bluuebunny/crossref_metadata_2025 huggingface dataset:
Purchase intention of Chinese consumers toward a US apparel brand: a test of a composite behavior intention model
Authors: Jin Byoungho , Hye Kang Ji
Published: May 2011

Purpose

The purpose of this article is to assist US apparel firms to successfully market in China. It aims to accurately predict Chinese consumers' purchase intentions toward a US brand. For this purpose, it proposes a composite model incorporating two behavioral intention models, Lee's model and decomposed Ajzen's model, and empirically tests the composite model.

Design/methodology/approach

A total of 747 consumer data were collected in three cities of China, Shanghai, Beijing, and Guangzhou, utilizing a series of mall intercept method at two levels of shopping malls in each city.

Findings

Among the proposed direct paths to purchase intention (PI), attitude toward the US brand apparel was the most important in explaining contemporary Chinese consumers' purchase intentions, followed by external perceived behavioral control (PBC) and subjective norm (SN). Two Confucian values, face saving and group conformity, did not directly affect PI at all, and face saving only influenced PI indirectly through the increase of attitude toward US brand apparel. Among external PBC (one's controllability toward a purchase) and internal PBC (one's self‐efficacy), only external PBC led to PI.

Practical implications

By examining the two aspects of PBC, the study validated the importance of consumers' resource controllability (i.e. external PBC) in Chinese purchase behaviors in the midst of rapid socioeconomic changes. This approach advances previous studies that primarily viewed PBC as one dimension.

Originality/value

The paper is one of earliest endeavors to consider the decomposed PBC in a composite model. Also, the paper provides early proof that external PBC is more important than internal PBC in purchase contexts.
Matching consumers' country and product image perceptions: an Australian perspective
Authors: Dagger Tracey S. , Raciti Maria M.
Published: May 2011

Purpose

Country‐of‐origin (COO) effects are concerned with buyers' opinions regarding the relative qualities of goods and services produced in various countries. It is the aim of this study to test a framework for investigating the match/mismatch between consumers' product category and country image perceptions. Specifically, the paper seeks to examine whether consumers perceive all products emanating from a particular country favourably simply because consumers associate favourable attributes with that country or whether this effect is specific to particular product categories.

Design/methodology/approach

The study employed a structured survey administered through mall intercepts. Data were collected from a sample of 188 Australian consumers. While Australian consumers were the focal country of study, countries selected for evaluation included Japan, Korea, the USA, Canada, China and New Zealand. The products selected included beer, automobiles, watches, leather shoes and stereos.

Findings

The findings suggest that when a strong favourable match exists between country and product image then COO will positively influence product evaluation and willingness to buy. Conversely, when an unfavourable mismatch is evident COO would negatively influence consumers' product evaluations and willingness to buy.

Originality/value

Given that most products originating in foreign countries are subject to country stereotyping or image effects, it is important for marketers and retailers to understand and manage the potential impact of COO effects. This study tests a framework that can be applied by marketers to determine the effect of product and country matches in relevant domestic or international markets.
Measuring the impact of inter‐attitudinal conflict on consumer evaluations of foreign products
Authors: Bandyopadhyay Subir , Wongtada Nittaya , Rice Gillian
Published: May 2011

Purpose

Most consumers can buy products from various countries, including their own. Some prefer local products; others prefer the superior quality, price, or image of foreign products. This study aims to investigate the strength of these preferences and their effects on consumers' evaluations of, and intentions to buy, foreign products.

Design/methodology/approach

With a sample of 571 Thai consumers, this study measures consumer ethnocentrism (CET), a general attitude, and country‐specific attitudes toward three product categories (cars, radios, and pens) with American brand associations.

Findings

Thai consumers' evaluations of US products vary at different levels of consumer ethnocentrism and country‐specific attitudes.

Research limitations/implications

Although it extends existing research into a less developed country setting, this study still relies on data from a single country.

Practical implications

Managers of both local and foreign brands can make use of these findings to position their offerings appropriately in Thailand.

Originality/value

This study extends the use of the CET concept to a less developed country and confirms prior results obtained in developed nations. In addition, it considers the joint effects of country‐specific and general attitudes in combination.
College binge drinking: a new approach
Authors: Kubacki Krzysztof , Siemieniako Dariusz , Rundle‐Thiele Sharyn
Published: May 2011

Purpose

The proportion of young people binge drinking continues to grow despite extensive research efforts aiming to reverse this growing trend. Binge drinking has typically been viewed as the consumption of five or more standard drinks or units in a single drinking session. Research on binge drinking is US centric and largely quantitative. This paper, using qualitative methods, aims to gain richer insights into binge drinking.

