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Case management is promoted as a trademark of community service practice with young people funded by neoliberal social policy. In spite of this, case management practice and case managers have largely escaped the attention of youth scholars. In this paper, we examine the funding parameters of two youth case management services in Australia to reveal the governing effects on young people, case managers and NGOs. We develop an analytical framework that exposes the compounding effect of interacting governable spaces that facilitates a critical analysis of case management revealing the problems of governance within this seemingly generic practice method. Shifting focus from the young person as the object of governance to include the case manager and case management as separate but interacting governable spaces, provides new insights into the problematisations underpinning case management practice with young people. We argue compounding governable spaces provides insight into the infantilisation of young people that is amplified and reinforced within and between case managers, and case management. [ABSTRACT FROM AUTHOR]

This research provides critical, comparative insights into the public communication responses employed by Australia and New Zealand during the first twelve months following the World Health Organization declaring COVID-19 a global pandemic. The two nations share a similar socio-political and cultural context, but despite being highlighted by the international media as early success stories, their public communication responses to the pandemic showed noteworthy differences. Borrowing from cultural studies, this paper applies the circuit of culture model and offers a snapshot in time that reinforces the importance of socio-cultural awareness when communicating intricate and challenging information. It supports the idea that a range of effective solutions to complex communication challenges are possible and may result in a similar outcome, including strengthened identities and national pride during uncertain times. [ABSTRACT FROM AUTHOR]

This research provides critical, comparative insights into Australia and New Zealand's public communication approaches associated with the initial rollout of the COVID-19 vaccine, hailed as a crucial element of both countries' recovery and reconnection to the rest of the world. Although Australia and New Zealand share similar socio-political contexts, the two countries approached the rollout very differently. Applying the circuit of culture model, this study explores the second year of the global COVID-19 pandemic through an Oceania lens, providing critical insights into the unique opportunities afforded to the island nations, as well as their exposure to global challenges. This paper aims to provide insights and learnings that may shape future responses to global (health) emergencies, including a call to rethink the notion of time-bound (public) communication campaigns in complex, ever-changing environments. [ABSTRACT FROM AUTHOR]

As a controversial schooling system, critical analysis of the informal curriculum of Islamic schools in Australia is timely for dispelling assertions and counter-assertions with evidence. This project employed a collective case study methodology to understand how broader contextual factors—that is, an Australian landscape shaped by neoliberal engendered market forces and racialisation—and stakeholder experience contributed to the construction of the espoused purpose of Islamic school. Drawing on data from a survey of stakeholders from three Islamic schools, analysis of documents and a leadership qualitative questionnaire, the findings reveal, by providing an alternative educational experience: Islamic practices; the space for religious expression; and, extra-curricular programmes to connect students with society, schools create a community and a sense of belonging. By doing so, they contribute to social cohesion. Consistent with Apple and Zine, an understanding of Islamic schools cannot be detached from the cultural climate. This paper contributes to debates of divisiveness charged at Islamic schools. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to advance a critical realist perspective on performativity and use it to examine how novel conceptions of corporate social responsibility (CSR) have performative effects. Design/methodology/approach: To illustrate how the authors' critical realist understanding of performativity can play out, the authors offer a field study of an Australian packaging company and engage in retroductive and retrodictive theorising. Findings: In contrast to most prior accounting research, the authors advance a structuralist understanding of performativity that pays more systematic attention to the causal relationships that underpin performative tendencies. The authors explain how such tendencies are conditioned by pre-existing, social structures, conceptualised in terms of multiple, intersecting norm circles. The authors illustrate their argument empirically by showing how specific conceptions of CSR, centred on the notion of "shared value", were cemented by the interplay between the causal powers embedded in such norm circles and how this suppressed alternative conceptions of this phenomenon. Research limitations/implications: The findings draw attention to the structural boundary conditions under which particular conceptions of CSR can be expected to become performative. Greater attention to such boundary conditions, denoting the social structures that reinforce and counteract performative tendencies, is required to further cumulative, yet context-sensitive, theory development on this topic. Originality/value: The paper is the first to adopt a critical realist perspective on performativity in the accounting literature. This perspective strikes a middle path between the highly constructivist ontology, adopted in most accounting research concerned with performativity and realist criticisms of this ontological position for de-emphasising the influence of pre-existing, objective realities on performativity. [ABSTRACT FROM AUTHOR]

