AUT - Past Issues
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Past Issues
Past Issues 2001 - 2007
| 2005 | 2006 | 2007 |
Publisher: the Cultural and Policy Group, School of Education, University of Auckland.
Special Guest Editors: A.-Chr. (Tina) Engels-Schwarzpaul, Elizabeth Grierson, Janet Mansfield.
General Editors’ Foreword: James Marshall & Michael Peters.
Editorial Introduction: A.-Chr. (Tina) Engels-Schwarzpaul, Elizabeth Grierson, Janet Mansfield: Intervention: Inaugural Arts Forum.
Contributors:
Michael Peters & Colin Lankshear: Curriculum in the Postmodern Condition.
Janet Mansfield: Beyond the 'Beauty full’ Classroom: The Draft Arts Curriculum and Teacher Education in the Postmodern Condition.
Elizabeth Grierson: Political Framing of the Arts in Education.
Ted Bracey: Art Education in New Zealand: A Question of Criticality.
A.-Chr. (Tina) Engels-Schwarzpaul: Repackaging Arts and Reconstituting Life-World.
Christopher Naughton: A Critical Examination of Cultural Context in Relation to Music Education.
David Lines: The First Musical Space: Articulating Music of the Moment.
Comments:
This was an important issue of ACCESS as it featured the 'creative arts’ in education, which had not been done before. The collection was a set of papers from the Inaugural Arts Forum, which had been facilitated by Janet Mansfield, and held at the University of Auckland on 1 September 2000. The Forum looked critically at the arts in New Zealand education, on the eve of the official publication of The Arts in the New Zealand Curriculum, the last of the seven essential learning areas’ of the New Zealand Curriculum Framework to be introduced into New Zealand schools. This set of papers in ACCESS raises critical questions about curriculum in general and the arts curriculum in particular.
ACCESS Volume 20 (2) 2001: Digitisation and Knowledge: Perspectives from Aotearoa New Zealand.
Bridging Issue published between the old management of ACCESS and the new management.
Editor: Elizabeth M. Grierson
Preface and Acknowledgements: Elizabeth M. Grierson
Introduction: Mark Jackson: Digitisation and Knowledge: Perspectives from Aotearoa New Zealand.
Contributors:
Brian Opie:The Knowledge Society: Innovation, Multimedia and the Postmodern City.
Elizabeth M. Grierson: From Cemeteries to Cyberspace: Cartographies of Identity in a Technologised Age
Mark Jackson: Spatiality and Design
Sharon Harvey: Virtual(ly) Universities? An examination of two digitally contextualised Universities’.
Brian O. Cusack: Knowledge Games and Revolutions
Steve Knight: National Standards and the New Media
Jonathan Woodham: Designing History: From Pevsner to Postmodernism
Comments:
This issue of ACCESS, dated 2001, fills a gap in the continuum of issues (from 1982 to 2001). Due to personal circumstances, the previous editor James Marshall, University of Auckland, was unable to complete the editing and publication of this issue. Thus this (back) issue was published in 2004, with the publication managed by the new editor, Elizabeth Grierson.
The papers were developed from papers presented at the “Digitisation and Knowledge” conference held at Auckland University of Technology, in February 2001. The papers are linked thematically through their focus on the relations between digitisation and knowledge. They range in approach from the philosophical to the informational, the cultural to the technological, the poststructural to the empirical. Earlier versions of some of these papers first appeared in the on-line publication Working Papers in Communication Research (2001, edited by Mark Jackson).
ACCESS Volume 21 (1) 2002: Education and Culture in Postmodernity: The Challenges for Aotearoa/New Zealand. The 2000 Macmillan Brown Lectures and Responses.
Editor: Elizabeth M. Grierson
Editors’ Foreword: Elizabeth M. Grierson: The Terrain
Preface and Acknowledgements: Michael A. Peters, University of Glasgow and Auckland.
Contributors: 3 Macmillan Brown papers:
Chapter 1: Michael Peters: Neoliberalism, Postmodernity and the Reform of Education in Aotearoa/New Zealand
Chapter 2: Michael Peters: Cultural Postmodernity in Aotearoa/New Zealand: Biculturalism, Multiculturalism and Transculturalism.
