The experiences of lesbian, gay, bisexual and transgender (LGB)(T) secondary school students are often problematic. The literature documents that LGB(T) students often experience harassment in secondary school settings. The participants in this study identify that issues around subject content, the need to address bullying and strategies around support are three key issues that might be targeted if LGB(T) school experiences are to improve. This thesis responds to participant perspectives by outlining a broad approach that is anchored by their concerns.

Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.

Bibliography: leaves 396-422 / v, 422 leaves ; 31 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1992

Includes bibliographical references (leaves 220-229) Considers to what extent feminist theoretical and critical perspectives have been incorporated into law. A law course or law textbook that uncritically presents legal doctrines, or representations of men's and women's social roles, risks adopting and perpetuating the unstated point-of-view of a particular cultural group in society. Argues for a legal education that has an open self-consciousness of the culturally specific and inevitably partial point-of-view of the law and, consequently, a conscious recognition of the unavoidable point-of-view of legal education.

Bibliography: leaves 127-134. This thesis argues for the expansion of ecotourism in the Adelaide metropolitan Barker Inlet Wetlands, currently used for small scale ecotourism. Through analysing current literature and evaluating a range of ecotourism strategies, it demonstrates that the potential for and offers guidelines for ecotourism in the Barker Inlet Wetlands. Opprtunities for expansion lie primarily in environmental education, with a particular focus on Adelaide secondary schools.

This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.

Over the past three decades, the development of religious education in Australia has been largely shaped by catechetical and curriculum approaches to teaching and learning. To date, little emphasis has been placed on the pedagogical dimension of religious education. The purpose of this research project is to explore the manner in which ‘brain-based’ learning theory contributes to pedagogical development in primary religious education. The project utilises an action research methodology combining concept mapping, the application of ‘brain-based’ teaching strategies and focus group dialogue with diocesan Religious Education Coordinators (RECs). The insights derived contribute to the formulation and validation of an appropriate pedagogical model for primary religious education, entitled the ‘DEEP Framework’. The model reflects an integration of insights from brain-based theory with nuances from the contemporary Australian religious education literature. The project identifies four key, interactive principles that are crucial to pedagogical development in religious education, namely: Discernment, Enrichment, Engagement and Participation. It also recognises a fifth principle, ‘an orientation towards wholeness’, as significant in combining the various pedagogical principles into a coherent whole. The DEEP framework enables teachers to more successfully select and evaluate appropriate, interconnecting teaching strategies within the religious education classroom. The framework underpins the pedagogical rationale of the recently developed Archdiocese of Hobart religious education program and forms the basis for the implementation of a coherent professional development program across the Archdiocese.

No description available.

Amendments and errata are in pocket on front end paper together with covering letter. / Bibliography: leaves 168-185. / 2 v. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1997

A thesis presented for the Degree of Master of Arts, Department of History, The University of Adelaide. Bibliography: leaves 292-298.