Amid the growing ‘teacher quality’ discourse, early career teachers have increasingly been positioned as problematic in Australian education policy discourses over the past decade. This paper uses a critical policy historiography approach to compare representations of early career teachers in two key education policy documents, from the late 1990s and mid-2010s. Starting with the Government response toA Class Act: Inquiry into the Status of the Teaching Profession(1998) and moving to the Government response toAction Now: Classroom Ready Teachers(2015), it explores changing representations in the context of broader shifts in education policy related to teachers’ work over this timeframe. It argues that the early career teacher ‘problem’ is articulated in very different ways in these two timeframes, explores the antecedents of key tenets of the current policy settlement, and, using the theory of practice architectures, considers the implications of these for the preconditions that shape and frame teachers’ work in contemporary times. [ABSTRACT FROM PUBLISHER]

This paper addresses the vexed educational policy aspects of area-based interventions (ABIs) in neighbourhoods designated as 'disadvantaged' in an Australian context. We find that the way in which the policy of ABIs is supposed to operate and impact education is highly problematic. What we present instead in this paper is a much more complex process by which aspirations are formed, sustained, contested and maintained by young people who regard themselves as 'ordinary' and as being engaged instead in a process of navigating educational opportunities on the basis of resources available to them. [ABSTRACT FROM AUTHOR]

Within the Australian context of a significant expansion of early childhood education and the lead up to the Copenhagen Climate Summit, a story alleging environmental indoctrination in an Australian preschool was featured in two Australian newspapers. The story elicited considerable online responses. This paper uses Appraisal Theory (Martin & White, 2007) to examine the lexico-grammatical construction of the indoctrination debate in the newspaper article and the subsequent online responses. The paper then situates the debate within the broader the broader context of environmental values education theory. [ABSTRACT FROM AUTHOR]

One of the claimed justifications for compulsory retirement savings laws, such as the ones concerning Australia's superannuation regime, is that they improve people's welfare because people's myopia often results in their failure to save adequately for retirement. However, in Australia the merits of such a justification have not been subject to a detailed critical analysis. This article argues that when the disadvantages of such laws, such as comparatively lower working life incomes, are taken into account, that it is far from clear that in the aggregate, such laws increase people's lifelong welfare. The article also examines the merits of an 'opt out' savings regime, which is supported by some commentators, and finds that while such a system has some advantages when compared with a compulsory savings regime, the evidence does not indicate that it is, in the aggregate, welfare enhancing. The article suggests some policy alternatives, including ones involving taxation and spending changes, and concludes that policymakers should look beyond the current compulsory savings regime or, in the alternative, strongly consider dramatically modifying it. [ABSTRACT FROM AUTHOR]

This paper provides a critical analysis of the Australian government’s education revolution policy as promulgated in the media release document, Quality Education: The Case for an Education Revolution in our Schools. It seeks to problematize the government’s claim to marry quality and equity, via an analysis of the discursive strategies of the Australian government’s revolution talk. My analysis draws on the work of political theorists Jason Glynos and David Howarth and their synthesis of key ideas from Laclau and Mouffe’s discourse theory and Lacanian psychoanalytic theory into a framework of explanatory ‘logics.’ This framework provides conceptual tools for conducting critical policy analysis, including: characterizing a discursive regime on a synchronic plane; accounting for its constitution, reproduction, and/or subversion on a diachronic plane; and explaining the ways in which it grips or seduces subjects at a nonrational level. Overall, the analysis of the education revolution in this paper demonstrates the value of this framework of explanatory logics for education policy analysis, in the process shedding some new light on the Australian government’s education revolution policy agenda. [ABSTRACT FROM AUTHOR]

