title: Procreate and cherish: A note on Australia’s abrupt shift to Pro-Natalism

authors: Jackson, Natalie

subjects: Australia

abstract: After a long history of arguing that Australian governments do not intervene in the bedrooms of the nation, in 2004 the Howard Government did exactly that. Under the enthusiastic choreographing of then Treasurer Peter Costello, it implemented an explicit and indirect fertility policy in the form of a maternity payment, commonly known as the ‘Baby Bonus’. Rising fertility in Australia since that time has been widely claimed as evidence of the policy’s success. Hailed as a mini ‘baby boom’, Costello was moved to describe the policy as a shift from ‘population or perish’ to ‘procreate and cherish’. Despite arguing against it while in Opposition, the policy has been continued with only a few changes by the incumbent Rudd Government, seemingly on the grounds that it may indeed be responsible for the recent ‘nudging up’ of birth rates.
This paper traces the policy shift and concludes with a brief analysis of Australian trends across the period of the Baby Bonus (2004-2008), showing that one quarter of the increase in numbers is due to cohort size, but noting that fertility has also risen in many developed countries across the same period and thus trends in Australia may just be part of a broader trend – and/or in part an artifact of the index used to measure fertility. It also draws attention to the collateral effect of an increased dependency ratio, with the mini ‘boom’ reaching school age at the very moment the post war baby boomers reach retirement age – as forewarned by Costello in 2002 when initially rejecting the idea of a Baby Bonus.

text: Procreate and cherish: A note on Australia’s abrupt shift to Pro-Natalism After a long history of arguing that Australian governments do not intervene in the bedrooms of the nation, in 2004 the Howard Government did exactly that. Under the enthusiastic choreographing of then Treasurer Peter Costello, it implemented an explicit and indirect fertility policy in the form of a maternity payment, commonly known as the ‘Baby Bonus’. Rising fertility in Australia since that time has been widely claimed as evidence of the policy’s success. Hailed as a mini ‘baby boom’, Costello was moved to describe the policy as a shift from ‘population or perish’ to ‘procreate and cherish’. Despite arguing against it while in Opposition, the policy has been continued with only a few changes by the incumbent Rudd Government, seemingly on the grounds that it may indeed be responsible for the recent ‘nudging up’ of birth rates.
This paper traces the policy shift and concludes with a brief analysis of Australian trends across the period of the Baby Bonus (2004-2008), showing that one quarter of the increase in numbers is due to cohort size, but noting that fertility has also risen in many developed countries across the same period and thus trends in Australia may just be part of a broader trend – and/or in part an artifact of the index used to measure fertility. It also draws attention to the collateral effect of an increased dependency ratio, with the mini ‘boom’ reaching school age at the very moment the post war baby boomers reach retirement age – as forewarned by Costello in 2002 when initially rejecting the idea of a Baby Bonus.

year: 2009

title: Relativism, taste discourse, and retraction data: a reassessment

authors: Wyatt, Jeremy

abstract: Predicates of personal taste (PPT), which include words like 'tasty,' 'fun,' and 'cool,' have been at the centre of a set of lively, interdisciplinary debates for the past 20 years. These debates cover an impressive, and sometimes daunting, range of issues, including: disagreement, meaning, context-sensitivity, subjectivity and objectivity, truth, aesthetic and gustatory taste, evaluation, speech acts, and so on. Over the past 20 years, philosophers and linguists have engaged with these issues in developing many interestingly different accounts of what PPT mean and how we should evaluate assertions involving PPT. However, there is a foundational, methodological question that participants in the PPT debates have yet to adequately address: what sorts of evidence should be used in evaluating an account of PPT? In recent years, certain philosophers and linguists have pointed out that since accounts of PPT turn on empirical hypotheses about natural language, a proper evaluation of such an account must involve clearly articulated empirical diagnostics. In this talk, I will explore one of these diagnostics, which involves retraction. After setting out the major analyses of PPT, I'll consider the most influential explanation of why retraction data matter in the PPT debates, which comes from John MacFarlane. I'll identify two significant problems with MacFarlane's explanation and offer what I take to be a better explanation. I'll then draw on this explanation in reframing the significance of extant empirical data on PPT and retraction.