Design/methodology/approach

Seven focus groups involving 36 participants were conducted in Poland and Canada. Focus group data were transcribed and analysed.

Findings

Three distinct types of binge drinking were identified. The authors termed these initiation, indulgence and moderation. The paper details how each type of binge drinking can be distinguished through different attitudes and drinking behaviours.

Research limitations/implications

Any observations made in this paper are restricted by the sample used and the methodology employed, and therefore cannot be uncritically generalised. The findings should be used to further investigate the phenomena, in different contexts, with different respondents and using different methods, in order to deepen the understanding of binge drinking.

Practical implications

The results suggest that rather than thinking of binge drinking as one thing, binge drinking should be thought of as different types, involving different behaviours and attitudes.

Originality/value

To date the literature has viewed binge drinking as a single phenomenon. This study is the first to put forward the notion that binge drinking should not be defined as one thing, i.e. consuming five or more alcohol drinks in one day. The framework offered in this paper will assist future researchers to consider different types of binge drinking.
2030: a loyalty odyssey
Authors: Hlavinka Kelly
Published: May 2011

Purpose

The purpose of this paper is to peer into the future of loyalty marketing and to offer marketers clear steps on how to shift focus and adapt to the coming consumer trends.

Design/methodology/approach

COLLOQUY delved into its years of loyalty marketing research and experience to pull out three top trends believed to take hold by 2030. COLLOQUY's views are supported by statistical background from Goldman Sachs, the US Department of Economic and Social Affairs and demographers.

Findings

Five over‐riding forces are creating a shift in future loyalty trends: an aging population; a burgeoning middle class; increasing extremes of wealth; more boom‐and‐bust cycles; and technology advances towards the seamless, instant and personal. Because of these forces, three new trends have emerged: the next new normal; the new “I‐network”; and the new marketing reality.

Practical implications

This case study offers marketers not only a look into the future of loyalty marketing, but also tips on how to embrace the new trends, including: what you can do now to meet the next new normal – start to test householding options. If households are dealing with multiple generations of parents, grandparents and kids, and the new localism in which the community is vitally important to customers comes to the fore, marketers must figure out how customers can pull their resources across their families, their friends, their networks and their communities to enjoy things relevant to all or most of them. Examples might include redeeming for event resources to host their local high school reunion, or for activities and resources to help a local community center, or simply letting the extended family get away for a ski trip. This needs to be tested now so that it can be determined how people engage, what is relevant, and how to start to prepare.

Originality/value

The paper provides insight on future trends and exclusive tips on how to adapt marketing strategy to thrive in 2030.
Archives in Ontario: a report on study visits under Canadian Studies Fellowship
Authors: Ghosh Maitrayee
Published: May 2011

Purpose

The Foreign Affairs and International Trade Canada (DFAIT), Government of Canada, through Shastri Indo‐Canadian Institute, encourages Indian scholars for Understanding Canada Faculty Research, Fellowships; the author visited Canada during March 2010 to study Canadian archival system, especially records management in archives in Ontario province; the driving rationale for the study was the realization that there existed very few or no archives and record management (ARM) programs in India. This study intends to report different types of ARM programs in Canada, with special reference to e‐records management, namely automation status, creation of virtual exhibits, preservation of digital images, metadata standard for e‐records, etc.

Design/methodology/approach

The author visited national, provincial and municipal archives and conducted unstructured interviews with archives staff/managers.

Findings

Records are considered as commodity and attempts to improve their management has necessitated a more integrated and controlled approach. In this study, it is noted that archivist and records managers have at present very little influence on policy implementation of archives and working under university librarian and less influence on decision making. All the university archives get a nominal amount from library budget. No separate budget for archives is available; modest budgets are allocated for rare book collection. The total archives concept in English Canada is based on the American system. The responsibility for collecting and copying its historical records fell to the government; with the so‐called convergence of technologies helping to fulfill new demands and rising expectations and to empower the end‐user. It was possible to establish very good relations with the archivists of these institutions and the author is keen to keep contact with them. It is expected that this study will serve as a building block to deeper examinations of broader issues such as the core competencies with respect to records management with special reference to e‐records management.

Research limitations/implications

The prime objectives were to overview the current state of active and passive record keeping in the Government of Canada and identify the core competencies required to build effective record keeping infrastructures in the digital environment that has emerged in most government institutions. During a period of one month, the author was able to visit only selected archives in Toronto and Ottawa. The archives in other parts of Canada are not included in this study due to time limit.