Interfaith education has been boosted recently by the imprimatur of current and previous political world leaders. However, a critical analysis of what makes good interfaith education is yet to emerge. Indeed the attention may distract from the effort needed to ensure positive outcomes. This paper questions whether the uncritical nature of some interfaith education initiatives encourages the continuation of cultural and theological bias. Critical social theorist Paulo Freire viewed education as an opportunity for social evolution. His pedagogy of freedom relied on the idea that no knowledge is out of bounds and that such freedom nurtured the security to greet difference with humility. This paper examines some Australian approaches to interfaith education in light of Freire's challenge. It questions the persistence of an Abrahamic skew and calls for a more critical approach to differences of belief. [ABSTRACT FROM AUTHOR]

• Papua New Guineans in Australia enact a transnational domestic moral economy. • Social investment in this moral economy is a strategy for insuring care in later life. • Changing intergenerational relations within the domestic moral economy redefine forms of belonging. Drawing on qualitative research conducted among Papua New Guineans living in North Queensland, Australia, this paper explores how people imagine and plan for later life in transnational contexts. We present 'planning' for old age as a socially embedded practice with specific spatial and temporal properties that emerge in everyday interaction. At issue are representations of difference in the cultures of care found in Papua New Guinea (PNG) and Australia and the problem of intergenerational changes in care practices among Papua New Guineans resident in Australia. We argue that growing tensions in intergenerational relationships in Australia and PNG play a crucial role in changing the social relations of the transnational moral economy of care. These intergenerational problems are understood by PNG research participants, in their own critical analysis of their care relationships, as related to other concerns about estrangement from place, loss of culture and the difficulties of planning for later life. We conclude that transnational households are dynamically defined and transformed in terms of tensions central to their very operation. [ABSTRACT FROM AUTHOR]

Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government introduced a national testing scheme, the National Assessment Program -- Literacy and Numeracy (NAPLAN), in which all Australian students in Years 3, 5, 7 and 9 are required to participate, and a national website, MySchool, was established in 2010 to publish the results of all schools. This paper reports on the first national study of educators' views on the impact of NAPLAN on Australian schools and students. Over 8000 educators from all states and territories participated in the study, and the findings indicate that the testing regime is leading to a reduction in time spent on other curriculum areas and adjustment of pedagogical practice and curriculum content to mirror the tests. The findings suggest that the modification of teaching and curricular practices is in response to concerns regarding the use and reporting of NAPLAN data and the potential impact on schools. This confirms findings of researchers in other countries on the capacity of high-stakes regimes to distort teaching practices, constrain the curriculum and narrow students' educational experiences. [ABSTRACT FROM AUTHOR]

Changes to the governance and management of institutions of higher education (often described as ‘new managerialism’) and the effects this is having on the work of academics have been the subject of much discourse over the last 30 years in the pursuit of a globally appropriate model for higher education. Less attention has been afforded to discussion of new forms of institutional leadership needed to effectively respond to the associated challenges. Despite growing research into shared models of leadership, particularly distributed leadership, as a potentially appropriate approach distinct from traditional structural/positional leadership, discussion has been principally confined to normative description of the parameters that describe distributed leadership rather than rigorous critical analysis of its applicability in, and effectiveness for, higher education. Underpinning this discourse is the presumption that increased collaboration is synonymous with distributed leadership. This paper presents a more critical analysis of the experience of a distributed leadership approach used to build leadership capacity in learning and teaching in an Australian university. This example demonstrates first, that despite evidence of a relationship between distributed leadership and collaboration, there is no evidence of an inherent direct causal relationship, second, that a distributed leadership, while it may increase participation of academics in decision making, is not synonymous with democratic decision making. It is concluded that for a distributed leadership approach to be appropriate and effective, higher education institutions need to instigate action supported by formal leaders and underpinned by an action reflective approach that enables change over time. [ABSTRACT FROM AUTHOR]

