Multiculturalism,education for sustainable development (ESD) and the shifting discursive landscape of social inclusion

Australia has a long and sometimes turbulent relationship with the migrant Other. This paper examines a component of this relationship via the window of contemporary multicultural policy. The paper begins with an analysis of the political and social conditions that enabled a national and bipartisan policy of multiculturalism to emerge as formalised federal policy during the late 1960s and early 1970s. The paper re-problematises the influences that helped shape Australia's articulation of race and ethnicity and argues that multiculturalism, within a post-September 11 environment, can no longer be framed solely within its traditional framework of social justice. The paper positions education for sustainable development (ESD) as an emerging discursive field that provides educators with an alternative road map for critiquing Australia's fluid relationship with the migrant Other. By linking the tenets of multiculturalism with ESD, this paper suggests pre-service teacher educators are presented with a productive, and at the same time politically palatable, means for regaining pedagogical traction for a semi-dormant agenda of social inclusion.     

The Nottingham Apprenticeship Model: Schools in partnership with artists and creative practitioners

This article documents the collaborative research and development of an apprenticeship model of learning for the arts. It focuses on teachers working in partnership with artists and other creative practitioners. The model is rooted in theories of social learning and cognitive apprenticeship. It was developed and tested through collaborative research, some of it action research. The aim was to explore and test the model for appropriateness and for its impact on the learning of all participants (children, teachers, creative practitioners). The model was found to be useful as a guide to the organisation of children's learning in the arts. Moreover, using the model had a positive effect on the inclusion of children on the margins into wider school learning. The model was also useful in facilitating the professional development of the adults concerned: teachers, artists and others.     

Improving Learning in Year 9: Making use of personal learning plans

This paper takes an evaluative look at an action-planning initiative which aimed to improve pupils' learning in Year 9. The cornerstone of the process was a one-to-one discussion between pupils and tutors, which focused on their short- and long-term goals and identified targets for improvement. After the dialogue, a personal learning plan was written by the pupil. This was used to monitor development and to inform activities related to Records of Achievement in Year 10. Findings suggested that, overall, this age group benefited from action-planning processes. Pupils gained through greater understanding of their own abilities and improved communication and planning skills. However, links between strategies for lifelong learning and the activities in Year 9 had not been made. There were different effects of the initiative for males and females.     

Leo Dubbeldam (ed.). 1995. Values and value education

International Review of Education -     

Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.