Originality/value

The paper presents a study of the archival system in Canada and its role and contribution towards promoting a knowledge society in Canada.
Mobile Digital Library in The National Library of Norway
Authors: Høivik Jingru
Published: May 2011

Purpose

The purpose of this paper is to describe ongoing work to investigate and improve access to digital assets at the Norwegian National Library using mobile phones.

Design/methodology/approach

A National Library Mobile User Network is described as are two practical case studies.

Findings

The National Library's web site at: www.nb.no plays an essential role in Norway's online library services. For development purposes an alternative mobile access point was created. This site provides tests of variant push and pulls modes, present “elite editions” and test polyvalent organization of selected materials.

Originality/value

The project is a first implementation of such approaches at the National Library and is thus part of a growing effort towards transliteracy which is the ability to read, to write and otherwise communicate and interact across a range of platforms, tools and media.
Analysis of information technology (IT) applications in academic libraries in Kuwait
Authors: Marimuthu Veeramani , Paraman Vinayagamoorthy
Published: May 2011

Purpose

Library professionals today need to acquire knowledge and skills in information and communication technology as the services of more and more libraries are now centering on information technology (IT), especially in educational institutions. Application of IT in academic environment in Kuwait has increased gradually in the recent decades. This paper is designed to measure the use of IT in the academic libraries of Kuwait and to establish some co‐relation between quality in libraries and use of IT.

Design/methodology/approach

The paper adopts a survey method.

Findings

The significance of IT lies in its role as a catalytic agent. Today there is no area, which has not been influenced by IT. IT mainly helps to provide timely information and facilitates real‐time access to remote databases. The importance of information lies in its accessibility and utilization by users for productivity and decision making. Technology remains one of the primary drivers of change in the ways that people work, seek information, communicate, and entertain themselves. In an academic environment, no unit has been transformed by technology than the library.

Practical implications

The libraries need to reorganize their physical space to make technology‐enabled resources both more readily available and widely used. Library and information professionals should add new IT skills to their current capabilities in order to help users overcoming their anxieties about the new world of networked and digitized information, and assist them to navigate through it. In this regard college librarians have to be serious in developing their own proficiency and must find out how to develop their professional competency in general. Since the users are more prone to online and electronically delivered services, the growing role of the librarian in colleges would lie in information counseling, training, advising users on services and information products appropriate to their needs and how best to use them. This is a time that necessitates innovative ways of thinking about services, collections, information access, and also our roles as academic librarians. Being prepared to manage changes can furnish us with the ability to flourish.

Originality/value

The paper highlights the use of hardware and software facilities in academic libraries. It also highlights the access of networks, information services and problems in IT applications. The analysis of the data represents the extent and the level of IT application applied by the librarians at academic libraries in Kuwait.
Advocacy for open access: a selected review of the literature and resource list
Authors: Ghosh Maitrayee
Published: May 2011

Purpose

The purpose of this paper is to review some of the current literature and discuss some ways to advocate for open access (OA) programs adopted by libraries in various institutions. It points out that the library and information science/system community's enthusiasm for innovations in OA may have unintended negative financial consequences. This overview provides a list of relevant literature/resources in the area of library advocacy, with regard to the ongoing needs of OA repositories. There is a focus on OA in India.

Design/methodology/approach

The literature review is not comprehensive but selective and fairly recent; it includes published resources from the last ten years and lists organizations advocating for a sustainable OA model.

Findings

The advocacy roles for librarians in promoting the OA movement, and the challenges they are facing in this era are discussed. The author stresses that a proactive approach in information handling and collaboration with information technology staff and academics are essential for OA to be sustainable.

Originality/value

Owing to poor or reduced government funding for libraries, librarians are forced to advocate for OA in new and different ways. Library officers/information managers serving in universities and academic institutions can launch a program to help faculty pay for publishing in OA journals, introducing the concept and securing funding through various means.
From patriotism to critical democracy: shifting discourses of citizenship education in social studies
Authors: Down Barry
Published: May 2011

The state of citizenship education in Australia continues to attract media attention as evidenced by two recent newspaper headlines, Students take apathetic view of democracy and Teach young about democracy. These headlines were reporting on the latest findings of the Australian Council for Educational Research (ACER) on school students understanding of democracy. As a part of a 28‐nation civics survey, the ACER found half of Australian students had no grasp of democracy (ranking them behind countries like Poland, Cyprus and the Slovak Republic); lacked clarity about the Constitution, elections, voting systems or the role of groups like trade unions; were unwilling to engage in politics; and believed politics was relatively unimportant
Change and constancy: half a century of secondary schooling in New Zealand
Authors: O’Neill John
Published: May 2011

