ACCESS Journal – past issues

2011: Vol. 30 (2) Thresholds and Transformations

Editor: Professor Elizabeth Grierson RMIT University; and

Guest Editor: Dr Adele Flood, University of New South Wales

Elizabeth Grierson and Adele Flood, Thresholds and Transformations: An introduction

Contributors

  • A.-Chr. (Tina) Engels-Schwarzpaul and Azadeh Emadi, Auckland University of Technology, Auckland, Thresholds as Spaces of Potentiality: Negotiating the supervision relationship in a non-traditional art and design PhD candidature
  • Nicholas McGuigan, Macquarie University, Sydney, and Sidney Weil, Lincoln University, Christchurch, Addressing a ‘Preconceptual Threshold’: A transformation in student preconceptions of introductory accounting
  • Lesley Duxbury, RMIT University, Melbourne, Picture this: Transforming artworks into exegetical texts to create new insights
  • Carl Douglas, Auckland University of Technology, Auckland, Off the Grid: Infrastructure and transformational space
  • Adele Flood, University of new South Wales, Sydney, Sites of Memory: Positioning thresholds of artistic identity
  • Maria Northcote, Daniel Reynaud, Peter Beamish, Tony Martin, Avondale College of Higher Education, Sydney, and Kevin P. Gosselin, The University of Texas at Tyler, Texas, Bumpy Moments and Joyful Breakthroughs: The place of threshold concepts in academic staff development programs about online learning and teaching
  • Arianne Rourke, University of New South Wales, Sydney, Embedding Threshold Concepts into First Year Design History: Can we transform students’ understanding and way of seeing?

Comment:

This issue of ACCESS investigates Threshold Concepts, an educational term first coined by Meyer and Land in 2003. The University of NSW held a conference on this theme in 2010 and Adele Flood approached ACCESS to publish a series of articles developed from papers that were presented at the conference. This issue of ACCESS features some of these articles as well as others from academics who did not attend but whose work extends the boundaries of thinking about thresholds and transformations.

2011: Vol. 30 (1) Ways of Drawing Out: Thinking, mapping, designing, communicating beyond the boundaries

Editor: Professor Elizabeth Grierson RMIT University

Elizabeth Grierson, Introduction: Ways of Drawing Out.

Contributors

  • Hélène Frichot, RMIT University, Melbourne, Drawing Thinking Doing: From diagram work to the superfold
  • Mark Olssen, University of Surrey, England, Learning in a Complex World
  • Derek Pigrum, University of Bath, England, Drawing on the ‘Ready-to-Hand’
  • Andrea Ash, Charles Darwin University, Darwin, Beyond Boundaries of Space and Time: Transmigrations in contemporary art
  • Tom McGuirk, University of Chester, England, The ‘Rift-Design’ Conundrum: Drawing as form-giving and knowing
  • Kim Senior, Monash University, Melbourne, Incorrigible and Undisciplined Lines in Visual Social research: Ways of ‘writing’ and ‘drawing’ at the interstices
  • David Griffin, The Glasgow School of Art, Scotland, and Ontario College of Art and Design University, Toronto, Entity-Relations: Drawing into space

Comment:

This issue of ACCESS considers ‘drawing out’ as a reflection on learning and a way of thinking and communicating beyond boundaries of disciplinary knowledge. With drawing as the conceptual starting point, it extends the thinking about drawing through philosophical, cultural and political theories and practices. Contributions from a range of countries consider new and emerging ways of organising learning in a complex world, exposing normative practices to challenge through arts and sciences, philosophy and psychoanalysis, calligraphy and design, and their applications in education. This issue arose out of an international partnership between RMIT University and University of Arts, London, and the conference Drawing Out 2010, the first of a series of three international conferences on drawing organised between the two universities.

2010: Vol. 29 (2) Histories of Education: Local/Global Discourses

Guest Editor: Dr Maxine Stephenson, The University of Auckland

Histories of Education: Local/Global Discourses: An Introduction, Maxine Stephenson

Contributors:

Joseph Watras, University of Dayton, Ohio, USA, American Philosophy of Education and the Discovery of Childhood

Kay Morris Matthews, Eastern Institute of Technology, Hawke’s Bay, NZ, To the Furtherance and Promotion of Science: Intersections of Research and the primary school classroom in colonial New Zealand

Filiz Meşeci Giorgetti, Istanbul University, Istanbul, Turkey, A Civics Textbook for Nation Schools: Towards the establishment of the Turkish nation

Maxine Stephenson, The University of Auckland, Auckland, NZ, Standardising Practice: Learning to be teachers for the New Zealand nation

Gary McCulloch, Institute of Education, University of London, London, UK, Learners and Learning in the History of Education

Susie Jacka, UNITEC New Zealand, Auckland, NZ, The Truant as an Interminably Malleable Subject: Historical reflections on a contemporary ‘crisis’

Joce Jesson, The University of Auckland, Auckland, NZ, Book Review: Replenishing the Earth, James Belich (2009)

Comment:

This issue of ACCESS encapsulates the contested terrain of histories of education. Papers from a range of countries consider ideological, theoretical and methodological questions and issues that have shaped the history and historiography of education over the past 50 years. The issue is brought together by guest editor, Dr Maxine Stephenson of The University of Auckland in New Zealand, known for her scholarship in historical studies in education. The articles demonstrate the significance of wider political, demographic, social and/or cultural contexts in shaping educational policy and practices.