text: Relativism, taste discourse, and retraction data: a reassessment Predicates of personal taste (PPT), which include words like 'tasty,' 'fun,' and 'cool,' have been at the centre of a set of lively, interdisciplinary debates for the past 20 years. These debates cover an impressive, and sometimes daunting, range of issues, including: disagreement, meaning, context-sensitivity, subjectivity and objectivity, truth, aesthetic and gustatory taste, evaluation, speech acts, and so on. Over the past 20 years, philosophers and linguists have engaged with these issues in developing many interestingly different accounts of what PPT mean and how we should evaluate assertions involving PPT. However, there is a foundational, methodological question that participants in the PPT debates have yet to adequately address: what sorts of evidence should be used in evaluating an account of PPT? In recent years, certain philosophers and linguists have pointed out that since accounts of PPT turn on empirical hypotheses about natural language, a proper evaluation of such an account must involve clearly articulated empirical diagnostics. In this talk, I will explore one of these diagnostics, which involves retraction. After setting out the major analyses of PPT, I'll consider the most influential explanation of why retraction data matter in the PPT debates, which comes from John MacFarlane. I'll identify two significant problems with MacFarlane's explanation and offer what I take to be a better explanation. I'll then draw on this explanation in reframing the significance of extant empirical data on PPT and retraction.

year: 2022-08-18

title: “It’s becoming part of their knowing”: a study of bicultural development in an early childhood teacher education setting in Aotearoa/New Zealand

authors: Ritchie, Jenny

abstract: This study is an exploration of the implementation of bicultural development within a university-based early childhood teacher education programme in Aotearoa/New Zealand, which can be considered to be a bicultural country (Walker, 1987, p. 221). Bicultural development is a process in line with obligations contained within the Te Tiriti o Waitangi/The Treaty of Waitangi, which are reflected within the New Zealand Ministry of Education’s Revised Statement of Desirable Objectives and Practices (Ministry of Education, 1996a) and the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b). The study adopts a critical, transformative theoretical paradigm, and employed an eclectic and emergent qualitative methodological approach, that reflected aspects from ethnographic, narrative and grounded theory methodologies. Interviews with university lecturers, early childhood care and education teachers, and professional development facilitators within the early childhood field; observations within early childhood care and education centres; audio taping of university class discussions; samples of university student assignments; and a written survey of graduates of the university teacher education programme provide the sources of data for the study. Central to the methodological process is a commitment to ethical care for participants, which involves attentive accountability to the interpretations that they place on the material that they contribute to the study and to the overall theorising of the significance of the findings. 

Key research questions of the study were to define ‘bicultural development’ in the context of early childhood care and education in this country; to identify key components of the bicultural development implementation process employed within the university teacher early childhood education programme; to distinguish some useful ‘indicators’ of bicultural development within early childhood centres; and to consider the implications for the teacher education programme in terms of preparing graduates to facilitate bicultural development within their future work in early childhood education. 

A significant finding of the study was the identification of a range of strategies for implementing bicultural development in early childhood education teacher education and care and education settings. The key strategies include Tiriti-based partnership models of teaching whereby Māori and Pākehā work alongside each other, enabling the paralleling of Māori and Western perspectives within both university teacher education and early childhood care and education programmes. It was considered essential that universities employ Māori lecturers to enable Māori content within the teacher education programme to be adequately provisioned. Since there are few Māori educators employed in mainstream early childhood services, it was suggested that teachers might seek to employ a “whanaungatanga” approach. This involves the early childhood centre staff creating a climate and environment in which Māori families/whānau are comfortable to participate fully in programme planning, implementation, and evaluation, which will enable all children attending to access Māori perspectives alongside the Western curriculum content. This approach is consistent with Article Two of Te Tiriti o Waitangi, which guaranteed to Māori their tino rangatiratanga, or self-determination. 