Chapter 3: Michael Peters: Globalisation and the Knowledge Economy: Implications for Education Policy in Aotearoa/New Zealand
3 Response papers:
Chapter 4: Peter Roberts: Postmodernity, Tertiary Educaiton and the New Knowledge Discourses
Chapter 5: Sharon Harvey: Constructions of Knowledge, Tertiary Education and Research Policy in Aotearoa/New Zealand
Chapter 6: Mark Olssen: Terrorism, Globalisation and Democracy: On Reading Michael Peters Post 9/11
Comments:
In 2000 the Macmillan Brown Lecture Series was awarded to Professor Michael Peters, of University of Glasgow and University of Auckland, by the Board of the Macmillan Brown Centre for Pacific Studies, University of Canterbury. Michael Peters presented his three Macmillan Brown Lectures in April 2001 at the Maidment Theatre, University of Auckland. The series was hosted by the University of Auckland. ACCESS was honoured to be offered the three lectures for publication. The editor sent the manuscripts to three respondents, Peter Roberts, Sharon Harvey, and Mark Olssen, of University of Auckland, Auckland University of Technology, and University of Surrey UK, respectively. The six papers contributed significantly to cultural and educational debates in New Zealand and international arenas.
ACCESS Volume 21 (2) 2002: Special Issue: MONOGRAPH: The Professionalisation of School Counselling in New Zealand in the 20th Century
Monograph Author: Dr A.C. (Tina) Besley, Research Fellow, University of Glasgow.
Editor: Elizabeth M. Grierson
Foreword: Elizabeth M. Grierson: A Foucauldian Approach to Critical History, Power and the Subject
Monograph Contents: Tina Besley.
Chapter 1: Policy and Place: Guidance Counselling in New Zealand Secondary Schools 1950s-1988; the Welfare State Context.
Chapter 2: The Neoliberal Policy Environment and School Counselling in New Zealand 1988-1999.
Chapter 3: A Genealogy of School Counsellor Education: Establishing Professional Identity.
Chapter 4: Governmentality and Professionalisation: the New Zealand Association of Counsellors.
Chapter 5: NZAC and the Ethical Self-Regulation of Counselling.
Conclusion
Comments:
The publication of a MONOGRAPH was a new departure for ACCESS. One of the key endeavours of research and scholarly leadership is to promote and foster scholarly debate. There has been little published in the area of school counselling in New Zealand, particularly from a critical and historical perspective. The material from Tina Besley, which engages with the writings of Michel Foucault, offers such a rich field of enquiry that it was deemed appropriate to devote a whole issue to this research.
ACCESS Volume 22 (1 & 2) 2003. Double Issue. Technology, Culture and Value: Heideggerian Themes
Editor: Elizabeth M. Grierson
Preface and Acknowledgements: Elizabeth M. Grierson
Introduction: Elizabeth M. Grierson, Mark Jackson, Michael A. Peters: Technology, Culture and Value: Heideggerian Themes
Contributors:
Michael A. Peters: Towards a Philosophy of Technology in Education: Mapping the Field
Elizabeth M. Grierson: Heeding Heidegger’s Way: Questions of the Work of Art
A.-Chr. (Tina) Engels-Schwarzpaul: Ways of Appropriating: Culture as Resource and Standing Reserve
Mark Jackson: Abbau-unbuilding
Janet E. Mansfield: Framing the Musical Subject, Technoculture and Curriculum: A Heideggerian critique
Nesta Devine: Politicising Technology and Technologising Politics
Charles Crothers: Heidegger’s Reception Within Sociology
Tina Besley: Heidegger and Foucault: Truth-telling and Technologies of the Self
Maria O’Connor: Fault-erring: On the styles of margins (Blanchot/Heidegger)
Book Reviews: James D. Marshall
(1) Kleiman, L. and Lewis, S. (1992). Philosophy: An Introduction Through Literature. St Pauls, Minn.: Paragon House.
(2) Grierson, E. M. and Mansfield, J. E. (2003). The Arts in Education: Critical Perspectives from Aotearoa New Zealand. Palmerston North: Dunmore Press.
Comments:
The idea of publishing a volume of papers exploring technology, culture and value through the work of Heidegger was proposed following the successful Summer School at Auckland University of Technology, in January-February 2002: Critical Perspectives in Arts: Technology, Culture and Value. A call for papers was responded to with enthusiasm, and by mid-2003 there were more than enough papers to make a selection for what has become a double issue of ACCESS: Volume 22, Numbers 1 & 2.
