Curriculum reform: a transformation or consumption model for politics and international relations?

For decades, politics and international relations (PaIR) programs across Australia have taken a smorgasbord or student consumption approach to curriculum development. This article examines whether, with the Australian Qualifications Framework (AQF), there has been a systematisation and transformation of curriculum. It surveys 21 programs and majors in the field offered at 10 universities. It analyses directions in program structure, content and to a lesser extent delivery in order to discover whether there is a shared picture of graduate outcomes. The model of curriculum as a product students’ select elements of to consume has largely continued and there has been no disciplinary debate about direction. This may well result in marginalisation if PaIR cannot successfully attract enough new students or influence regulatory debates, which will likely expand given the ongoing massification of higher education in Australia.     

The Turnbull government’s ‘Post-multiculturalism’ multicultural policy

ABSTRACT

The Turnbull government presented Australia’s fifth national multicultural policy statement in March 2017. This article analyses the policy statement and argues that it represents the most significant change to Australian multicultural policy in four decades. Among other things, it abandons the language of government responsiveness to cultural diversity that previously defined Australian multiculturalism. The 2017 policy amounts to a new form of post-multiculturalism—different from earlier conservative, neoliberal and centre-left versions—in that it seeks to ‘mainstream’ multicultural policy on the grounds that Australian multiculturalism has succeeded in its intended task. While a mainstreaming strategy of this sort is, I argue, theoretically consistent with Australia’s liberal nationalist approach to cultural diversity, the institutional and attitudinal conditions that it presupposes are yet to be fully realised in Australia. More multicultural work needs to be done before this kind of post-multiculturalist approach is practicable.     

雍正、乾隆朝引见绿营武官分析

文章依据雍正、乾隆朝引见绿营武官的履历档案,分析了这一时期绿营武官的籍贯、民族等问题,并比较雍正、乾隆两朝的变化特点。揭示了旗人特别是满人的选官特权在乾隆朝更明显,任职比例大幅攀升,任职层级提高,且多在战略要地任职。陕甘籍官员以功绩、福建籍官员以水师技能也分享了选官特权。乾隆朝武官人事渐显因循化趋势,循资任职比例增多,避籍制度宽松、年龄增大。通过对出兵记录的分析,估算了这一时期出兵西北、西南和台湾的比例。     

语文课堂教学中的教与学

语文课堂教学是整个语文教学过程的中心环节,语文教师在课堂教学时应遵循教学的辩证关系。教学双方的辩证统一,对促进语文课堂教学任务的完成,改善师生关系,激发学生学习兴趣,提高教育教学质量会起到至关重要的影响。     

Teaching foreign policy analysis in Australia: on cultivating an ‘FPA disposition’

ABSTRACT

The United States-centric nature of the Foreign Policy Analysis (FPA) subfield poses a range of pedagogical challenges, especially when the subject is taught outside North America. The preponderance of FPA literature written by US scholars and examining US cases can frustrate non-US students, who often wish to study decisions they consider more directly relevant to their own region and experience. I this piece, I reflect on how I have grappled with this tension in teaching a postgraduate FPA course at the Australian National University. I discuss my choice to prioritise cultivating an ‘FPA disposition’ among students and how, as a means of doing so, I chose to design a curriculum based on a semester-long case study examining the US decision to invade Iraq in 2003. While this pedagogical approach may initially seem contradictory to my long-term aim of contributing to the expansion of FPA beyond North America, it reflects my conviction that instilling an ‘FPA disposition’ in the next generation of graduate students is essential to growing and enriching the subfield in the long term.     

Learning and teaching online with the UK census

This paper describes the online learning and teaching resources that are currently being developed for the contemporary and historical UK censuses as part of a project that is being funded by the Joint Information Systems Committee (JISC) to support its ‘Information Environment’. The online resources are intended to support learners and teachers in the UK Higher and Further Education sectors who are interested in UK census data. A variety of resources is available including: interactive online tutorials with practical exercises, textual materials, web pages and PowerPoint slides. The materials have been designed to be as flexible as possible encouraging a ‘pick and mix’ approach to the use of the resources. The resources are also intended to facilitate the use of 2001 census data. Feedback from student piloting and consultation workshops is also considered. All the resources can be accessed at: http://www.chcc.ac.uk.     

Avoiding Blame—A Comprehensive Framework and the Australian Home Insulation Program Fiasco

It is widely acknowledged in the literature that the study of blame avoidance behavior (BAB) exhibited by public officials is scattered and unconcentrated, and that, for the most part, it neglects both contextual factors and comparative research. These deficits inhibit the production of the kind of generalized findings necessary to better understand potential consequences for the policy process and the workings of political systems. We address these deficits by developing a framework that takes stock of blame avoidance research, clarifies the explanatory potential of contextual factors, and allows for a systematic context‐sensitive cross‐case analysis. For illustrative purposes, the framework is applied to the Home Insulation Program in Australia as a critical case. This case reveals the explanatory potential of contextual factors for the understanding of BAB and the consequences thereof. We conclude by stating the advantages of our framework and explain how it can be used for comparative research.     

Australian foreign policy and news media: national identity and the sale of uranium to India and China

This article explores the utility of a constructivist-media communications approach to understanding the production of national identity in Australia through a case study of the Australian Labor Party's 2011 decision to allow uranium sales to India. The decision came at a time when Australian foreign policy, political debate and news media discourse were increasingly concerned with India and China, as ‘rising’ superpowers whose prominence offered opportunities for economic prosperity even as it undermined settled regional power balances. This article finds that, rather than a matter of rational strategy, the decision was made in a context of considerable anxiety about the ‘Asian century’ as the Australian public, politicians and policymakers struggled to comprehend geopolitical change. It further argues that the constructivist project in international relations can benefit from engaging with insights from media and communications methodologies and by taking a less hierarchical approach to ‘elite’ and ‘non-elite’ discursive agency.     

An Exploration of Peer-to-Peer Teaching and Learning at Postgraduate Level: The Experience of Two Student-Led NVivo Workshops

This paper explores peer-to-peer teaching and learning at a postgraduate level using the example of two NVivo workshops run by geography postgraduate students. The workshops took place in March and May 2011 and feedback was collected from all attendees in both sessions. This paper aims to provide a practical guide to organizing and facilitating such an informal workshop on the NVivo software for postgraduate students based on the outcomes of the two workshops. Hints and tips for others considering running similar events are provided based on the feedback received following the sessions and reflections on the organizers experiences.