Regulation of on‐line content in the new trade environment: NAFTA and communication policy

Trade agreements are constitution‐like in that they constrain action at “lower” or national and sub‐national levels (Jackson, 1988). This article examines some constitution‐like effects of telecommunication provisions in the North American Free Trade Agreement on U.S. policies regulating pornography. Recent U.S. actions to regulate on‐line pornography, through amendments to the Communications Act and the Comstock Act, and relevant cases, including the recent Amateur Action decision, are discussed. The relevant provisions in the NAFTA are outlined. The paper concludes that U.S. efforts to regulate content of on‐line services which appear to fall within the category of enhanced/value‐added telecommunication services would not be strictly “NAFTA‐legal” under the telecommunication chapter, but could be made so utilizing the privacy, consumer protection or cultural‐industries exceptions which were not intended for this purpose nor were advocated by the U.S. The broader implications for the future of the nation state and for a possible international regime governing offensive speech are discussed.     

The Risky Business of Doctoral Management

Universities are under no less pressure to adopt risk management strategies than other public and private organisations. The risk management of doctoral education is a particularly important issue given that a doctorate is the highest academic qualification a university offers and stakes are high in terms of assuring its quality. However, intense risk management can interfere with the intellectual and pedagogical work which are essentially part of doctoral education. This paper seeks to understand how the culture of risk meets the culture of doctoral education and with what effect. The authors draw on sociological understandings of risk in the work of Anthony Giddens (2002 Giddens, A. 2002. Runaway world: How globalisation is reshaping our lives, London: Profile Books.  [Google Scholar]) and Ulrich Beck (1992 Beck, U. 1992. Risk society: Towards a new modernity, London: Sage. [Crossref] [Google Scholar]), the anthropological focus on liminality in the work of Mary Douglas (1990 Douglas, M. 1990. Risk and blame, London: Routledge.  [Google Scholar]), and the psychological theorising of human error in the work of James Reason (1990 Reason, J. 1990. Human error, New York: Cambridge University Press. [Crossref] [Google Scholar]). The paper concludes that risk consciousness brings its own risks—in particular, the potential transformation of a culture based on intellect into a culture based on compliance.     

Doctoral Education,Danger and Risk Management

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other public and private institutions, are being reshaped in order to be more closely aligned with risk minimisation policy directives and strategies. To understand what effects such reshaping is having on doctoral education, we bring together anthropological theorising of risk with pedagogical theorising of power and identity in education contexts. This theoretical cross-over between anthropology and education situates the pedagogic work of doctoral training within a culturally constituted order of professional care and risk management. We utilise this framework to interrogate "soft marking" as a specific domain in which risk minimisation is producing new relational identities for both supervisors and students involved in doctoral studies programs.     

Towards Teaching in Partnership: lessons still to be learned

This article seeks to analyse current dilemmas in responding to calls to narrow “the gap’ between academic and school culture in the area of preservice teacher preparation. It critiques traditional practices and current policies which focus on the narrowly vocational at the expense of the contextual. Further, it acknowledges the problems in the teaching of theory as it has been traditionally undertood. Finally, it assesses the benefits for teachers and academics of forms of pedagogical partnership and the likelihood of progress in this area, and suggests that a number of fundamental changes need to be made in academic culture for genuine partnerships to become a reality.     

Contents of Volume 3

Volume Content

Contents of Volume 3     

The corporate curriculum: Schools as sites of new knowledge production

This paper investigates the ways in which corporate ideas are impacting on Australian education, with a particular emphasis on secondary schools. We note the growing importance of a culture of enterprise in changing the practices of schooling, indicating how a performative organisational culture is producing different identities and relationships in educational work. The paper begins by considering the imperative for schools and individuals to be enterprising. It then moves on to examine more closely the impact of this discursive shift on teachers, students and school communities as they engage in enterprising practices. We draw on our research of over 50 state and private schools mainly in south-east Queensland to demonstrate how the newly emergent corporate ‘curriculum’ is producing a changing set of imperatives, responsibilities and outcomes for leadership in ‘enterprising’ schools.