The nine essays, and two book reviews, selected from those who lectured or participated in the Arts Summer School, develop themes arising from a close engagement with Heidegger’s work. The aim of the collection was to extend the critical approach to contemporary questions of technology and technologised thinking in the work of education, cultural production, language and self or social constitution. We envisaged a collection of essays that would raise various critical questions about today’s mode of being, working and thinking, and are satisfied that this aim has been achieved.
ACCESS Volume 23 (1 & 2) 2004: Censure and Governance in Education: Policy Contexts.
Issue 1: Politics of Censure and 'Will to Certainty’ in Teacher Education.
Issue 2: Internationalism, Education and Governmentality
Volume Editor: Elizabeth M. Grierson
Issue 1: Politics of Censure and 'Will to Certainty’ in Teacher Education
Editors: Elizabeth M. Grierson & Janet E. Mansfield
Preface and Acknowledgements: Elizabeth M. Grierson
Introduction: Elizabeth M. Grierson and Janet E. Mansfield: Politics of Censure and 'Will to Certainty’ in Teacher Education.
Contributors:
Roger Openshaw: How Curriculum History Can Enhance Teacher Understanding, and Why It May Never Get The Opportunity To Do So.
Anne-Marie O’Neill: The Politics of Neoliberal Curriculum Change: Forbidden knowledge and teacher education.
John Clark: It’s About Time That Teacher Education Began to Critically Examine the School Curriculum: Against philosophical naiveté and political conservatism.
John O’Neill: Knowing How To 'Just Do It’: The politics of professional development for teachers.
Joce Jesson: Union Education and Citizenship: Educating the educators.
Brian Findsen: The Politics of University Teacher Education: A wooden horse in academia?
Issue 2: Internationalism, Education and Governmentality
Editors: Elizabeth M. Grierson & A.-Chr. (Tina) Engels-Schwarzpaul
Preface and Acknowledgements: Elizabeth M. Grierson
Introduction: Elizabeth M. Grierson & A.-Chr. (Tina) Engels-Schwarzpaul: Internationalism, Education and Governmentality: Critical perspectives.
Contributors:
Mark Jackson: Pedagogy’s Topographies of Power.
Andrew Butcher: Quality Care? Export Education Policies in New Zealand from 1999 to 2002.
Fazal Rizvi: Globalisation and the Dilemmas of Internationalisation in Australian Higher Education.
Craig Ashcroft and Karen Nairn: Critiquing the Tertiary Education Commission’s Role in New Zealand’s Tertiary Education System: Policy, practice and panopticism.
Jill Smith: Cultural Equity in Policy and Pedagogy: An issue for visual arts education in Aotearoa New Zealand.
James Marshall and Elizabeth Grierson: A Partially Annotated Bibliography of ACCESS, 1982-2005.
Comments:
This volume was profiles themes of educational governance and governmentality particularly in response to teacher education and issues of diversity and internationalism. Janet Mansfield was invited to join Elizabeth Grierson as co-editor for the first issue, with its focus on the politics of curriculum history, curriculum change and teacher education, professional development in education, union education, and university teacher education. Tina Engels-Schwarzpaul joined Elizabeth Grierson as co-editor for the second issue, which focuses on internationalism in education, the Tertiary Education Commission’s role in New Zealand, export education policies and practices, cultural equity in policy and pedagogy; plus an Annotated Bibliography of ACCESS Journal 1982-2005. Writers are from United States, Britain, and New Zealand.
ACCESS Volume 24 (1 & 2) 2005: Special Edition: The Legacy of Jacques Derrida.
Editor: Elizabeth M. Grierson
Preface and Acknowledgements: Elizabeth M. Grierson:
Contributors:
Michael A. Peters, University of Illinois at Urbana-Champaign, and Elizabeth M. Grierson, RMIT University: The Legacy of Jacques Derrida.
Elizabeth M. Grierson: If We Could Speak Again With Derrida.
Judith Pryor, University of Wales, Cardiff: Shaking the Foundations: Reading, Writing and Difference in Constitutional Texts.
Janet Mansfield, Auckland: Difference, Deconstruction, Undecidability: A Derridean Interpretation.
Mark Jackson, Auckland University of Technology: Passion of the Proper Name.