This article examines how the three ‘mythic’ elements (public aspiration, flexible language and practical guidance) of these Labour government education policy texts were operationalised in the forms and structures of secondary schooling from 1939. The period of analysis is from the early 1940s to the mid 1990s. The decade since 1994 has seen the trial of various forms of standards based assessment (i.e. unit standards and achievement standards) in the senior secondary school. Moreover, from 2002, a timetable has existed for the replacement of the three terminal national examinations that prevailed for most of the second half of the twentieth century, with the National Certificate of Educational Achievement (NCEA).
Architect of young lives: the rise and fall of Allen McLucas
Authors: Prentis Malcolm
Published: May 2011

Times were tough for the heads of Australian independent schools in the 1950s and 1960s. In New South Wales alone, Knox Grammar School lost two, Barker College and P. L. C. Croydon one each in the 1950s and Newington College had lost two and Meriden School one in the 1960s. And in 1965, Allen McLucas was forced to resign from The Scots College Sydney. Behind these problems of governance and leadership in independent schools lay deeper social and moral changes in the broader community and changing educational philosophies.
Whatever happened to the male teacher? Gendered discourses and progressive education in Sweden 1945‐2000
Authors: Berge Britt‐Marie
Published: May 2011

In Sweden, as in most western countries, progressive pedagogy has influenced the rhetoric of education policy and national curricula. In the early twentieth century, ideas about learning by doing and pupil centred education came to Sweden from countries such as Germany, Austria and the US. These ideas were primarily influenced by people interested in preschool education, a few persons who started progressive private schools and those who wanted to introduce a more equal and democratic compulsory school system for all children. However, sixty years and two World Wars elapsed before nine‐year co‐educational compulsory schooling, inspired by progressive ideas, was introduced in 1962 in Sweden.
Religious education and the rise of psychological childhood in New Zealand
Authors: Troughton Geoffrey
Published: May 2011

This article seeks to augment understanding of the rise of psychological interpretations of the child in New Zealand, and suggest refinements to McDonald’s typology, with reference to changing religious values and priorities in the years before World War II. In particular, it considers patterns of religious education, with special reference to changing representations of Jesus for children during this time. Consideration of this material indicates that psychological approaches to childhood played an important role in shaping religious education throughout these years. Though noteworthy in itself, this influence highlights the extent to which interest in scientific and psychological understandings of the child had been growing more generally since the beginning of the twentieth century. Indeed, it provides a broader context for understanding the post‐war expansion of psychological approaches to children. Insofar as psychological interpretations of childhood were paradigmatic after 1945, this occurred because such approaches had been disseminated and acquired sufficient legitimacy in preceding years.
Textbook images as a means of ‘nation/state building’: Zionist geographical textbooks 1918 to 1948
Authors: Dror Yuval
Published: May 2011

This article deals with the contribution of visual presentation to education for national identity, an issue not examined sufficiently by recent theories of nationalism. Studies of nationalism mention education only in general terms, as an instrument of socialisation on the macro level of the national system, and do not consider specific ‘micro’ educational tools. One such tool is the use of visual presentation, notably in textbooks. To demonstrate the use of visual images in promoting nationalism, this study focuses on Zionist geography textbooks at the time of the British Mandate (1918‐1948) in what Israelis refer to as Eretz Israel (pre‐state Israel), exploited by the Jewish Yishuv (Jewish community) to rally pupils to contribute to ‘the state in the making’.
From the genius of the man to the man of genius, Part one: A slippery subject
Authors: Baker Bernadette
Published: May 2011

The two articles that comprise this analysis springboard from the availability and increased popularity of the term genius to nineteenth and twentieth century educational scholars and its (temporary) location along a continuum of mindedness that was relatively new (i.e., as opposite to insanity). Three generations of analysis playfully structure the argument, taking form around the gen‐ root’s historical association with tropes of production and reproduction. Of particular interest in the analysis is how subject‐formation, including perceptions of non‐formation and elusivity, occurs. I examine this process of (non)formation within and across key texts on genius, especially in relation to their narrative structures, key binaries and sources of authority that collectively produce and embed specific cosmologies and their moral boundaries. The argument is staged across two articles that embody the three generations of analysis.
Modern versus classical education: The Dutch case 1863‐1917
Authors: Amsing Hilda T.A.
Published: May 2011

