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Cover -- Contents -- List of Figures and Tables -- Foreword by Thomas Michael Power -- Acknowledgements -- Notes on Contributors -- List of Abbreviations -- 1 Researching and Extending Developments in Contemporary Educational Practice -- Section I: Educational Developments and Improving Outcomes for Learners and Teachers -- 2 Managing Developments in Education: Social-Business-Learning as Opportunity and Challenge for Corporate Learning -- 3 Thinking Collaboratively in Educational Environments: Shared Metacognition and Co-Regulation in Communities of Inquiry

Key debates about identity, 'race', gender and culture -- Theoretical understandings of identity -- Identity and the context of higher education -- Educational identities in the UK and Australia -- Researching racialized identities -- Student understandings of racialized identities -- Conclusions.

Chapter One Frames and Intersections of Studies of Place, Conflict and Communication -- Chapter Two The Strain to Hold Ground: Site-Based Conflict and an Indigenous Ideology of Water and Place -- Chapter Three Conflict in South Sudanese Communities Living in Australia -- Chapter Four Explorations of Place and Identity: Navigating Local and Global Contexts in Culturally and Linguistically Diverse Classrooms -- Chapter Five Conflicting Communication about the Ownership and Meaning of Places in a School in South West England -- Chapter Six How Prostitution and Sex Work Created Conflict in Public Discourses in Dublin -- Chapter Seven Court-Annexed Mediations within Singapore: A Complex Interface between Individual Place and the Court Environment -- Chapter Eight 'Restoring Right Relations' – with Oneself, with a Place, with the Past -- Chapter Nine 'Democracy' as Ideology in Education: Tracing Indexicality through Conflict, Place and Communication -- Chapter Ten 'Siting' Voice in Stories of Conflict: Bounding Conflict in Place and Time through Social Memory and Acts of Remembering -- Chapter Eleven Remembering and Forgetting in Australia -- Chapter Twelve Re-Forging Military Cohesion in Exile: Zimbabwean Army Deserters in South Africa -- Chapter Thirteen Learnings regarding the Role of 'Place' in Conflict and the Communication of Conflict

Situated ethics (Piper & Simons, 2005; Simons & Usher, 2000) provides a potentially powerful conceptual lens for reflecting on the research significance and researcher subjectivities entailed in contemporary educational research projects. This is the idea that research ethics is most appropriately understood and enacted in the specific contexts of such projects, rather than by reference to timeless and universal codes. This proposition is helpful in drawing attention to the crucial networks of aspirations and interests that bind and separate stakeholders in those projects.

Harreveld, RE orcid:0000-0001-5485-2004 ; This paper examines current vocational educational delivery and school-to-industry links in a Queensland regional economy as a framework for interrogating the Queensland Government's (2002) "Education and training reforms for the future " agenda. The paper also identifies the responsibilities of multiple stakeholders is to fulfill its lifelong-learning purpose.

This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers' collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to a number of implications for achieving the twin goals of higher teacher retention and job satisfaction. ; This research was partly supported by the Australian Government's Collaborative Research Network (CRN) program, by the Queensland College of Teachers, and by the OLT project 'Step Up' MS13-3184.

This chapter uses the current focus on universities decreasing student attrition as a lens to explore the connections and contradictions faced by those same universities as they increase diversity and aspire to transform m arginalisation. The chapter draws on statistical data relating to Australian university students generally and to Central Queensland University (CQU) students specifically to illustrate some of the challenges and opportunities as universities seek to bring their own institutional strategies into alignment at the macro level with government socioeconomic policy and at the micro level with the individual goals and aspirations of students and other stakeholders.Findings presented in the chapter support the argument that CQU specifically and the Australian higher education sector more broadly have contributed to maximising the educational outcomes, and hence to transforming the marginalisation, of some minority groups, such as students from non-English speaking backgrounds and some residents of regional communities. On the other hand, relatively high attrition rates remain the norm for other groups, such as Indigenous students, those from isolated areas and those from lower socioeconomic backgrounds, and for some groups not generally associated with minorities. For these groups, and for universities striving to increase their diversity by including such groups in their student cohorts, the groups' marginalisation remains untransformed.

Given the global crises confronting the world today, it is important to interrogate the notion of "the modern state" and to evaluate its effectiveness in providing security and services for its populations, including the most disadvantaged and vulnerable. This book investigates the modern state's capacity to serve its constituents by examining the organisations that facilitate two key elements of contemporary living: social capital and social enterprise. These elements are explored in a series of rich case studies located in Australia, Ireland and Bangladesh, with broader implications for policy and practice in the rest of the world. The case studies highlight the growing importance of social enterprise and social entrepreneurship in fostering social capital and in contributing to the idea of "the enabling state". This book will appeal to researchers, policy-makers and community leaders working in business, education, employment pathways, homelessness, housing, local government, mental health, public administration and refugee resettlement.

Across multiple disciplines concerned with community development, there is growing interest in the phenomenon of community capacity building. Activities, resources, and support assist in strengthening the abilities and skills of individuals and groups to take action and to lead the development of their own communities. This book uniquely brings community capacity building to life through the personal involvement of academic staff in the community as active partners helping to create new knowledge. Community Capacity Building is a valuable resource that presents the latest research into the soc

Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative. In education research these may include ability-disability, academic-vocational, adult-child, formal-informal learning, male-female, research-practice, researcher-participant, sedentary-mobile, and West-East. Chapters in this book explore the resilience of binary constructions and present conceptual models for moving beyond the