I'm your new teacher: the impact of teacher mobility on educational opportunities for marginalised students

This article provides an alternative perspective on what it means to 'do school' in a disadvantaged community, particularly in the way that disadvantage is reproduced for marginalised students. It explores the mobility of teachers (temporarily) working in a small secondary school located in an economically depressed regional community in Australia, characterised by high levels of unemployment, high welfare dependency and a significant indigenous population. Like many disadvantaged schools, the school has difficulty attracting and retaining high ability teachers, instead relying on a high turnover of often-reluctant staff who are sent to (or feel compelled to) fill positions unable to be resourced through teacher choice procedures. Drawing on parent, student, and teacher interviews, we ask: how does teacher mobility in this context influence the educational opportunities of students who are 'on the margins' of school success and of the socio-economic structure? Specifically, we explore the ways that teacher mobility can reproduce disadvantage by limiting students’ access to the dominant cultural capital. We argue that educational policies and politics that reward teacher mobility for moving out of these communities, work to disadvantage students. What is needed is a transformation in policies governing staff placements to establish alternatives that redefine the reward system for teachers in ways that permit these students to succeed

Parent participation in disadvantaged schools: moving beyond attributions of blame

While facilitating community participation in disadvantaged schools can be difficult, this article argues that given the structuring of schooling in contemporary western democracies, it is even more difficult than we might imagine. Drawing on Bourdieu, we attempt to elucidate the complex relations between schooling and socio-cultural contexts which can lead to inequalities of opportunity for parent participation in schooling and work to maintain disadvantage for marginalised students. Recognitive justice, with its positive regard for social difference and centrality of social democratic processes, offers us another way of advancing this discussion beyond simplistic attributions of blame. In particular, a politics of recognition is concerned with opening up the processes of schooling to groups who often have been excluded and for their views to be seriously engaged within decision-making processes. This article gives voice to such views, utilising interview data from a small Australian secondary school located in a regional community with high welfare dependency and a large indigenous population. We conclude that to increase parent participation in disadvantaged schools, what is needed is a transformation of the field ‘to establish alternative goals and … completely … redefine the game and the moves which permit one to win it’ (Bourdieu, 1988, p. 172)

Re-asserting the place of context in explaining student (under-)achievement

One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to &lsquo;context&rsquo; as a complementary explanation, particularly regarding achievement differences between students from different socio-economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically depressed rural community. Drawing on the insights of Bourdieu, our focus is on the broader social and economic influences that can adversely position students and schools, as well as work to inform the institutional stance that schools take in relation to their students.<br /

Socially inclusive teaching: belief, design, action as pedagogic work

Like other western nations such as the United States and the United Kingdom, Australia’s record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and to achieve social justice. Also required is a focus on the pedagogic work (PW) of teachers and, by implication, their teacher educators. Central to this article is the argument that pedagogy is the most strategic place to begin this work because of its location as a central message system in education. In this article we conceive of PW as comprising of belief, design, and action. From these are derived three principles on which to build a socially inclusive pedagogy that creates opportunities for all students, whatever their circumstances, to participate more fully in education. Our focus on advancing a conceptual understanding of socially inclusive pedagogy is informed by a theory and politics of transformation, which seek to engage with the deep structures that generate injustice within schools and teacher education

Low‐temperature fluid flow through sulfidic sediments from TAG: Modification of fluid chemistry and alteration of mineral deposits

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/94945/1/grl9672.pd

Researching teacher practice: social justice dispositions revealed in activity

This chapter reports on a recent project researching the practice of teachers, particularly the pedagogies they employ within advantaged and disadvantaged Australian secondary schools. We were interested in the extent to which their practice (or activity) might be considered socially just and, more specifically, what informed it. Given the research literature often observes a disconnect between what teachers believe (e.g. about social justice issues) and what they do (which can appear contradictory to their beliefs), our intention was to identify rhythms and patterns within data that suggest a disposition to practice in certain ways. Contributing to our understanding, we enlisted the teachers themselves in interpreting the rhythms and patterns in their practice and thus in naming their social justice dispositions (Bourdieu 1990). Aware that these dispositions are largely unconscious, we engaged teachers through ‘provocative’ research techniques designed to unsettle their practiced account of their practice and raise the previously unconsidered to the level of consciousness. Our analysis was guided by cultural-historic activity theory (CHAT), specifically Engeström’s notion of human activity as a system, which provided a systematic way to identify and understand the rhythms and patterns in teachers’ pedagogies. For the purposes of this chapter, two conclusions can be drawn. First, there is potential for research on practice to have a pedagogical dimension for researchers and the researched; in our case, in collectively realising more socially just future practice. Second, research on practice is invariably about understanding more that just practice; in our case, it was also about what informs that practice. Our argument is that the ontology of practice (what it is) includes more than just the empirical, so that its epistemology (how it is known) needs to also accommodate the typically unseen or unnoticed

Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling

This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illustrate how Bourdieu’s notion of dispositions (which are constitutive of the habitus) and Fraser’s distinction between affirmative and transformative justice are together productive of four types of teacher activism. Specifically, we show that activist dispositions can be characterised as either affirmative or transformative in stance and as either internally or externally focused in relation to the education field. We argue that the social, cultural and material conditions of schools are linked to teachers’ activist dispositions and conclude with the challenge for redressing educational inequalities by fostering a transformative activism in teachers’ practices

The discovery of potent, selective, and reversible inhibitors of the house dust mite peptidase allergen Der p 1: an innovative approach to the treatment of allergic asthma.

Blocking the bioactivity of allergens is conceptually attractive as a small-molecule therapy for allergic diseases but has not been attempted previously. Group 1 allergens of house dust mites (HDM) are meaningful targets in this quest because they are globally prevalent and clinically important triggers of allergic asthma. Group 1 HDM allergens are cysteine peptidases whose proteolytic activity triggers essential steps in the allergy cascade. Using the HDM allergen Der p 1 as an archetype for structure-based drug discovery, we have identified a series of novel, reversible inhibitors. Potency and selectivity were manipulated by optimizing drug interactions with enzyme binding pockets, while variation of terminal groups conferred the physicochemical and pharmacokinetic attributes required for inhaled delivery. Studies in animals challenged with the gamut of HDM allergens showed an attenuation of allergic responses by targeting just a single component, namely, Der p 1. Our findings suggest that these inhibitors may be used as novel therapies for allergic asthma

Investigation of the structure of beta-Tantalum

The local structure of beta-tantalum was investigated by comparing experimental extended x-ray absorption fine structure (EXAFS) measurements with calculated spectra of proposed models. Four possible structure candidates were examined: a beta-Uranium based structure, a distorted A15 structure, a bcc-Ta based superlattice structure with N interstitials and a simple hcp structure. The local structural measurements were found to be consistent with the beta-Uranium based model containing 30 atoms per unit cell and having the space group P42/mnm. The thermal effect analysis on x-ray diffraction and EXAFS spectra, which reveals that beta-Ta is highly disordered, agrees with the low symmetry and anisotropic system of the beta-U model.Comment: 26 pages, two tables, 8 figures, submitted to Journal of Applied physic

Angler Perception and Population Dynamics of the Northern Snakehead (Channa argus) in the Potomac River & Tributaries

Our research sought to address the extent to which the northern snakehead (Channa argus), an invasive fish species, represents a threat to the Potomac River ecosystem. The first goal of our research was to survey the perceptions and opinions of recreational anglers on the effects of the snakehead population in the Potomac River ecosystem. To determine angler perceptions, we created and administered 113 surveys from June – September 2014 at recreational boat ramps along the Potomac River. Our surveys were designed to expand information collected during previous surveys conducted by the U.S. Fish and Wildlife Service. Our results indicated recreational anglers perceive that abundances and catch rates of target species, specifically largemouth bass, have declined since snakehead became established in the river. The second goal of our research was to determine the genetic diversity and potential of the snakehead population to expand in the Potomac River. We hypothesized that the effective genetic population size would be much less than the census size of the snakehead population in the Potomac River. We collected tissue samples (fin clippings) from 79 snakehead collected in a recreational tournament held between Fort Washington and Wilson’s Landing, MD on the Potomac River and from electrofishing sampling conducted by the Maryland Department of Natural Resources in Pomonkey Creek, a tributary of the Potomac River. DNA was extracted from the tissue samples and scored for 12 microsatellite markers, which had previously been identified for Potomac River snakehead. Microsatellite allele frequency data were recorded and analyzed in the software programs GenAlEx and NeEstimator to estimate heterozygosity and effective genetic population size. Resampling simulations indicated that the number of microsatellites and the number of fish analyzed provided sufficient precision. Simulations indicated that the effective population size estimate would expect to stabilize for samples > 70 individual snakehead. Based on a sample of 79 fish scored for 12 microsatellites, we calculated an Ne of 15.3 individuals. This is substantially smaller than both the sample size and estimated population size. We conclude that genetic diversity in the snakehead population in the Potomac River is low because the population has yet to recover from a genetic bottleneck associated with a founder effect due to their recent introduction into the system