title: A kind of democracy: Political domination in the problematic development

authors: Miller, Michael Bernard Leofric

subjects: Cambodia

abstract: This thesis proposes to answer the question of how despite Cambodia having an election in 1993 in which the Cambodian people elected a government that adopted a constitution based on democratic principles, one party, the Cambodian People’s Party (CPP) led by prime minister Hun Sen, has continued to dominate Cambodian politics in a political environment so biased in its favour that it calls into question the credibility of democracy in Cambodia. This thesis contends that Hun Sen and the CPP’s political domination of Cambodia is the result of a combination of historical, cultural, and political factors that together have created Cambodia’s current political environment. These factors include (a) inherent cultural traits that have made the state susceptible to authoritarian rule by placing an emphasis on the development of patronage networks that are anti-democratic by nature, (b) historical and political developments that have made the state’s elite hostile to political opposition and participation, (c) psychological and economic damage caused by decades of civil war and Pol Pot and the Khmer Rouge’s wanton destruction of Cambodian society, (d) an imposed transition to democracy supervised by the United Nations and lacking an indigenous origin, (e) a political economy designed to the advantage of the CPP, (f) fragmented opposition parties that have failed to provide a viable alternative to the CPP, and (g) perhaps most importantly, the determination of Hun Sen and the CPP to remain in power regardless of the cost to democracy. This thesis builds upon a theoretical framework derived from a survey of the literature addressing democracy and democratisation and proceeds to analyse historical and political developments chronologically in order to emphasise the progressive nature of political domination in Cambodia. Although it does not offer any easy solutions to the complex and often intractable problems hindering the development of democracy in Cambodia, by analysing the nature of political domination in that country it adds to the understanding of present-day Cambodia.

text: A kind of democracy: Political domination in the problematic development This thesis proposes to answer the question of how despite Cambodia having an election in 1993 in which the Cambodian people elected a government that adopted a constitution based on democratic principles, one party, the Cambodian People’s Party (CPP) led by prime minister Hun Sen, has continued to dominate Cambodian politics in a political environment so biased in its favour that it calls into question the credibility of democracy in Cambodia. This thesis contends that Hun Sen and the CPP’s political domination of Cambodia is the result of a combination of historical, cultural, and political factors that together have created Cambodia’s current political environment. These factors include (a) inherent cultural traits that have made the state susceptible to authoritarian rule by placing an emphasis on the development of patronage networks that are anti-democratic by nature, (b) historical and political developments that have made the state’s elite hostile to political opposition and participation, (c) psychological and economic damage caused by decades of civil war and Pol Pot and the Khmer Rouge’s wanton destruction of Cambodian society, (d) an imposed transition to democracy supervised by the United Nations and lacking an indigenous origin, (e) a political economy designed to the advantage of the CPP, (f) fragmented opposition parties that have failed to provide a viable alternative to the CPP, and (g) perhaps most importantly, the determination of Hun Sen and the CPP to remain in power regardless of the cost to democracy. This thesis builds upon a theoretical framework derived from a survey of the literature addressing democracy and democratisation and proceeds to analyse historical and political developments chronologically in order to emphasise the progressive nature of political domination in Cambodia. Although it does not offer any easy solutions to the complex and often intractable problems hindering the development of democracy in Cambodia, by analysing the nature of political domination in that country it adds to the understanding of present-day Cambodia.

year: 2011

title: “My ideas are important too!”: Student perceptions of a transport safety education experience based on a critical pedagogical approach to learning

authors: Thwaite, Janine Alison

subjects: transport

abstract: School students are the key audience or target group for transport safety education programmes in Australia. These programmes aim to instil in young Australians an understanding of how to stay safe across various aspects of the transport system. Yet insights into how students learn best do not always form part of policy making, ethos or design of current transport safety education programmes. Moreover, there is little understanding as to how these young people actually view and respond to transport safety education experiences.

As a transport safety educator, I was curious to find out more about students’ thoughts as core participants and informants. What comments would students have about content; methods employed for interacting with students; and the relevance of the learning experiences? In other words, from the students’ perspectives, are we getting it right?