Background: Indigenous peoples have worse health than non-Indigenous, are over-represented amongst the poor and disadvantaged, have lower life expectancies, and success in improving disparities is limited. To address this, research usually focuses on disadvantaged and marginalised groups, offering only partial understanding of influences underpinning slow progress. Critical analysis is also required of those with the power to perpetuate or improve health inequities. In this paper, using Australia as a case example, we explore the effects of 'White', Anglo-Australian cultural dominance in health service delivery to Indigenous Australians. We address the issue using race as an organising principle, underpinned by relations of power. Methods: Interviews with non-Indigenous medical practitioners in Western Australia with extensive experience in Indigenous health encouraged reflection and articulation of their insights into factors promoting or impeding quality health care to Indigenous Australians. Interviews were audio-taped and transcribed. An inductive, exploratory analysis identified key themes that were reviewed and interrogated in light of existing literature on health care to Indigenous people, race and disadvantage. The researchers' past experience, knowledge and understanding of health care and Indigenous health assisted with data interpretation. Informal discussions were also held with colleagues working professionally in Indigenous policy, practice and community settings. Results: Racism emerged as a key issue, leading us to more deeply interrogate the role 'Whiteness' plays in Indigenous health care. While Whiteness can refer to skin colour, it also represents a racialized social structure where Indigenous knowledge, beliefs and values are subjugated to the dominant western biomedical model in policy and practice. Racism towards Indigenous patients in health services was institutional and interpersonal. Internalised racism was manifest when Indigenous patients incorporated racist attitudes and beliefs into their lived experience, lowering expectations and their sense of self-worth. Conclusions: Current health policies and practices favour standardised care where the voice of those who are marginalised is often absent. Examining the effectiveness of such models in reducing health disparities requires health providers to critically reflect on whether policies and practices promote or compromise Indigenous health and wellbeing--an important step in changing the discourse that places Indigenous people at the centre of the problem. [ABSTRACT FROM AUTHOR]

Australia has experienced difficulties engaging with Asia-Pacific regional integration. Despite Australian attempts to punch above its weight in regional forums and to be a regional leader, it is still not regarded as a full member or as quite fitting into the region. It is an ‘awkward partner’ in the Asian context, and has experienced the ‘liminality’ of being neither here nor there. The former Rudd government's proposal for an ‘Asia Pacific Community’ (APC) by the year 2020 was a substantive initiative in Australia's ongoing engagement with Asia. It has, however, attracted a high level of criticism both at home and abroad. The main critical analysis of the proposal has focused on institutional building or architecture, or its relationship with existing regional institutions, but overlooks a host of often fraught questions about culture, norms, identities, and international power relations. The APC concept needs to be scrutinized in terms of these questions with a critical eye. This paper examines the cultural, cognitive, and normative dimensions of Rudd's proposal. It analyses four dilemmas or awkward problems that the APC faces. [ABSTRACT FROM AUTHOR]

The role, place, and often invisible contributions of women working in the outdoor learning profession have become an area for increased scrutiny. Alarmingly, there is an underrepresentation of women cited in research and practice, yet women make up approximately half those involved in outdoor education and outdoor recreation. A male-dominated narrative seems to prevail. The intention of this paper is to serve as a focal point for critical analysis and discourse about the status of women in the outdoor learning profession. We investigate the prevalence of females presenting keynotes at Australian national and state outdoor education conferences, complemented by dialogical engagement with women working in the outdoor learning profession regarding the opportunities for their voices to be heard. Our analysis clarifies some of the key issues and identifies constructive ways to recognise and support women's contributions with the aim of enabling both women and men to be valued for their unique and shared involvements in the outdoor learning profession. [ABSTRACT FROM AUTHOR]

