Voice, representation and dirty theory

Australian Educational theory has drawn largely from the authoritative metropole described by Connell in Southern Theory (2007). In this article, the perilous nature of global north/south power relations that are embedded in research work is given consideration. Through a collaborative process, the researchers create an assemblage of poems that embody a range of voices from their respective research fields. Drawing from contexts in Australia and Aotearoa/New Zealand, these examples of southern theory fieldwork are used to problematise the notion that it is possible to simply bring the south to the centre. The geospatial politics inherent in Connell’s attempt to categorise knowledge production is critiqued. The complexity of ‘doing southern theory’ is considered as one of many approaches to working with voices from the south.peer-reviewe

Prudentia as becoming-shame: knowledge production in Southern Theory research Practice

Over the last decade authors have critiqued the hegemonic structures that perpetuate knowledge hierarchies in the dominant research regimes that foster privilege across the globe. The authors in this article use collective biography to reflectively engage with knowledge production in the academy. They explore the nature of prudentia as an affective shame that surfaces through reflexive engagement with the politics of research cultures. Collective biography, as a 'grassroots' form of deliberate and collaborative interrogation, produces insight from 'difficult knowledge' that sheds light on power imbalance in North/South relations in research practice. In endeavouring to grapple with Southern Theory, the authors surface 'unwelcome truths'. These disquieting ruptures reveal the power of prudentia for academics who are desirous to unsettle the complacency of Northern assumptions as they engage in an ongoing struggle with doing Southern Theory

Perspectives of Women as Historians: an exploration of women's learning and historical practice

This research emerged from a desire to undertake a feminist exploration of academic debates in History Theory, postgraduate studies in History and the legacy of this learning in historical practice. I have examined the development of historical consciousness, the historicised self and historical scholarship. My research acknowledges an intellectual and historic sisterhood and its associated cumulative body of feminist knowledge and practice. This thesis was centred on the stories of a group of women, with whom I studied postgraduate history at the University of New England in the early 1990s. This research process was largely shaped by feminist poststructural methodologies and incorporates interdisciplinary writings highlighting the alternate ways we can examine the past. I was interested in the ideas of a developing historical consciousness, historical scholarship and practice. The findings demonstrate the benefits of adopting a multifaceted approach to the study and practice of History. I have advocated that students of history would benefit from an early and broad immersion in history theory. I have recommended that a concerted inclusion of Postmodernism, Feminism, Materiality or Thing Theory, Place based pedagogies and Public History can evoke new and enriched questions of the past. This thesis provides a snap shot of women's learning experiences and subsequent historical practice rather than a definitive study of all students. It also recommends incorporating an interdisciplinary perspective to higher education teaching practices in History

Teacher perceptions of curriculum change in the bilingual reform programs in government schools in the United Arab Emirates: an Interpretative Phenomenological Analysis

This thesis explores teacher perceptions of change in the bilingual reform projects in government schools since 2008 in the United Arab Emirates (UAE). The aim was to uncover themes in the teacher experience of those directly implementing the bilingual program in government schools in the UAE, in order to inform practice and ultimately improve the support for teachers within the reform process, so that they may be more effective in their teaching and learning objectives. Using a constructivist, phenomenological approach, the study employed a qualitative interpretative analysis of interview data from the three participants to investigate their lived experiences in relation to rapid, 'top-down' (government) curriculum change. Semi-structured interviews were conducted with three teachers involved in the bilingual reform programs in UAE government schools to provide rich accounts of their authentic lived experiences. The interview data were analyzed using an Interpretative Phenomenological Analytical (IPA) approach to identify themes regarding their perceptions of the change process in the bilingual reform project. The results showed that three superordinate themes arose related to how the participants' experienced curriculum change in the bilingual program: level of teacher agency; quality of ongoing professional learning opportunities; and concerns about the role of Arabic language in relation to Emirati identity. From the insights gained through the interviews, recommendations are made for how sustainable reform may be supported in the current, and future bilingual education projects. This research contributes to limited original knowledge in the UAE bilingual reform project, through exploring teachers' perceptions, responses and receptivity to curriculum change. The study will help education policy makers develop appropriate professional learning activities to support the rapid reforms taking place in UAE government schools, and has the potential to usefully inform development and implementation of bilingual education programs in wider contexts