2010: Vol. 29 (1) Aesthetics in Action

Preface and Acknowledgements: Kristen Sharp & Elizabeth Grierson

Contributors:

Chris Hudson, RMIT University, Melbourne, The Singapore Arts Festival and the Aestheticisation of the Urban Landscape

Kristen Sharp, RMIT University, Melbourne, Destination Anywhere: Experiences of place in the work of Ed Ruscha and Andreas Gursky

Elizabeth Grierson, RMIT University, Melbourne, Building Dwelling Thinking and Aesthetic Relations in Urban Spaces: A Heideggerian perspective on relational pedagogy as a form of disclosure

Kevin Murray, RMIT University, Melbourne, Fair Trade and Creative Practice: A participatory framework for the globalised world

SueAnne Ware & Chris Hudson, RMIT University, Melbourne, Death in Borneo: Australian national identity, war and the transnational imagination

Les Morgan, RMIT University, Melbourne, A Diasporic Painter: Negotiating the racialised terrains of Britain and Australia

Comment:

This issue of ACCESS addresses questions and issues of aesthetics in urban contexts. The theme was first addressed at a symposium held at RMIT University in 2009, Art & Globalization: Urban Futures and Aesthetic Relations at which some of these papers were first presented. They explore the shaping powers of aesthetics in action furthering our understanding of culture building in national and globalised conditions and extending discourses of aesthetics in context of place-making.

2009: Vol. 28 (2) The Body as Object of Social and Political Analysis

The Body as Object of Social and Political Analysis: An Introduction: Elizabeth M. Grierson

Contributors:

Nesta Devine, Auckland University of Technology, Auckland, Changing the Subject: Questioning the nature of ‘experience’ in empirical research

Michael Peters, University of Illinois Urbana Champaign, The Body Also has A History: A critical aesthetics for arts education

Kim Senior, RMIT University, and Mary Dixon, Deakin University, Melbourne, Reading With The Ancients: Embodied learning and teaching to an embodied pedagogy

Chris Hudson, RMIT University, Melbourne, National Service: The politicisation of the body in Singapore

Glen Donnar, RMIT University, Melbourne, Passive Engagement And ‘The Face’: The possibility of witnessing, recognising and re-covering mediated bodies in suffering

Comment:

This issue presents critical perspectives on the ways the body inscribes principles of social regulation while reflecting norms and expectations of cultural, social and educational discourses. Writers come from New Zealand, Australia and United States.

2009: Vol. 28 (1) Creative Arts in Policy and Practice

Preface and Acknowledgements: Creative Arts in Policy and Practice: Elizabeth M. Grierson

Contributors:

Elizabeth Grierson, RMIT University Melbourne Footprints of Globalisation: The arts, creativity and inherent concerns

Susan Goetz Zwirn, Hofstra University, New York Seeking Causes for the Marginalisation of the Arts in American Education

Janet Mansfield, University of Auckland, Auckland Creativity and the Arts in the Curriculum under Neoliberal Regimes

Janinka Greenwood, University of Canterbury Creativity and Identity

Adele Flood, University of New South Wales, Sydney Finding New Landscapes of a Creative Identity

David Forrest, RMIT University, Melbourne Book Review: Publishing the Discipline – the PBRF Regime: Evaluating the position of Education – where to from here? byJoceJesson & Richard Smith (Eds.) 2005

Comment:

This issue draws themes from the World Creativity Summit of the World Alliance for Arts Education in Taipei Taiwan, June 2008. Papers address issues of creativity in education, global policies of UNESCO, local narratives of creative practice, innovation and enterprise discourses and the politics of aesthetic production in neoliberal discourses of education.

2008: Vol. 27 (1 and 2) The Politics of Educational Research: International Perspectives on Research Accountability and Audit Systems

Guest Editors: Richard Smith & Bob Lingard

Preface: Elizabeth M. Grierson

Acknowledgements: Richard Smith & Bob Lingard

Tribute and Dedication to John Codd: Richard Smith & Elizabeth Grierson

Contributors:

Richard Smith, NIE, Nanyang Technical University, Singapore Introductory Editorial: The politics of research assessment exercises and accountability, an international overview

Part I

Chris Coryn, Western Michigan University, USA The fundamental characteristics of international models and mechanisms for evaluating government-funded research

Jan Currie, Murdoch University, Australia Research Assessment Exercises and some negative consequences of journal rankings and citation indices

Charles Crothers, AUT University, NZ Patterns behind the rankings: Mining academic league tables to reveal variability and covariation

Part II

Craig Ashcroft & Richard Smith, Ministry of Social Development, NZ, & NIE, Nanyang Technical University, Singapore Give me your four best papers: The privileging ethos of research accountability systems from an Aotearoa/New Zealand perspective