It is now well established that global to local climate is impacted by volcanic forcing associated with major eruptions. Much attention has been given to the way in which climate is affected by such eruptions, particularly for the Northern Hemisphere, and to a considerably lesser extent for the Southern Hemisphere. Research knowledge gaps remain on such forcing impacts at finer sub‐regional spatial scales. To this end, we explore temperature responses across eight sub‐regions of Australia following three major volcanic eruptions (i.e., Krakatau, 1883; Santa Maria, 1902; Pinatubo, 1991) as simulated by CMIP5 models. We then compare such responses with station and reanalysis datasets. Model outputs indicate strongest temperature responses over more northerly regions than southerly regions of Australia, with weakest responses over Tasmania. Eastern regions of Australia seem to have strongest seasonal cooling during austral autumn, while that for northwestern coastal regions is during austral winter. In contrast, central regions of Australia cool most substantially during austral summer and/or winter, depending on the eruption. Despite such variability, initial temperature responses occur during the warmer austral months (September to February). Uncertainties exist in the reliability of CMIP5 data. For instance, temperature responses from the later Pinatubo eruption seem in stronger agreement with reanalysis data than earlier eruptions (Krakatau and Santa Maria), and while most seasonal temperature responses are stronger than those provided through reanalysis data, they are often weaker in austral spring. [ABSTRACT FROM AUTHOR]

Addressing the cultural drivers of domestic and family violence (DFV) has become a core policy priority for governments across Australia. Over the last five years, the Queensland Government has taken a particularly strong stance on the issue through its Domestic and Family Violence Prevention Strategy 2016–2026. This strategy identifies the Queensland Government's leading aim of changing the community culture that drives DFV. Although there is significant evidence to support this aim, there is equally important evidence suggesting that public policies often contain problematic assumptions and ideologies that limit their ability to achieve their aims. This article presents a critical discourse analysis of Queensland's Domestic and Family Violence Prevention Strategy 2016–2026 and related policy documents to examine the assumptions and ideologies underpinning Queensland's policy and their potential to impact on policy outcomes. The findings broadly identify three areas of concern, namely an assumed link between attitudes and behaviours; a disproportionate focus on general community members compared to DFV perpetrators; and an implicit reinforcement of the gender hierarchy. The article concludes with a discussion of the broader implications of these findings for future policy development in Australia. This article presents a critical discourse analysis of the Queensland Government's current domestic and family violence policy. It identifies three distinct barriers that limit the policy's potential to achieve its leading aim of changing cultural attitudes and behaviours. Implications of these findings are discussed in relation to the Queensland case specifically, as well as the broader Australian context. [ABSTRACT FROM AUTHOR]

This paper provides a description and critical analysis of student perceptions of a nationally funded university teaching development project that aimed to bridge gaps between research, teaching and academic development in music teacher education. Based on research recommendations the project utilised collaboration between schools and universities to develop and implement an innovative online curriculum model. Responses to student evaluation questionnaires and focus group discussions were analysed in order to establish the extent to which this project was contextualised and integrated within the university course. Findings show that students valued the experience of being engaged with authentic online case studies. Through this engagement, students were able to see the interrelationships between school experience and their university studies. The modelled collaboration between schools, universities and the community was perceived as effective by the majority of students and believed to be helpful in future field placements. Recommendations for further research and implications for music teacher education in Australia and beyond are discussed. [ABSTRACT FROM AUTHOR]

The concept of throughcare as a means to prevent recidivism continues to attract considerable attention in Australia over the last couple of years. This is particularly the case for Indigenous peoples, as the transition to life after imprisonment proves to be particularly challenging for them, resulting in high rates of recidivism and ongoing overrepresentation in Australian prisons. In this contribution, we report on research we conducted in two Australian jurisdictions. After identifying the problems in developing effective throughcare strategies for Indigenous peoples leaving prison, we turn to Canada for examples of good practice. Canada was chosen for comparison as it is also a settler colonial state, experiencing similar problems of overrepresentation of their Indigenous population in the prison. After a critical analysis of these practices, we conclude that the reasons for a problematic re-integration of Indigenous peoples are related to a tendency to impose solutions and strategies developed in the white mainstream onto Indigenous communities without acknowledging traditional cultures and structures. [ABSTRACT FROM AUTHOR]