The research question, therefore, was: how does a class of thirteen to fourteen-year‐old students in a rural school in New South Wales (NSW), Australia view and respond to a transport safety education experience that uses a critical pedagogical approach to learning? Taking an interpretivist approach with a critical stance, I adapted and taught a short transport safety unit with year eight students in a rural high school setting in New South Wales, Australia. Evidence gathered and analysis in this study included observations and products of students' responses to transport safety lessons and student views from focus groups.

Student participants in this study had a level of pre‐existing knowledge about and understanding of transport safety, including hazards, risks and consequences, appropriate for their age and circumstances. The whole class, both male and female, acknowledged they knew some risky behaviours were against the law and unsafe. They also exhibited an awareness of the importance of having an audience. Student lived experience of transport systems and safety, as reported, is not neatly bounded by agency segregation (such as rail, road, or farm safety).

Developing trust and rapport with the students was an integral part of the whole pedagogical experience. Teachers listening without judgement, being open to talk about things that 'adults' may try to shut down or disapprove of can be mutually beneficial for students and teachers: students get to speak openly, and the teacher learns more of students' current beliefs and behaviours. Evidence in this study also advocates active, collaborative learning and that involves novelty and use of technology when appropriate. Students in this study were also keen for educational experiences outside the classroom.

text: “My ideas are important too!”: Student perceptions of a transport safety education experience based on a critical pedagogical approach to learning School students are the key audience or target group for transport safety education programmes in Australia. These programmes aim to instil in young Australians an understanding of how to stay safe across various aspects of the transport system. Yet insights into how students learn best do not always form part of policy making, ethos or design of current transport safety education programmes. Moreover, there is little understanding as to how these young people actually view and respond to transport safety education experiences.

As a transport safety educator, I was curious to find out more about students’ thoughts as core participants and informants. What comments would students have about content; methods employed for interacting with students; and the relevance of the learning experiences? In other words, from the students’ perspectives, are we getting it right?

The research question, therefore, was: how does a class of thirteen to fourteen-year‐old students in a rural school in New South Wales (NSW), Australia view and respond to a transport safety education experience that uses a critical pedagogical approach to learning? Taking an interpretivist approach with a critical stance, I adapted and taught a short transport safety unit with year eight students in a rural high school setting in New South Wales, Australia. Evidence gathered and analysis in this study included observations and products of students' responses to transport safety lessons and student views from focus groups.

Student participants in this study had a level of pre‐existing knowledge about and understanding of transport safety, including hazards, risks and consequences, appropriate for their age and circumstances. The whole class, both male and female, acknowledged they knew some risky behaviours were against the law and unsafe. They also exhibited an awareness of the importance of having an audience. Student lived experience of transport systems and safety, as reported, is not neatly bounded by agency segregation (such as rail, road, or farm safety).

Developing trust and rapport with the students was an integral part of the whole pedagogical experience. Teachers listening without judgement, being open to talk about things that 'adults' may try to shut down or disapprove of can be mutually beneficial for students and teachers: students get to speak openly, and the teacher learns more of students' current beliefs and behaviours. Evidence in this study also advocates active, collaborative learning and that involves novelty and use of technology when appropriate. Students in this study were also keen for educational experiences outside the classroom.

year: 2020

title: Lessons from children in Māori medium for teachers: Encouraging greater efficiency when learning to multiply.

authors: Hāwera, Ngārewa

subjects: children

abstract: This research explores the responses of 44 Year 7-8 students from four Māori medium schools who were asked to solve a multiplication word problem. The findings show that there was a range of mental strategies displayed by the children, 29 of whom were able to solve the problem. However, data also indicates that 15 children were not able to either access the problem or utilise an appropriate strategy to solve it. This paper discusses the strategies shared by all of these children and suggests avenues to further support learners to become multiplicative thinkers.

text: Lessons from children in Māori medium for teachers: Encouraging greater efficiency when learning to multiply. This research explores the responses of 44 Year 7-8 students from four Māori medium schools who were asked to solve a multiplication word problem. The findings show that there was a range of mental strategies displayed by the children, 29 of whom were able to solve the problem. However, data also indicates that 15 children were not able to either access the problem or utilise an appropriate strategy to solve it. This paper discusses the strategies shared by all of these children and suggests avenues to further support learners to become multiplicative thinkers.

year: 2012