Using part of James Cook’s first voyage of discovery in which he explored the Australian coast, and Joseph Banks’s 1772 voyage to Iceland as case studies, this thesis argues that late eighteenth-century travelers used scientific voyages to present audiences at home with a new understanding and scientific language in which to interpret foreign places and peoples. As a result, scientific travelers were directly influential not only in the creation of new forms of knowledge and intellectual frameworks, but they helped direct the shape and formation of the Empire. The thesis explores the interplay between institutional influence and individual agency in both journeys. As a result, it will argue that the scientific voyages that were most influential in the imperial process were those directed and funded by the state.

In this thesis I propose to address what are, in my view, significant educational problems: how to tease out and analyse those principles, concerning equity and social justice, which underlie a particular program of teacher education. I want to discuss the kinds of principles, issues and considerations which have to be faced when designing such a program as the Diploma of Teaching (Early Childhood Education) for Aboriginal and Torres Strait Islander students at James Cook University. The issues I will address are these: (a) The extent to which the notion of equality of educational opportunity is being addressed in the provision of teacher-education programs in Queensland in general, and James Cook University in particular; (chapter 1). (b) Ways in which the Diploma of Teaching (Early Childhood Education) p r o g r am aims to produce teachers able to act as agents of bi-cultural transmission; (chapters 2 and 3). (c) The value, usefulness and desirability of James Cook University setting up a teacher-education program specifically for Aboriginal and Torres Strait Islander students from geographically remote communities, thus increasing the participation rates of Aborigines and Islanders in teacher-education programs; (chapters 4 and 5). This process of analysis has led me to structure the thesis around three dimensions: (i) The historical context of the program; (ii) The program as one response to the problems faced by educational institutions in meeting the educational needs of Aboriginal people; (iii) A basis for the next phase in the development of new programs of teacher - education for indigenous students living in remote communities. This is a qualitative research project, based on my interpretation of available documentation, my use of relevant literature, and my own involvement as planner of, and teacher in the program. It is not a quantitative research project. The structure of the thesis has, as its introduction, an analysis of the extremely complex situation which exists at James Cook University. This analysis leads to a search for a set of principles to provide the theoretical underpinning of the program, which in turn leads through a combination of theory and practice to the "praxis" of the program as a model of equity and educational practice in teacher-education. The thesis is concluded by the presentation of the current stage in the development of a program for teacher-education students in remote communi ties. The conceptual framework for my thesis has been developed through my determination to increase my understanding of the complexities of developing teacher-education programs for indigenous students at James Cook University. The thesis is developed through case study techniques including: personal observation and recording of my work as Program Planner; a situational analysis of the historical background, leading up to the development of the Diploma of Teaching (Early Childhood Education) ; a discussion of the stages through which the development team proceeded with intentionality and empathy towards its task of constructing a specific program of teacher-education; and my use of existing literature to comprehend the educational and social problems which the program attemted to alleviate. Throughout my thesis the specificity of the "case", and the eclectic position I have adopted, have acted as boundaries of my conceptual framework. My thesis attempts to show that the "case" of the development of teacher-education programs for Aboriginal and Torres Strait Islander students at James Cook University, although an idiosyncratic instance , is valuable as illumination , if not for generalisation, and thus has a credibility and usefulness. The characteristics of the case-study method are frequently more appropriate to expansion is than reductionist activities, and I have tried to show how the different perspectives of Aboriginal and non-Aboriginal people, together with the beliefs, attitudes and values of such different interest-groups as university academics, Commonwealth and State Education Department bureaucrats, and teachers and parents in schools, have emphasised both the importance of questioning assumptions and the importance of critical, experiential understanding.

In this thesis the Oceania collection of Anders Sparrman is examined and discussed. Anders Sparrman, who was a disciple of Carl von Linnaeus, participated on James Cooks second voyage around the world. During this voyage, Sparrman assembled the collection that today is stored at the museum of Ethnography in Stockholm. The collection is complemented by Sparrman’s own journal from his travels, providing his perspective on the items he collected and the islands he visited. The items in the collection are analyzed through the aspects of hybridization, colonial herit-age and repatriation together with how collections of this type, with a dual cultural heritage, can be exhibited in a way so that both a national and international audience can take part of it. A rel-evant question is also what further research that can be done on collections of this type. With this thesis I argue that a digital exhibition would be the best way to make collections of this kind available on a national and international level. Also research projects over country- and institutional- borders on these types of items would extend the knowledge about them and elabo-rate the whole history around these objects that both have a cultural value in Sweden and in the South Pacific.

Some years ago I stumbled upon and straight into the bliss of the tropical paradise when setting foot in a Tiki bar for the first time. The story behind this enchanting pop cultural institution unfolded a history built upon colonial power, cultural appropriation and hegemonies. This paper investigates the western construction of the tropical paradise and the power relations that it is built upon. The work revolves around processing my own attraction towards the tropical paradise and adressing how eurocentric narratives have been depicting Oceanic cultures, people and environments in Western popular culture. I approach this attraction by both researching the colonial history of Europeans presence in Oceania and how those events intertwine with our ideas of the paradise on earth today, as well as making objects, scenes and performances that alludes to the topic. At the end of this phase of the project, the colonial gaze that constructed the tropical paradise is turned towards the West itself in the making of the installation Civilization Bar.