An implication for management and staff of early childhood teacher education programmes in Aotearoa/New Zealand is the need to equip graduates with the knowledge bases and commitment that will enable them to implement bicultural development, ideally through adopting, a whanaungatanga approach. This involves facilitating teacher education students to move beyond the dysconscious racism (King, 1994) that is deeply embedded in mainstream Pākehā culture in this country, to the position where they are able to adopt a critical, transformative stance that is humble, respectful and responsive to cultural difference. This stance includes valuing the inclusion of te reo me ōna tikanga throughout early childhood programmes, in a partnership initiated by teachers, but one in which whānau Māori are then able to take the lead in determining the nature and application of Māori content.

text: “It’s becoming part of their knowing”: a study of bicultural development in an early childhood teacher education setting in Aotearoa/New Zealand This study is an exploration of the implementation of bicultural development within a university-based early childhood teacher education programme in Aotearoa/New Zealand, which can be considered to be a bicultural country (Walker, 1987, p. 221). Bicultural development is a process in line with obligations contained within the Te Tiriti o Waitangi/The Treaty of Waitangi, which are reflected within the New Zealand Ministry of Education’s Revised Statement of Desirable Objectives and Practices (Ministry of Education, 1996a) and the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b). The study adopts a critical, transformative theoretical paradigm, and employed an eclectic and emergent qualitative methodological approach, that reflected aspects from ethnographic, narrative and grounded theory methodologies. Interviews with university lecturers, early childhood care and education teachers, and professional development facilitators within the early childhood field; observations within early childhood care and education centres; audio taping of university class discussions; samples of university student assignments; and a written survey of graduates of the university teacher education programme provide the sources of data for the study. Central to the methodological process is a commitment to ethical care for participants, which involves attentive accountability to the interpretations that they place on the material that they contribute to the study and to the overall theorising of the significance of the findings. 

Key research questions of the study were to define ‘bicultural development’ in the context of early childhood care and education in this country; to identify key components of the bicultural development implementation process employed within the university teacher early childhood education programme; to distinguish some useful ‘indicators’ of bicultural development within early childhood centres; and to consider the implications for the teacher education programme in terms of preparing graduates to facilitate bicultural development within their future work in early childhood education. 

A significant finding of the study was the identification of a range of strategies for implementing bicultural development in early childhood education teacher education and care and education settings. The key strategies include Tiriti-based partnership models of teaching whereby Māori and Pākehā work alongside each other, enabling the paralleling of Māori and Western perspectives within both university teacher education and early childhood care and education programmes. It was considered essential that universities employ Māori lecturers to enable Māori content within the teacher education programme to be adequately provisioned. Since there are few Māori educators employed in mainstream early childhood services, it was suggested that teachers might seek to employ a “whanaungatanga” approach. This involves the early childhood centre staff creating a climate and environment in which Māori families/whānau are comfortable to participate fully in programme planning, implementation, and evaluation, which will enable all children attending to access Māori perspectives alongside the Western curriculum content. This approach is consistent with Article Two of Te Tiriti o Waitangi, which guaranteed to Māori their tino rangatiratanga, or self-determination. 

An implication for management and staff of early childhood teacher education programmes in Aotearoa/New Zealand is the need to equip graduates with the knowledge bases and commitment that will enable them to implement bicultural development, ideally through adopting, a whanaungatanga approach. This involves facilitating teacher education students to move beyond the dysconscious racism (King, 1994) that is deeply embedded in mainstream Pākehā culture in this country, to the position where they are able to adopt a critical, transformative stance that is humble, respectful and responsive to cultural difference. This stance includes valuing the inclusion of te reo me ōna tikanga throughout early childhood programmes, in a partnership initiated by teachers, but one in which whānau Māori are then able to take the lead in determining the nature and application of Māori content.

year: 2002