Suchergebnisse

In October 1992 the newly elected Victorian state government (a coalition of the conservative Liberal-National Parties) under the leadership of Jeffrey Kennett introduced its legislative programme for deregulating the Victorian state industrial relations system. The most important in a series of enactments was the Employee Relations Act 1992 1 (the ERA) which sought to implement a revolutionary new system of industrial relations inspired by the ideas of the "New Right" as they have emerged in Australia, and elsewhere, over the past twenty years (Mitchell, 1993a). These ideas, founded upon a supposed "economic rationalism", advocate the regulation of labour markets by voluntary agreement between employers and employees to the total, or at least substantial, exclusion of unions and state intervention

Over the past decade Australia has struggled to come to grips with the decline of its traditional economic and industrial structures, and the need to accommodate itself to the international context. Since 1900 Australia has had an industrial relations system highly regulated by law. Economic and political pressures are challenging the continuing relevance of this system, and particularly its ability to adapt to the need for an "enterprise-based" industrial relations culture. This article examines the type of industrial relations system erected under compulsory arbitration in Australia, its impact upon various aspects of the labour market, and the incremental nature of the process of reform to the system.

Until recently, youth have become the great absence regarding matters of citizenship, justice, and democracy. Rarely are young people taken up with the important discourses of freedom and citizenship, especially discourses that transcend national boundaries and academic disciplines. Richard Mitchell and Shannon Moore have put together a brilliant book that not only fills this void, but makes one of the most powerful cases I have read for addressing young people in terms that not only allow them to talk back, be heard, but also to enjoy those rights and freedoms that give democracy a real claim on its ideals and promises. Every educator, parent, student, and all those young people now making their voices heard all over the world should read this book. This diverse collection will appeal to students in senior undergraduate and graduate courses looking into the new cosmopolitanism in social policy, citizenship or cultural studies, in child and youth studies, and in post-colonial approaches to education, sociology, and political science

Preliminary Material /Shannon A. Moore and Richard C. Mitchell -- Introduction /Richard C. Mitchell and Shannon A. Moore -- The State of the Right to Education Worldwide: Free or Fee?: /Katarina Tomaševski -- Disabling the Future /Henry A. Giroux -- Dialogues Across Difference At the World Social Forum /Janet Conway -- Children as Active Researchers /Mary Kellett and Ben Ward -- Global Politics and Local Realities in the Realization of the Universal Right to Education /Karen Mundy -- Critical Pedagogy, Latino/A Education, and the Politics of Class Struggle /Peter McLaren and Nathalia E. Jaramillo -- Balancing Global Challenges and Social Justice in Teachers' Work /Terry Wotherspoon -- Freire in the (Post-Modern) Classroom /Maureen Connolly -- Mindfulness and the Erosion of the Humanities /David Fancy and Susan Spearey -- Performing Praxis /Warren Linds and Linda Goulet -- Educational Outcomes and Social Justice in Scottish Residential Care /Mark Smith -- Rights-Based Critical Disability Studies /Shannon A. Moore , Richard C. Mitchell and Luke Melchior -- Appendix A /Shannon A. Moore and Richard C. Mitchell -- Biographies /Shannon A. Moore and Richard C. Mitchell -- Series Editor's Biographies /Shannon A. Moore and Richard C. Mitchell.

Whereas technology has been the focus of much discourse in both public theatres and sociological arenas, comparatively little attention has been given to the study of the ways that people actually deal with technology as realms of human knowing and acting.Working from a symbolic interactionist perspective (Mead 1934; Blumer 1969) and drawing on classical Greek scholarship as well as some interim sources, this paper addresses technology as a humanly engaged process.Attending to human group life as "something in the making" and focusing on the activities entailed in encountering, using, developing, promoting, obtaining, and resisting instances of technology, this paper outlines a research agenda intended to foster situated (i.e. ethnographic) examinations of technologically-engaged, humanly enacted realities. It also serves as a reference point for assembling and comparing studies of the technology process that deal with this set of activities.