[Aboriginal and Torres Strait Islander studies]: Guest lecture

Defines the terms and rationale for Aboriginal and Torres Strait Islander studies with approaches to the teaching of the subject

Telling tales: Metanarratives, counternarratives and other stories in lifelong learning successes and futures

Lifelong learning attracts various stories to tell the tales of its successes and futures. These stories include marginalising metanarratives, resistant counternarratives and other accounts. This paper illustrates these stories by referring to information literacy, critical theory and informal learning as gleaned from the refereed proceedings of the first four conferences

Teleological pressures and ateleological possibilities on and for a fragile learning community: Implications for framing lifelong learning futures for Australian university academics

This paper applies the teleological–ateleological lens to the activities of a group of postgraduate and early career researchers at an Australian university. Given the tensions between organisational imperatives and individual aspirations, there are mixed signals about whether the group can be accurately and appropriately considered a learning community

Inclusion versus specialisation : issues in transforming the education of Australian show children

Despite, social justice rhetoric, it is more difficult and expensive for schools to cater for those who deviate from accepted social norms. At the same time, minorities often find efforts to include them in mainstream schooling uncomfortable and even frightening. Yet specialised schooling seems even more expensive, and does nothing to challenge existing marginalising stereotypes

Situated ethics in investigating non-government organisations and showgrounds : issues in researching Japanese environmental politics and Australian traveller education

Situated ethics (Piper & Simons, 2005; Simons & Usher, 2000) provides a potentially powerful conceptual lens for reflecting on the research significance and researcher subjectivities entailed in contemporary educational research projects. This is the idea that research ethics is most appropriately understood and enacted in the specific contexts of such projects, rather than by reference to timeless and universal codes. This proposition is helpful in drawing attention to the crucial networks of aspirations and interests that bind and separate stakeholders in those projects