The position of the relatively new non‐classical education as opposed to traditional classical education was the subject of intense discussion in the Netherlands from the second half of the nineteenth century onwards. The Dutch case was not unique, however. In Western Europe the traditional form of secondary education, with Greek and Latin as key subjects, long retained its dominant status. The classical languages were considered essential if sons of the elite were to become civilised men with disciplined minds, a refined sense of human cultural values and a coherent general education. This educational ideal ‐ culture generale in France and Bildung in Germany ‐ embraced the classics at the expense of professional expertise and knowledge about modern society. A focus on commerce and technology was considered inferior. The Bildung ideal rejected practicality and purposeful work in favour of leisured cultivation and aesthetic interests. Yet modern education slowly grew in status, and non‐classical schools sought to gain greater dominance in the school system.
The schoolmaster of all Ireland: The progressive credentials of Patrick Henry Pearse 1879‐1916
Authors: Limond David
Published: May 2011

Patrick Pearse’s status in Ireland today oscillates between the iconic and kitsch: he was recently voted by readers of a newspaper as the person whom they would most like to see commemorated by a statue or monument in central Dublin (though this proposal has not met with universal approval even with that publication’s staff) and as one of the most important Irish heroes by readers of another paper. But it also possible to buy chess piece like statuettes or figurines of this national hero in tourist souvenir shops as one might buy model or tin soldiers. However, Pearse has consistently, and often fulsomely, been praised for his educational work and ideas, even by those who are otherwise critics, being described by one as ‘stimulating and, for Ireland at least, novel’ in this respect.
From ‘apprentice’ to professional: The training of New Zealand Catholic teachers 1945‐65
Authors: Collins Jenny
Published: May 2011

This article draws on my doctoral research into the expansion of the Catholic educational mission in New Zealand in the years from 1945 to 1965. The project utilised archival and documentary sources and interviews with thirty three Catholic educators: twenty one female religious from the Sisters of Mercy, Dominican Sisters and the Religious of the Sacred Heart and twelve male religious from the Marist Brothers, Christian Brothers and the Society of Mary (Marist Priests) and two former diocesan directors of Catholic education.
Imagining the Secondary School: The ‘pictorial turn’ and representations of secondary schools in two Australian feature films of the 1970s
Authors: May Josephine
Published: May 2011

This paper aims to engage with the cinematic history of Australian education by examining the historical representation of secondary schools in two Australian feature films of the 1970s: Picnic at Hanging Rock (Weir, 1975) and The Getting of Wisdom (Beresford, 1977). By what narrative strategies, metaphors and understandings were Australian high schools encoded into images and how might these interpretations differ from written accounts of the secondary schools? The discussion focuses on the social and material worlds of the schools. It reflects on the types of education depicted and the characterisations of teachers and students, including consideration of gender, class, and sexualities. The paper asks: what was the historical understanding of secondary schools that made them so attractive for cinematic explorations of Australian national identity in the 1970s?
Notions of ‘Civilisation’ and the Project to ‘Civilise’ Aborigines in South Australia in the 1840s
Authors: Scrimgeour Anne
Published: May 2011

During the first half of the nineteenth century Aboriginal schools were established in a number of Australian colonies as a part of a project to ‘civilise’ Aboriginal people. Using the case study of schools established in Adelaide, South Australia, in the 1840s, this article examines differences in the way the notion of ‘civilisation’ was understood by colonial educators and civilisers, and how these differences impacted on the form of schooling provided. In particular, the article compares the views of German Lutheran missionaries who established the first Aboriginal school in Adelaide in 1839, and those of Governor George Grey, who instituted changes in the approach taken in Aboriginal education which reflected his own views about ‘civilisation’ and the ‘civilising’ process
The voices of the junior teachers: Exploitation or experience in South Australian schools 1931‐1945?
Authors: McGuire Anthony
Published: May 2011

This article argues that memoirs from within a humanistic sociological framework can provide a measure of balance sometimes lacking in accounts reliant entirely on contemporary documentation. Evidence from the case brought in 1943 against the junior teacher system in South Australian schools, while persuasive, provides practically the only evidence for any subsequent history of the period. Memoirs of former junior teachers from this time, however, present quite different views on several of the major charges against the system and generally illustrate certain benefits in lengthy periods of practical experience. Juxtaposing these accounts provides for a better balanced and more useful account of a generally neglected period of educational history. Such a re‐visioning is timely in view of increasingly widespread concern about the practical side of teacher training and calls from within training circles for a significantly longer introduction of trainees to the realities of the classroom.
Mechanical contrivances and fancy needlework: the Brisbane Exhibition and education in colonial Queensland
Authors: Scott Joanne
Published: May 2011

