 9781922102317 (paperback) | ISBN 9781922102300 (ebook : pdf) | Dewey Number 346.940432