Changes in γ-secretase activity and specificity caused by the introduction of consensus aspartyl protease active motif in Presenilin 1

Presenilin (PS1 or PS2) is an essential component of the active γ-secretase complex that liberates the Aβ peptides from amyloid precursor protein (APP). PS1 is regarded as an atypical aspartyl protease harboring two essential aspartic acids in the context of the sequence D257LV and D385FI, respectively, rather than the typical DTG...DTG catalytic motif of classical aspartyl proteases. In the present studies, we introduced the sequence DTG in PS1 at and around the catalytic D257 and D385 residues to generate three PS1 mutants: D257TG, D385TG, and the double-mutant D257TG/D385TG. The effects of these changes on the γ-secretase activity in the presence or absence of γ-secretase inhibitors and modulators were investigated. The results showed that PS1 mutants having D385TG robustly enhanced Aβ42 production compared to the wild type (wt), and were more sensitive than wt to inhibition by a classical aspartyl protease transition state mimic, and fenchylamine, a sulfonamide derivative. Unlike wt PS1 and some of its clinical mutants, all three PS1 artificial mutants decreased cleavage of Notch S3-site, suggesting that these artificial mutations may trigger conformational changes at the substrate docking and catalytic site that cause alteration of substrate specificity and inhibition pattern. Consistent with this notion, we have found that NSAID enzymatic inhibitors of COX, known modulators of the γ-secretase activity, cause PS1 mutants containing D385TG to produce higher levels of both Aβ38 and Aβ42, but to reduce levels of Aβ39, showing a pattern of Aβ formation different from that observed with wild type PS1 and its clinical mutants. This study provides an important structural clue for the rational design of drugs to inhibit processing of APP at the γ-site without interfering with Notch processing

'Why Study History?': An Examination of Online Statements in Australian Universities 2008-2016

The higher education landscape is an increasingly competitive marketplace pitting university against university. Within that setting, individual disciplines must also wave a marketable epistemological flag. Among them is the History discipline, a long-standing traditional cornerstone of many university degrees. The web site for each History school or department is a tool for promoting pathways to possible professional futures for students of History as well as indicating the type of engagement in contemporary historical debates that occurs within the school. This online text reflects the changing state of the discipline, the approaches to the scholarship of teaching and learning in History (History SoTL), the philosophical variations between different universities, the influence of political governance and the evolving trends of marketing strategies. Tracking these shifts offers an insight into both the fluidity, and the formidable traditional underpinnings, of the discipline. In this article I explore the shifting views as demonstrated in the online statements of the History discipline over an eight-year period (2008-16) at sixteen Australian universities. The universities selected are diverse in their characteristics and represent the breadth of higher education in Australia

Reflections on Teaching Pre-Service Teachers about Gender

This paper will explore the personal narratives of my experiences encouraging a diverse cohort of pre-service teachers to think about gender and sexuality. It will demonstrate how self-reflection is such an effective tool for both teaching and learning. The paper will draw from my involvement in teaching the gender component of a broader social justice unit in a school of education. In particular, the paper will articulate the interdisciplinary influences of self-reflection, historicism and feminist theory as interventionist pedagogical practice

First Year Higher Education Students and the Strategic Importance of Australian History

Through data drawn from conversations with academics in history and their students, this paper will offer an insight into the strategic importance of first year studies in Australian History, at Australian universities. It will be evident that this inclusion reflects good pedagogical and epistemological practice

'Working from the boot of a red falcon': The impact of major fires in four Australian schools

When a major fire occurs in a school, the impact can be felt for years to come. How the school community rebuilds depends on strong leadership and the resilience of the members of that community. This article explores the stories of four Australian schools, two rural NSW schools, Kelso High School and Oxley High School and two urban schools; Lyneham Public School, in Canberra, ACT and St Clair High School in Sydney. The research draws from qualitative interviews with school leaders as well as textual sources such as newspapers, social media and departmental documents. Through a comparative lens, the story of determined principals, teachers, students and parents is revealed. In each case the school emerges from significant misfortune to become a stronger school driven by a shared determination