Pamela Clements, RMIT University: Undecidability: Room for Thought in the Visual Arts.
Andrew Gibbons, University of Auckland: Towards and Away From a Philosophy of Play.
Nesta Devine, Waikato University: Derrida, Democracy and Public Choice Theory.
Heather Devere, Auckland University of Technology: The Fraternization of Friendship and Politics: Derrida, Montaigne and Aristotle.
Charles Crothers, Auckland University of Technology: The Reception (in Sociology) of Recent French Social Theorists.
Maria O’Connor, Auckland University of Technology: Some Kind of a Man.
Elizabeth Presa, VCA, University of Melbourne: Postscript, He Said
Comments:
This Special Volume of ACCESS is dedicated to the late Jacques Derrida (1930-2004) and his contribution to contemporary philosophy, cultural criticism, arts, humanities, education, language, politics and subjectivity.
ACCESS Volume 25 (1) 2006: Researching Women.
Editor: Elizabeth M. Grierson
Preface and Acknowledgements: Elizabeth M. Grierson:
Contributors:
Elizabeth M. Grierson, RMIT University: Australian Academic Women in Perspective: Recasting Questions of Gender, Research and Knowledge
Janet Mansfield, AUT University
Shirley Julich, AUT University
With Jane Terrell (Editor); and Catherine Garet, Jjiljana Jovanovic (Research Assistants)
Researching Women Report. First published by Women on Campus, AUT University, 2004.
Comment:
This issue of ACCESS focuses on research and academic progression for women in the universities of the 21st century. Researching Women was first published by AUT in 2004 as a commissioned report which was supported by the AUT Chancellor’s Women’s Research Fund, administered by Women on Campus (WOC). ACCESS Journal acknowledges the AUT Women on Campus group for their permission to republish this report. In compiling this issue of ACCESS it soon became apparent that the conditions for women academics in research, in institutional decision-making, career performance and progression go well beyond one university in one location. Hence the inclusion of Australian Academic Women in Perspective: Recasting Questions of Gender, Research and Knowledge, to cast the net wider to the Australian context and to provide some points of international comparison and benchmarking of institutional practices.
ACCESS Volume 25 (2) 2006: Politics of Globalisation, Research and Pedagogy
Contributors:
Noel Gough, La Trobe University, Australia: Quality Imperialism in Higher Education: A Global Empire of the Mind?
Dominic Orr, Higher Education Information System, Germany
Mathias Paetzold, Academic and Research Commission Lower Saxony, Germany: Procedures for Research Evaluation in German Higher Education: Current Fragmentation and Future Prospects
Janet Mansfield, Auckland, New Zealand:The Teaching/Researching Subject: A Consuming Subjectivity
Ruth Boyask, University of Canterbury, New Zealand: Embodied Pedagogy: Examples of Moral Practice from Art Education
Robert Jahnke, Massey University, New Zealand: Maori Visual Culture on the Run
Elizabeth Grierson, RMIT University, Australia: Between Empires: Globalisation and Knowledge
Richard Smith, AUT University, Auckland, New Zealand:
Book Review: Olssen, M., Codd, J., and O’Neill, A. (2004). Education Policy: Globalisation, Citizenship & Democracy. London, Thousand Oaks, New Delhi: Sage Publications.
ACCESS Volume 26, Number 1, 2007: East-West Intersections
Editor: Elizabeth M. Grierson
Preface and Acknowledgements: Elizabeth M. Grierson
Contributors
Michael A. Peters, University of Illinois at Urbana-Champaign, USA
The Humanities in Deconstruction: Raising the Question of the Post-colonial University
Patrick Fong Chan, RMIT University, Australia
Writing a Post-colonial City: Theory in Medias Res
Larissa Hjorth, RMIT University, Australia
Place on Hold: Mobile Media Practices and Contesting East/West ‘Imaging Communities’ in the Asia-Pacific Region
Kirsten Sharp, RMIT University, Australia
Superflatlands: The Global Cultures of Takashi Murakami and Superflat Art
Xiaoping Jiang, Guangzhou University, P.R. China
Towards a Market-based Model in Higher Education: A Case Study of China and New Zealand
In the first issue of ACCESS for 2007 writers from USA, Australia and China address the theme of East-West Intersections through a range of different and interesting discourses in the humanities: education, policy, philosophy, technology, architecture and cultural studies.