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For many millennia, Indigenous Australians have been engineering the landscape using sophisticated technological and philosophical knowledge systems in a deliberate response to changing social and environmental circumstances. These knowledge systems integrate profound understanding of country and bring together knowledge of the topography and geology of the landscape, its natural cycles and ecological systems, its hydrological systems and natural resources including fauna and flora. This enables people to manage resources sustainably and reliably, and testifies to a developed, contextualised knowledge system and to a society with agency and the capability to maintain and refine accumulated knowledge and material processes.This book is a recognition and acknowledgement of the ingenuity of Indigenous engineering which is grounded in philosophical principles, values and practices that emphasise sustainability, reciprocity, respect, and diversity, and often presents a much-needed challenge to a Western engineering worldview.Each chapter is written by a team of authors combining Indigenous knowledge skills and academic expertise, providing examples of collaboration at the intersection of Western and Indigenous engineering principles, sharing old and new knowledges and skills. These varied approaches demonstrate ways to integrate Indigenous knowledges into the curricula for Australian engineering degrees, in line with the Australian Council of Engineering Deans' Position Statement on Embedding Aboriginal and Torres Strait Islander perspectives into the engineering curriculum first published in 2017.

\"The Australian Study of Politics provides the first comprehensive reference book on the history of the study of politics in Australia, whether described as political studies or political science. It focuses on Australia and on developments since WWII, also exploring the historical roots of each major subfield\"--Provided by publisher.

\"Sociology in Australia was battered and bruised by the injuries it sustained in the first half of the twentieth century. Most of these were self-inflicted. Through arrogance and overreach its early advocates ruined its chances, such that by the 1930s sociology had been rejected as a distinctive discipline by the only two universities which were prepared to give it a chance, Melbourne and Sydney. But since 1950 the discipline has fought its way back into the academic mainstream and now has a place in most of the nation's universities. This has not been easy; its fortunes seem forever mixed. It has never flourished in all states and territories at the same time and even while it is now on the rise in places like the University of Sydney it is relatively weak at some of its former strongholds in the second tier universities. Despite these mixed fortunes, the discipline has proved itself a survivor\"-- Provided by publisher.

Since 1967 more than 25,000 students have graduated from UNSW after studying at Duntroon, HMAS Creswell , the Australian Defence Force Academy. Tom Frame examines the productive 50-year partnership between UNSW and the Australian Defence Force.

A comprehensive history of Monash University's Faculty of Education, 1964-2014.This book unveils the story of how a faculty in Australia became a surprise rival to Stanford and Harvard.Alan Gregory traces the journey of Monash University's Faculty of Education, from its humble origins to its rise as a global leader in education.

Enacting a critical environmental education curriculum theory with 8- to 9-year-old children in 1978 is now ‘restoried’ in a ‘history of the present/future’ like ‘case study’ for prosecuting five interrelated problems confronting progress in environmental education and its research. They are: the intense heat of the Anthropocene; the accelerating speed of the Dromosphere; the deep cuts of neoliberalism's policing of the cognitive capitalism of the corporate university and public education; the entrepreneurial entry of sustainababble into the discourse of education; and the digital colonisation of its pedagogical practices. The once radical promise of environmental education to serve as a critique of education partially through its ‘language’ (Le Grange, 2013) of empowerment, agency, transformation, contestation, ideology, ethics, action, praxis and change demands revitalisation; hence, this belated restorying of the 1978 case. The time is right; at least in some academic/educational settings where the ‘new materialism’ notions of critical, agency and action remain much more than a fading memory or convenient text. New theory helps restory this old curriculum theory and its slow ecopedagogical activism. In this ‘old’, the critical curriculum theory (re)positioned young children and their teacher as action researchers of their own embodied socio-environmental relations. Through highly inclusive and participatory practices of outdoor and indoor ecopedagogy, children became ethically active ‘citizens’, capable of democratically enacting political and Political change. This ‘active responsibility for the environment’ was, indeed, a key purpose, or promise, of environmental education when the field was formalised in the 1970s. Elements of children's (eco)aesthetics-environmental ethics and ecopolitics are described in this case account of the ‘environmental design’ of a radical curriculum innovation that critically emphasised the ‘humanly-constructive’ educational conditions that enable agency (Payne, 1995, 1999a). Such enablements were only ever assumed in the ‘socially critical’ theorisations of curriculum and pedagogy developed in Australia in the early 1980s. For researchers, this partially autoethnographic narrating of the old case describes the children's (embodied) experiences and locally emplaced agencies in newer theoretical ‘figurations’ of their ‘body~time~space’ relationalities. Children's outdoor ‘expeditions’, interdisciplinary inquiries, literacy development, scientific investigations, and personal and public activisms are described. Revealing these micro figurational relationalities in slow ecopedagogical contexts of the environmental design of education (Payne, 2014) is consistent with Robottom and Hart's (1993) too often forgotten ‘old’ call for researchers and practitioners to clarify the presuppositions they make about the trilogy of ontology-epistemology and methodology in framing, conceptualising, contextualising, representing, and legitimating the research problem and its questions. This restorying and history of the present/future is alert to (but cannot develop) aspects of contemporary ‘high’ theory drawn from the humanities, social sciences and arts that prioritises the politics of ontological deliberation and the ecologies of things, (re)claims a material disposition in empirical inquiry and critique while speculating about non-anthropocentric ‘thought’ responsive to the ‘new’ rallying point of, for example, the Anthropocene. In sum, new theory helps restory the critical, creative, expressive and experimental forms of re-theorising the persistent problematic of human and non-human nature relations and the role of education — well on display in this ‘old.’ This revitalised history of the present/future aims to revive critical optimism and imagination about how agencies of socio-environmental change once promised by critical environmental education and its research can be re‘turned’. The article concludes with some post-critical retheorising of key critical components of the 1978 curriculum theory.

This article introduces a model for group facilitation in the humanities based on Carl Roger's model for group psychotherapy. Certain aspects of Carl Roger's reflective learning strategies are reappraised and principles, specific only to psychotherapy, are introduced. Five of Rogers's axioms are applied to the tutorial discussion model: a non-directive approach, climate-setting, facilitation, reflective listening and positive regard. The model, which has been trialed in tutorials at The University of Queensland encourages active learning, self-direction and critical thinking. (HRK / Abstract übernommen).

This book traces the decline of the public comprehensive high school. New educational markets emphasized school diversity and parental choice rather than social equity through common schooling, and they were criticized for declining standards. The book also considers government education policies and their regional manifestations.