Since its inception in 1876, Queensland’s premier agricultural and pastoral show and largest annual event, the Brisbane Exhibition, has provided a forum in which to observe and reflect on the achievements, values, development and scope of Queensland’s education system. The inaugural constitution of the Exhibition’s host body, the National Agricultural and Industrial Association of Queensland, drafted by the first headmaster of Brisbane Grammar School, Thomas Harlin, listed among its objects: ‘To award prizes for the attainment of proficiency by the youth of the colony in specified subjects’. In its first twenty‐five years of annual shows, the Association met this objective at a modest level through its schoolwork category, with the notable exception of 1883, when it sponsored a highly successful Juvenile Industrial Exhibition. Examination of both the regular schoolwork category and the Juvenile Exhibition reveals the elements of the local curriculum that the Association deemed appropriate for inclusion in its annual shows, while comments from newspapers, educators and other individuals on the quality and nature of the schoolwork displays offer insights into the context of and aspirations for the colony’s education system.
‘Solving an Empire problem’: the Salvation Army and British juvenile migration to Australia
Authors: Daniel Esther
Published: May 2011

This article provides a discussion of the unaccompanied British juvenile migration programme to Australia by the Salvation Army (henceforth, the Army) within the context of the imperialist ideas of William Booth and the racist White Australia Policy, as well as Booth’s ideas regarding the ‘training’ of children. The programme was complex in character and diversity, particularly in relation to its philosophy, aims and objectives. One of the central themes of the Army’s programme was support for British imperialism and expansion of the British Empire by populating its Dominions with large numbers of white British migrants: hence it was referred to as ‘emigration and colonisation’. Such migration was regarded as vital to generate economic growth and a strong defence of the Empire. The Army claimed that its migration programme would be of national benefit as it could provide Australia with migrants with significant economic potential.
Tracing the origin of Rudolf Steiner’s & Julia Smith pedagogy of imagination
Authors: Nielsen Thomas William , Smith Julia
Published: May 2011

How Steiner brought to bear the role of the imagination in reconciling ideological polarities on its function in an educational setting cannot be fully understood without examining the outlook on life from whence it sprang ‐ nor without touching upon historical developments in Western education and the extraordinary life and background of Rudolf Steiner himself. This paper uses historical, biographical and autobiographical commentary to develop an interpretation of the origin of Steiner’s notion of imaginative teaching.
The middle class and the government high school: private interests and public institutions in Australian education in the late twentieth century, with reference to the case of Sydney
Authors: Campbell Craig
Published: May 2011

This article suggests an explanation for the complex history of the relationship between the government high school and the Australian middle class. The main elements in the constructing of a framework necessarily include the following inter‐related effects: the historic alienation of the Roman Catholic population from the Australian public school system, federal government interventions into school policy and funding, demographic pressures, the rise of neoliberalism, and the development of distinctive and multiple ethnic populations in the cities. The final section of the article takes as its case study, the history of middle class schooling in the city of Sydney, especially from the mid 1970s to the end of the century. Sydney is an atypical Australian city in many respects, and the study of its middle class and schooling does not stand as representative of the Australian experience. Nevertheless, its great population and significance in the national economy makes its story a crucial story in the national context. Because much of the evidence for this last section derives from the Australian census, it is introduced by a brief discussion of census‐making. Preceding that section of the article is a summary discussion of the significance of social classes in the history of Australian schooling.
Sowing seeds for development: Cyril Jackson’s attempts to establish relevant schooling in a rural setting in Western Australia, 1896‐1903
Authors: Godfrey Joanne I.F.
Published: May 2011

This article puts a fresh light on Jackson’s elementary curriculum in Western Australia which was a unique blend of the ‘new education’, designed to complement the Western Australia government’s economic development policies. In this respect, he followed the work of Rooper, who brought an agricultural emphasis to rural elementary education in England. In Western Australia, Jackson not only promoted the established practical forms of the ‘new education’ but, swayed by political leaders, encouraged a rural focus on the elementary government school curriculum, both for educational as well as utilitarian purposes, thereby serving the needs of the individual as well as the colonial economy.
Lucy Spence Morice: ‘mother of kindergartens’ in South Australia
Authors: Trethewey Lynne
Published: May 2011

Existing histories of the free kindergarten movement in South Australia scantily acknowledge the key role of Lucy Spence Morice in helping to found the Kindergarten Union (KUSA) in 1905 and subsequently guiding the organisation through financially troubled times, internal conflict with respect to the independence of the Training College (Adelaide KTC) from Education Department control, changes of directorship, and in accordance with its original mission. This article seeks to restore Lucy Spence Morice to a place in South Australian annals alongside that of her distinguished aunt Catherine Helen Spence: teacher, journalist, author, Unitarian Church preacher, philanthropist, political and social reformer, self‐styled ‘new woman’ of the late nineteenth century, and to niece Lucy a dear friend, mentor and inspirational role model. In the light of fresh evidence contained in the papers of Mrs Marjorie Caw (an early KTC graduate), and informed by the work of Caine, Lewis, Ryan, and Goodman and Harrop most especially, it re‐assesses Mrs Morice’s contribution to kindergarten reform from a feminist revisionist historical perspective. I utilise biographical methods and network analysis in order to point up the genesis of Lucy’s zeal for the cause of kindergarten education; also to argue that her informal but expansive social ties, plus her links to professional women and other activists in the fields of child health, welfare and education were central to her work for the Kindergarten Union.
Glorified housekeepers or pioneering professionals? the professional lives of home science graduates from the University of New Zealand
Authors: Collins Jenny
Published: May 2011

