Morality in 21st century pedagogies

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Naming trouble in online internationalized education

This paper offers an analysis of cultural politics that emerged around naming practices in an ethnographic study of the interactions within an online MBA unit, offered by an Australian university to both ‘local’ Australian students and international students enrolled through a Malaysian partner institution. It became evident that names were doing important identity, textual and pedagogical work in these interactions and considerable interactive trouble arose over the social practices surrounding names. The analysis uses sociolinguistic concepts to analyse selected slices of the online texts and participants' interview accounts. The analysis shows how ethnocentric default settings in the courseware served to heighten and exacerbate cultural difference as a pedagogical problem. These events are related to the larger problematic of theorising the context of culture in times of globalisation and increasingly entangled educational routes, with implications for the enterprise of online internationalised education

Corporatism or cop-out? The impact of social partnership on union-member relations

This article presents empirical data on the perceptions of national level social partnership in Ireland. It looks at the impact of the Irish social partnership process on the union-member relationship and the implications of the different views at workplace level of national partnership agreements

Review Essay: Homelessness, Liberation Theology and Faith Based Organisations

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It must have been love…but it’s over now: the crisis and collapse of social partnership in Ireland

This article examines the key factors behind the collapse of the Irish social partnership process in 2010 and looks at some of the broader implications that can be drawn. It categorises the process as being driven by extreme pragmatism, rather than ideological conviction, on the part of the main actors and looks at how the shifting positions of the State, labour and capital, as well as the focus on processes over outcomes, led to the demise of the much-admired Irish model

The appeal of the international Baccalaureate in Australia's educational market: a curriculum of choice of mobile futures

In Australia there is growing interest in a national curriculum to replace the variety of matriculation credentials managed by State Education departments, ostensibly to address increasing population mobility. Meanwhile, the International Baccalaureate (IB) is attracting increasing interest and enrolments in State and private schools in Australia, and has been considered as one possible model for a proposed Australian Certificate of Education. This paper will review the construction of this curriculum in Australian public discourse as an alternative frame for producing citizens, and ask why this design appeals now, to whom, and how the phenomenon of its growing appeal might inform national curricular debates. The IB’s emergence is understood with reference to the larger context of neo-liberal marketization policies, neo-conservative claims on the curriculum and middle class strategy. The paper draws on public domain documents from the IB Organisation and newspaper reportage to demonstrate how the IB is constructed for public consumption in Australia

Seeking continuity: Educational strategy in and for mobile ADF families

This report shares findings and insights from an interview study conducted in 2009, with 34 ADF families. These families were identified in the communities of primary schools in both state and Catholic systems with high ADF family enrolments in 3 towns across 2 states, with the assistance of the DCO and their embedded Defence School Transition Aides (DSTAs). In the interviews the parents were invited to describe their history of ADF relocations, and how they managed transitions for each member in terms of school choice, child care arrangements, spouse employment, and educational transitions. Parallel interviews were conducted with 12 teachers and 6 DSTAs across the identified schools to describe how schools cater for mobile ADF families flowing through their classes. Parents were invited to tell the story of their family’s sequence of moves and how each member made the transition, then reflect more generally on what advice they’d give other mobile families. Teachers were asked to describe how they respond to the mobile families in their school community, and to illustrate some of the issues and challenges from the institutional perspective. By offering perspectives from both parents and teachers, the report hopes to facilitate a dialogue between parties to address their common goal – promoting productive continuities in education for children in mobile families

Hard law, soft edge? Information, consultation and partnership.

The purpose of this paper is to assess whether the transposition of the EU directive on informing and consulting employees is likely to enhance voice and participation rights of Irish employees. The paper assesses the reasons for the “voice gaps” the evidence suggests exist in Irish workplaces and analysing the implications of the legal changes brought in by the information and consultation legislation. The paper argues that the transposition of the EU Directive provided a unique opportunity to bolster voice mechanisms in Irish workplaces and “plug” some of the gaps identified in the literature. However, the paper argues this opportunity has been largely squandered, as a result of the Irish Government’s minimalist approach to “hard” regulation of information and consultation rights in the transposing legislation

Inishowen uncovered : further strands of the Donegal fiddle tradition

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