The thesis seeks to reveal, through the use of numerous case studies, the timekeeping processes that helped to make New Zealand. Whilst the period under review covers primarily the period 1840 to 1868 there is also a discussion of the emergence of clock time in thirteenth century Britain and Europe and its development through to the late nineteenth century. This is because the settlers‟ apprehension of time and their use of clocks and watches had evolved over the preceding centuries. The importance of reliable time was recognised by the Church from the medieval period but as ownership of public and private clocks proliferated the decentralisation of clock time commenced. Clock time commanded the lives of people and imprinted itself through the inculcation of such notions as punctuality and productivity. Better clocks brought a new emphasis to workplace efficiency underpinning the belief that time was money and facilitated the efficient coordination of Land, Labour and Capital. The discovery of New Zealand required timekeeping at sea. The achievements of James Cook, underpinned by improved chronometers, facilitated the large-scale British colonisation of New Zealand and seldom brought respite from the rule of time. Once on land, the settlers looked to establish a temporal order similar to Britain. The challenge to establish and disseminate the „true‟ local time within communities led to the setting up of observatories and the use of public clocks, time ball stations, bells and guns to signal clock time. The myriad of local times was not a problem at first but once the telegraph began to link communities they hindered its optimal efficiency. This led to the introduction of „telegraph time‟ in early 1868, dual time systems in communities using the telegraph, and public debate. Whilst most provinces accepted the new clock time, Otago saw it as an affront to their community‟s autonomy and identity. The province challenged the imposition of telegraph time, instigated a Parliamentary debate, and argued for the introduction of a common New Zealand time. Parliament‟s 1868 decision was a triumph for convenience and economic rationality over tradition and local identity. New Zealand was the first country entirely to abandon local times and regulate its time in relation to Greenwich mean time.

В данной работе представлена биография и процесс инициации британского ботаника Джозефа Бэнкса в научно-исследовательском пространстве. На основании фрагментов заметок Бэнкса о своем опыте путешественника и естествоиспытателя на о. Таити проведена реконструкция обстоятельств, в которых натуралист реализовывал свою экспедиционную и научно-исследовательскую деятельность. Новизну исследования определяет то, что научная деятельность натуралистов и расширение Британской империи рассматриваются в комплексе, как взаимосвязанные процессы. Такой подход позволяет углубить и расширить понимание империи как государственно-политического образования, так и формирующийся в этот период естественно-научной картины мира, основанной на идее подчинения человеком природы. Взаимное пересечение научно-культурного и политического контекстов данной эпохи позволяет говорить о феномене «имперской ботаники». Использованный в тексте перевод фрагментов путевых заметок Бэнкса выполнен автором данной работы и представляет собой первую публикацию трудов Бэнкса на русском языке. На примере деятельности Бэнкса по изучению о. Таити были выявлены исследовательские практики натуралистов в контексте складывания Британской империи. Также в работе дана характеристика степени развития естественнонаучного знания и отдельно ботаники как науки в Британской империи во второй половине XVIII – первой четверти XIX вв., описаны цели и состав участников первой кругосветной экспедиции Дж. Кука. / This study is devoted to Joseph Banks’ biography and process of his initiation in a scientific research community. The reconstruction of circumstances in which naturalist realized his expedition’ and scientific-research activity was based on parts of Banks’ journals. Banks described his experience of traveler and scientist. The study is novel in that it scientific researching of naturalists and expansion of British Empire are contemplated as interrelated processes and a whole phenomenon. This approach let intensify and develop our understanding of empire as state and a new scientific view of the world, which was based on idea of human’s submit of nature. Mutual interconnection between scientific culture’ and political contexts of the period let say about the phenomenon of botany of empire. The author of this study made translation of parts of Banks’ journal. It is the first publication of Banks’ works on Russian language. Using the example of Banks’ exploring of Tahiti practices of naturalists in the context of making British Empire were found out. Also the study contains the characteristic of level of development of natural history’ knowledge and especially a botany as a science in British Empire in the second part of 18th – first quarter of 19th centuries, as well as description of aims and membership of James Cook’s first round-the-world expedition.

Between 1760 and 1833, English explorers systematically filled in the map of British North America. Many of those explorers worked for two fur-trading companies: the Hudson's Bay Company and the North West Company. In pursuit of new sources of fur, they opened western Canada to European comprehension. Their published accounts of geographic exploration provided the British audience with new geographical information about North America. New geographic information often paved the way for settlement. However, in the case of the Canadian West, increased geographic comprehension did not necessarily lead to settlement. By 1833, the explorers had built a base of knowledge from which the British conceptualized the Canadian wilderness. Over the course of seventy years, the British conception of western Canada remained remarkably consistent. The popular British image of western Canada, persisting into the 1830s, was of a wasteland fit only for the fur trade. The British, who had been expanding around the world for several hundred years, were not yet interested in settlement in western Canada. This thesis seeks to expand upon the link that existed between the fur trade, its employees, and their influence on the British conception of western Canada. / Master of Arts