Contemporary scholarship has enabled a deeper analysis of the dynamics that gave rise to professional home science and a greater understanding of the obstacles women encountered and the strategies they employed to gain legitimacy as the field developed in the twentieth century. This paper examines how home science moved from its origins as ‘glorified housekeeping’ to encompass the ‘professional and ‘scientific’ dimensions of women’s lives. It goes beyond judgments about whether home science ‘helped’ or ‘hurt’ women, and asks instead, what we can learn from a study of the professional lives of women working in the highly gendered domains of academia, the professions and education? The article documents the scientific and professional lives of two women, E. Neige Todhunter and Emere Makere Waiwaha Kaa Mountain who completed qualifications at the Faculty of Home Science, Otago University in the 1920s and 1930s as a way of offering new insights into the professionalisation of women and a rethinking of the relationship between women and household science in the twentieth century.
The means of creative expression: design education for town and country New South Wales in the 1940s
Authors: Wood Susan
Published: May 2011

In 1939, an English artist, designer and teacher named Ann Gillmore Rees arrived in New South Wales. Over the next nine years Rees taught design and craft to adults in Sydney, working for the Children’s Library and Craft Movement (later to become the Creative Leisure Movement), the Australian Red Cross, and the Society of Arts and Crafts of New South Wales. Although the period from 1939 until 1948 represents only a short period in what was a long and diverse career, Rees’ students included some notable figures, among them Margaret Oppen who went on to establish the Embroiderers Guild of NSW, Ysobel Irvine, later a popular teacher at the Workshop Art Centre in Willoughby, and the noted interior designer Marion Hall Best. Despite her active participation in the cultural life of Sydney, Rees is curiously absent from most of the histories of craft and design in Australia and very little has been written about her work as a teacher. This article outlines Ann Gillmore Rees’ teaching activities in Sydney, with particular focus on the Craft Training School and Correspondence Courses in Colour and Design and Fabric Printing that she developed for the Society of Arts and Crafts of New South Wales. It also analyses the role these classes played at a time of limited access to formal educational programmes in craft and design and consider how, in these classes, Rees combined elements of vocational, recreational and informational adult education so as to appeal to a wide audience.
Imag‐ining ourselves: illustration and identity in the New Zealand School Journal
Authors: Moore Helen
Published: May 2011

Interest in the role of the New Zealand School Journal as an officially sanctioned publication for schools, has resulted in a number of past studies exploring its relationship to official curriculum, educational policy and wider socio‐political developments, largely in relation to the written text. This article focuses on selected visual imagery, drawing on a masters study that examined discourses of art and identity through an interdisciplinary approach. Primary sources such as the School Journal publications themselves, material from the National Archives, and the stories of illustrators (gathered through a variety of communications including oral history), contributed a range of voices to the research. This article addresses some of the themes identified in relation to post World War 2 discourses of identity seeking to construct a sense of New Zealandness in educational publications. Acknowledging the role of imagery in educational publication itself offers another voice in constructing our educational history.
Learning in nowhere: individualism in correspondence education in 1938 and 1950
Authors: Lee Francis
Published: May 2011

This article seeks to investigate the individualistic ideas, practices, and student identities that developed in correspondence education in the mid twentieth century. In doing so a number of questions about the individualistic pedagogy and identities in correspondence education are posed. How was individualism to be achieved? What pedagogic practices were used? Who could students learn from? What was the desired identity of the students? How were the student’s material circumstances understood? In attempting to answer these questions the article aims to increase understanding of the individual pedagogy and the construction of the ‘independent learner’ at work in correspondence education during its golden age.
Countrymindedness and the democratic intellect: permutations and combinations in a Victorian country state school, 1853 to 2007
Authors: Ely Richard
Published: May 2011

