Computerized information sources in toxicology and their use in a poisons centre

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Critical Imagination: Serious play with narrative and gender

Narrative is one of the primary ways of human knowing, both of the physical and social worlds and of the self. Feminist post-structuralist theory can give teachers insights into the ongoing processes by which children construct feminine and masculine gender identities through narrative. It can provide a framework within which they might begin to make a wider range of narrative positionings available to both girls and boys. The cognitive, ethical and imaginative implications of this process for classroom practice can be taken up in the work of critical imagination. Three strategies are suggested for teachers: the deconstruction of lived and told storylines; the development of a reflective ethical practice congruent with post-structuralist understandings of the self and the world; and the writing/telling/adapting of multitudes of stories that interrupt binary thinking.     

Some Problems of Identity and Education: A comparative examination of multicultural education

This article considers the education of minorities and offers the concept of markers of identity; currently the most notable are nationality and citizenship but these may change, particularly during periods of crisis. Cultures can use minimal markers. Individuals may switch cultures and adopt conspicuous characteristics as a symbol, but culture switching may be incomplete and many are intermediates or have multiple identity. A plural society can be an opportunity rather than a problem for the majority as well as minority groups. If majority populations are to be members of an international community they have to learn how to relate to other cultures. An education system will reflect the norms of the host society and minorities need to learn the language and mores; the harder question is the degree of adaptation required and the compatibility of their own culture. Policies range from assimilation, through limited assimilation and pseudo-pluralism to pluralism. There has been some shift to pluralism but much work remains to be done.     

'Shoes Well Cleaned and Heels Repaired': Scientific management,eugenics and teacher selection and preparation in Australia, 1910-1970

Standard histories of Australian education and educational administration during the years 1900-1970 largely have ignored the influences of scientific management and eugenics on teacher selection and preparation. Selleck, Connell, Hyams and Cleverly and Lawry are examples of historians who have attempted to analyse Australian 20th-century educational history without any reference to eugenics or scientific management. This paper analyses the connection between the principles and methods of scientific management and eugenics. In the United States, Ellwood Cubberley was an enthusiastic eugenicist who helped popularise the application of scientific management to the administration of schools. He directly influenced the work of the Australian educators Kenneth Cunningham and Harold Wyndham, both of whom were influential in arguing for a 'scientific' process of teacher selection and preparation. Teachers were required to meet prescribed standards of 'fitness' and to fit preconceived criteria of suitability as agents of racial and national efficiency. By the 1950s, with the advent of residential teachers' colleges, State Departments of Education were in a unique position to ensure that student teachers entered the state teaching service suitably equipped with attributes of 'fitness'.     

Mapping the Pleasures and Risks of Supervision

Good supervision is central to successful graduate research, yet it is a pedagogy that is poorly understood. This may be one reason why it is often experienced as problematic, especially by students. To address these concerns, in this paper I delineate a map of supervision which is informed by contemporary theories of education. As I describe the layers of the map, I will attempt to show traces of each layer in some texts from the supervision of a master's student. The fruit of my analysis is a view of supervision as a complex and unstable process, one filled with pleasures and risks. This view is potentially useful for informing the practices of supervisors, students and the academic advisors who work with them.