title: Learning 'in', 'through' and 'about' movement in senior physical education? The new Victorian Certificate of Education Physical Education

authors: Brown, Trent D.

subjects: Physical education

abstract: Over the past decade amidst the development and implementation of new official curriculum texts and associated assessment requirements, there has been considerable international interest in senior physical education. Arnold’s three dimensions of movement have been prominent in curriculum developments and academic debates. In the state of Victoria, Australia, a new official text for the Victorian Certificate of Education Physical Education (VCEPE) was introduced in 2011. This paper re-articulates Arnold’s dimensions of movement as a framework for inquiry, centring on this development. The framework is utilised to critically examine the pedagogical intent inherent in the new VCEPE text and examine the prospective ‘slippage’ that may feature in teachers’ interpretation and implementation of the new text. Specifically, the analysis firstly draws on Arnold’s (1979) three dimensions of movement to explore ways in which different ‘ways of knowing’ in physical education have been represented in the official text, and secondly considers the prospective and potential expression of Arnold’s dimensions in teachers’ interpretation and implementation of the new text. The potential for either conservative or progressive readings of the official text is articulated.

text: Learning 'in', 'through' and 'about' movement in senior physical education? The new Victorian Certificate of Education Physical Education Over the past decade amidst the development and implementation of new official curriculum texts and associated assessment requirements, there has been considerable international interest in senior physical education. Arnold’s three dimensions of movement have been prominent in curriculum developments and academic debates. In the state of Victoria, Australia, a new official text for the Victorian Certificate of Education Physical Education (VCEPE) was introduced in 2011. This paper re-articulates Arnold’s dimensions of movement as a framework for inquiry, centring on this development. The framework is utilised to critically examine the pedagogical intent inherent in the new VCEPE text and examine the prospective ‘slippage’ that may feature in teachers’ interpretation and implementation of the new text. Specifically, the analysis firstly draws on Arnold’s (1979) three dimensions of movement to explore ways in which different ‘ways of knowing’ in physical education have been represented in the official text, and secondly considers the prospective and potential expression of Arnold’s dimensions in teachers’ interpretation and implementation of the new text. The potential for either conservative or progressive readings of the official text is articulated.

year: 2012

title: Share an idea: AI-augmented urban narrative

authors: Dyer, Mark

subjects: computer science

abstract: Many lessons were learnt from Christchurch City Council's attempt to empower local citizens to co-design the redevelopment of the city centre following the devastating events of a series of major earthquakes between 2011 and 2012. Running against the grain of national politics, the grassroots public consultation exercise was largely over-ridden by the central government's decision to hand over final responsibility for rebuilding of the city to the Canterbury Earthquake Recovery Authority (CERA). Predictably, the centrally administered bureaucratic process attracted considerable criticism with studies indicating that CERA was ill-equipped and unwilling to engage effectively with the public, which resulted in predictably poor public perceptions. The outcome pointed towards the need for greater clarity about the willingness or otherwise of public agencies or government to share decision making before public engagement to avoid disappointment and disillusionment. Without which, the perception of power-sharing becomes an illusion that can quickly turn into public dissatisfaction with public authorities. Furthermore, the problem arose in part due to a focus on solutions rather than prioritising user needs underpinned by shared culture values. To overcome future political impasses between local and national government agencies, an alternative method of collecting and analysing data from public consultation is proposed using AI where large volumes of public data can be readily processed to communicate shared narratives about shared values for future public works such as the rebuild of Christchurch.

text: Share an idea: AI-augmented urban narrative Many lessons were learnt from Christchurch City Council's attempt to empower local citizens to co-design the redevelopment of the city centre following the devastating events of a series of major earthquakes between 2011 and 2012. Running against the grain of national politics, the grassroots public consultation exercise was largely over-ridden by the central government's decision to hand over final responsibility for rebuilding of the city to the Canterbury Earthquake Recovery Authority (CERA). Predictably, the centrally administered bureaucratic process attracted considerable criticism with studies indicating that CERA was ill-equipped and unwilling to engage effectively with the public, which resulted in predictably poor public perceptions. The outcome pointed towards the need for greater clarity about the willingness or otherwise of public agencies or government to share decision making before public engagement to avoid disappointment and disillusionment. Without which, the perception of power-sharing becomes an illusion that can quickly turn into public dissatisfaction with public authorities. Furthermore, the problem arose in part due to a focus on solutions rather than prioritising user needs underpinned by shared culture values. To overcome future political impasses between local and national government agencies, an alternative method of collecting and analysing data from public consultation is proposed using AI where large volumes of public data can be readily processed to communicate shared narratives about shared values for future public works such as the rebuild of Christchurch.

year: 2024

title: The gown and the korowai: Maori doctoral students and the spatial organization of academic knowledge

authors: Middleton, Sue

subjects: culture

abstract: This paper draws on 38 student interviews carried out in the course of the team research project Teaching and Learning in the Supervision of Māori Doctoral Students. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia, and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy, and Lefebvre’s conceptual trilogy of perceived, conceived, and lived space.

text: The gown and the korowai: Maori doctoral students and the spatial organization of academic knowledge This paper draws on 38 student interviews carried out in the course of the team research project Teaching and Learning in the Supervision of Māori Doctoral Students. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia, and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy, and Lefebvre’s conceptual trilogy of perceived, conceived, and lived space.

year: 2009