‘Countrymindedness’ is a resonant but perhaps manufactured term, given wide currency in a 1985 article by political scientist and historian Don Aitkin in the Annual, Australian Cultural History. Political ideology was his focus, as he charted the rise and fall ‐ from the late nineteenth century to around the 1970s ‐ of some ideological preconceptions of the Australian Country Party. These were physiocratic, populist, and decentralist ‐ physiocratic meaning, broadly, the rural way is best. Aitkin claimed the word was used in Country Party circles in the 1920s and 1930s, but gave no examples. Since the word is in no dictionary of Australian usage, or the Oxford Dictionary, coinage may be more recent. No matter. Countrymindedness is a richly evocative word, useful in analysing rural populism during the last Australian century. I suggest it can usefully be extended to analyzing aspects of the inner history of Euro‐settlement in recent centuries.
The politics of activity: emergence and development of educational programs for people with disabilities between 1750 and 1860
Authors: Verstraete Pieter
Published: May 2011

During the last two decennia ‘disability’ increasingly has been considered by various academic disciplines like sociology, literature, social sciences, geography and history as a fresh and innovative analytical category with the transformative potential of race, gender, class and sexuality. At the heart of this development is a comprehensive transformation of what is understood by ‘disability’. Traditionally, ‘disability’ was considered to be nothing more than an objective and invariable part of the human body. Nowadays ‘disability’ is primarily presented as the contingent result of the complex and manifold interactions between an individual’s body and its surrounding multilayered reality. This new meaning of ‘disability’ especially has been put forward by what has come to be known as Disability Studies.
Understanding the nature of work: how historians of education deconstruct its pasts
Authors: Allender Tim
Published: May 2011

The articles published in this special edition were selected from papers offered by 82 participants at the second joint conference of the History of Education Society (UK) and the Australia and New Zealand History of Education Society. This conference was held at the University of Sydney from 8‐11 December 2008. The topic was Work! Work! Work!: Work and the History of Education! and presenters were invited to submit papers for publication on one of eight themes including: the work and play of the child; vocational education and preparing the young for work; the work and careers of teachers and administrators; and the work of teaching the young across colonial and national boundaries. These themes were built upon by two general symposia entitled: ‘A picture and a 1000 words’ where presenters, using the immediacy of the single image, offered briefer narratives to construct the notion of ‘work’ as a snapshot of different educational pasts. As such, the conference aim was to embrace many genres of history, to allow access for new scholars, whilst established writers could offer pathways for future individual and collaborative scholarship.
The work of teaching
Authors: Connell Raewyn
Published: May 2011

The industrial realities of teaching are documented in history, sociology and policy research: studies of the school as workplace, the tools of teaching, processes within the workplace, the changing composition of the teaching workforce, the gender politics of the occupation, teacher organisations, and change in teachers’ work and employment relations. Teaching as a form of work is difficult to pin down because it involves an unspecifiable object of labour, a limitless labour process, and is, in a sense, unteachable. Teaching is always transformative labour, bringing new social realities into existence; and is also fundamentally interactive, not individual. Teachers’ work is not social reproduction, but is creative and therefore a site of social struggle. This can be seen in education in colonial societies, and in the global transformation of the education of girls and women. Teachers are now caught up in the neoliberal agenda, often unwillingly ‐ but since neoliberalism transforms institutions in the public sector, unavoidably, and sometimes traumatically. In a long historical perspective, the modern teaching workforce is unique, and has the possibility of shaping the learning capacities of the whole society; this may now be uniquely important.
The great divide: principals, teachers, and the long hallway between them
Authors: Rousmaniere Kate
Published: May 2011

This article, one of the keynote addresses at the joint ANZHES conference in December 2008, explores a concept that I call the Great Divide, by which I mean the cultural division between principals and teachers, and between principals and students. Drawing on visual imagery, historical reports, and cultural studies of American schools, I argue that the Great Divide is a historical construction of both administrative practices and representational culture that has led to misunderstandings of the complexity of the school principal’s middle managerial work in the school organisation.
‘Soldiers in the front line of battle’: International teacher unions, the World Confederation of Organisations of the Teaching Profession, and the Cold War
Authors: Smaller Harry
Published: May 2011

This article explores two related facets in the history of international teacher union organisations. First, a basic overview is provided of the history of a number of these networks, beginning in Europe well before 1900. Secondly, this exploration will then focus on one particular group ‐ the WCOTP (the World Confederation of Organisations of the Teacher Profession), and specifically its activities during the 1950s and 1960s. This organisation, like its counterparts, was actively involved over its entire history in discussing and promoting a wide variety of issues and activities relating to public education. However, it was also involved in more partisan political activities, in the context of its Cold War engagement with national teacher organisations globally. Drawing on the work of Claus Offe, Maria Elena Cook and Kim Scipes, the article explores these intra‐ and inter‐union affairs, relations with state apparatus, and raises questions about the overarching nature of teachers’ work.