Brian Findsen, University of Waikato, NZ The RAE in Scotland: A Kiwi participant-observer in an ancient university

Part III

Rui Yang, The University of Hong Kong University rankings in China: Contexts, practices, concerns

Colin Evers & Kokil Katyal, The University of Hong Kong Assessing research quality in education: The Hong Kong Research Assessment Exercise

Jill Blackmore, Deakin University, Australia Anticipating policy and the logics of practice: Australian institutional and academic responses to the globalising “quality research” agenda

Trevor Gale & Jan Wright, University of South Australia & University of Wollongong, Australia Utility as a first principle for educational research: Reworking autonomy in Australian higher education

Sara Delamont, Gareth Rees & Sally Power, Cardiff University, Wales Wales since devolution: Educational research and scholarly identites

Sally Brown, University of Stirling, Scotland Research Assessment in Higher Educatioin: The impact on institutions, staff and educational research in Scotland

Alis Oancea, University of Oxford, England Performative accountability and the UK Research Assessment Exercise

Bob Lingard, University of Queensland, Australia Globalising Research Accountabilities

Comment:

This double issue volume of ACCESS is co-edited by Richard Smith, National Institute of Education, Nanyang Technical University, Singapore, and Bob Lingard, University of Queensland, Australia. It is arguably the most international volume in the over twenty year history of ACCESS, with scholarly contributions from New Zealand, Australia, Singapore, Hong Kong, USA, Wales, Scotland, England. The volume investigates the terrain of research accountability and audit systems, including ranking processes such as the RAE, RQF/ERA, PBRF. This is a timely issue published on the eve of the start of ERA in Australia and ten years after the commencement of RAE in UK. The aim of the Guest Editors was to document, analyse and understand the global situation by presenting local examples of research assessment exercises. Through bringing critical perspectives to this field the editors’ aims have been admirably achieved.

2007: Vol. 26 (2) Communications and Philosophy

Editor: Elizabeth M. Grierson

Preface and Acknowledgements: Elizabeth M. Grierson

Contributors:

Elizabeth M. Grierson, RMIT University, Australia: A Bridge not a Goal: Addressing communications and philosophy

James D. Marshall, University of Auckland, New Zealand and University of North Carolina at Chapel Hill, USA: Simone de Beauvoir: Philosophy as a way of life

Linda Daley, RMIT University, Australia: Communication as a Limit-Experience

Linda Williams, RMIT University, Australia: Between Hermes, Gaia and Apollo 8: Michel Serres and the philosophy of science as communication

Dennis Atkinson, Goldsmiths University of London, UK: Pedagogy Against the State: Some remarks upon events of learning

Peter Horsfield, RMIT University, Australia: Researching Media and Religion in a School of Communication Studies

Comment:

The aim was to publish articles dealing with philosophical perspectives that might throw some light on the way communications are constructed, construed and understood in a contemporary global world of fast transfer and exchange. The issue does not set out to ask defining questions of philosophy; however by default philosophy as a disciplinary field is put to the test. This issue of ACCESS asks: What is the relationship between philosophy and quotidian experience; and can philosophy ever be a way of life in this globalised world?

2007: Vol. 26 (1) 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

Comment:

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. It brings together questions of how intersections of East and West might be apparent in a globalised economy and the influences and effects of these interactive states. Concerns are as diverse as the call for a new humanities in the postcolonial university, the conditions of knowledge and identity through mobile phone technologies, performative identifications of urban and theoretical spaces, representations of Japanese culture through art and its intersections with global marketing, and historical analyses of higher education in the global marketisation of the People’s Republic of China. This issue problematises knowledge and cultural dispositions in and through global practices.

2006: Vol. 25 (2) Politics of Globalisation, Research and Pedagogy

Editor: Elizabeth M. Grierson

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: The Teaching/Researching Subject: A Consuming Subjectivity, Auckland, New Zealand

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.

Comment:

This issue of ACCESS addresses research and pedagogy in context of the politics of globalisation. It raises questions of audit and management, quality systems, politics of regulation in academic work, the political goal setting of global knowledge economies and the way these systems constitute academic subjectivity.

2006: Vol. 25 (1) Researching Women

Editor: Elizabeth M. Grierson

Preface andAcknowledgements: 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.

2005: Vol. 24 (1 and 2) 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

Comment:

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.

2004: Vol. 23 (1 and 2) Censure and Governance in Education: Policy Contexts

Volume Editor: Elizabeth M. Grierson

Issue 1: Politics of Censure and 'Will to Certainty’ in Teacher Education

Editors: Elizabeth M. Grierson and 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 and A.-Chr. (Tina) Engels-Schwarzpaul

Preface and Acknowledgements: Elizabeth M. Grierson

Introduction: Elizabeth M. Grierson and 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

Comment:

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.

2003: Vol. 22 (1 and 2) 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 and 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.

2002: Vol. 21 (2) 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.

2002: Vol. 21 (1) 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.

2001: Vol. 20 (2) 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).

2001: Vol. 20 (1) Special Issue: Inaugural Arts Forum

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 and 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.