This article presents a critical analysis of the paper "Consent, Marriage and Colonialism: Indigenous Australian Women and Colonizer Marriages," by Ann McGrath. It presents a background on the restriction of marriage between indigenous women and non-indigenous men during the year of Australian federation. The strategies of indigenous women for navigating intimate gender relations across contesting societies are examined.

Two papers in this issue by Williams et al. and Scott et al. describe the sexual risks and health-seeking behaviour of young Indigenous Australians. Their sexual risks and health-seeking behaviours are similar to the general Australian population, yet their risk of past sexually transmissible infections (STIs) is higher. These findings are consistent with previous findings and suggest that access to health care, and not sexual risk, remain critical to STI control in remote Indigenous communities. [ABSTRACT FROM AUTHOR]

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International comparative testing, such as the OECD Programme for International Student Assessment (PISA), has considerable impact on policymakers, the media and the general public. A central assumption underlying PISA is that global variation in students' academic performance is attributable to national educational structures and policies. The aim of this article is to demonstrate the problematic nature of this assumption. Rather than critiquing it from the outside, we turn the tools, data and presumptions of the current discourse of international comparisons upon themselves, showing that this assumption is refuted by analysis of immigrant student test scores. Data from the PISA 2009 tests show that Chinese immigrant students in New Zealand and Australia achieve math scores that are more similar to those of students in Shanghai than to their non-immigrant Australian and New Zealand peers. Thus, cultural background appears to be more consequential for the educational attainment of Chinese immigrant students than exposure to the educational systems of Australia or New Zealand. We discuss limitations of our analysis, using them as basis to discuss the shortcomings of PISA more generally. [ABSTRACT FROM AUTHOR]

The U.S. and Australia are in different phases with regard to justice re-investment (JRI) strategies and implementation efforts. The results from the U.S. appear equivocal and disappointing with regard to reducing the numbers of the incarcerated population. With no significant decline in prison numbers there are no savings in prison budgets to invest funds in targeted communities, from which many prisoners are drawn. Australia should not be directed by the JRI experience of the U.S. The primary problem for Australia is not so much its incarceration numbers. Compared to the U.S., the prison as a punishment appears to be a more of a sentence of last resort. The key problem for JRI advocates, however, is that Indigenous Australians are grossly over-represented in prison populations and disadvantage in communities from where they reside requires national attention. Both countries require a clear conceptualization of JRI. Without a critical rethink, JRI might have a legacy as yet another “reform” that has failed to reduce mass incarceration. [ABSTRACT FROM PUBLISHER]

Purpose -- This study aims to critically analyse the independence of the internal audit function through its relationship with management and the audit committee. Design/methodology/approach -- Results are based on a critical comparison of responses from questionnaires sent out to Australian chief audit executives (CAEs) versus existing literature and best practice guidelines. Findings -- With respect to the internal audit function's relationship with management, threats identified include: using the internal audit function as a stepping stone to other positions; having the chief executive officer (CEO) or chief finance officer (CFO) approve the internal audit function's budget and provide input for the internal audit plan; and considering the internal auditor to be a "partner", especially when combined with other indirect threats. With respect to the relationship with the audit committee, significant threats identified include CAEs not reporting functionally to the audit committee; the audit committee not having sole responsibility for appointing, dismissing and evaluating the CAE; and not having all audit committee members or at least one member qualified in accounting. Originality/value -- This study introduces independence threat scores, thereby generating analysis [ABSTRACT FROM AUTHOR]