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The purpose of this thesis is to explore the ways in which Nicholas Hasluck's novels have been read in the past, and to develop an alternative interpretation which takes into account all Hasluck's narratives, reading them through the framework of current trends in literary and cultural theory. Hasluck is a Western Australian writer whose work takes seriously, while at the same time parodies, the institutions of both Western Australia and Western society.The initial section comprises three chapters, in which Hasluck's novels are read through the commonly used frameworks of the mystery-thriller genre and satire. The second part of the thesis, which covers four chapters, is a reading of Hasluck's narratives through the shift from modernism to postmodernism, drawing particularly on the work of theorists such as Linda Hutcheon, Michel Foucault and Brian McHale. This interpretation reveals how Hasluck's work increasingly uses the marginal, regional narratives of Western Australia to contest the mega-narratives of the West.The significance of this thesis is twofold. Firstly, this is currently the most in-depth examination of the work of a neglected Western Australian writer, and, secondly, the combining of Hasluck's literary themes and this thesis's critical framework provides a productive format for exploring issues of Western Australian history and literature.

Prelude A short piece to prepare the way (Sadie and Tyrrell, 2001) Education for sustainability and educational leadership are the two faces to my research. Although there are differences between the concepts of environmental education and education for sustainability they are often confused. Environmental education deals with awareness raising and encouraging behaviour change to support environmental management and conservation. On the other hand, education for sustainability recognises the transformative role of education, while implicitly referring to intergenerational equity, ecological sustainability and the fair distribution of resources. The confusion is evident at the school level. Leadership is also a term fraught with confusion and misinterpretation. While there are many definitions of leadership, two common perspectives which have persisted over time are definitions of leadership as a matter of influence and of leadership as a skill. In educational terms sustainable leadership represents a shift to capture and merge contemporary leadership theory with the international pressure for sustainability through education. There is a dearth of information available to describe education for sustainability despite recognition by both Australian and Western Australian governments of its importance in this, the early years of the Decade of Education for Sustainable Development (2005-2014). The aims of this qualitative research are to capture leaders’ understanding of how education for sustainability is conceptualised, incorporated across the curriculum and led in Western Australian government secondary schools. In addition this study seeks to determine how education for sustainability becomes embedded and sustained in these schools. The research re-conceptualises leading for sustainability. Four key concepts are identified as essential for embedding education for sustainability into Western Australian government secondary schools. These key concepts are: understanding sustainability; imagining the future; building relationships; and taking action. Combined, they enhance the meagre knowledge base about leading for sustainability in Western Australian secondary schools and provide a springboard for further research in the fields of sustainability and educational leadership.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The rangelands or semi-arid and arid regions of Western Australia occupy about 87 percent of the land area. Pastoral grazing of managed livestock, mainly sheep and cattle, occurs over much of this area, with an increasing proportion being allocated to the state conservation estate. Rangeland monitoring began at the local scale in the 1950s and since then has been closely tied to the needs of the pastoral industry. By 1992 a regional-scale, ground-based system was in place after two decades of trialling precursor techniques. The state-wide pastoral monitoring programme, known as the Western Australian Rangeland Monitoring System (WARMS), helps to monitor the state’s natural vegetation and soil resources. Change in soil and vegetation attributes through time, in response to climatic conditions, herbivore grazing, fire and other natural and anthropogenic drivers in the rangelands is known as change in range condition or range trend. When range condition is used in an ecological context, as it is in this research, an improving trend implies an improvement in ecological integrity or ecosystem health. In contrast, a declining trend implies a reduction in integrity, otherwise known as natural resource degradation. The principal objective of this study is to produce a regional-scale, long-term quantitative assessment of range condition change in the southern rangelands of Western Australia, using WARMS transect data. Previous analyses of the WARMS database have examined selected vegetation parameters, but this study is the first to calculate a single integrated range condition index. The assessment covers an area of approximately 760,000 km2, stretching southeast from the southern Pilbara region through the Gascoyne-Murchison and Goldfields regions to the Nullarbor region on the Great Australia Bight. / WARMS is designed to provide data and information for assessing regional and long-term changes in rangeland ecological condition. It consists of two principal parts: (1) numerous permanent field monitoring sites and (2) a large relational database. By the end of 2006, there were 980 WARMS sites located on 377 pastoral leases (stations) in the southern rangelands of Western Australia. Average lease size is 202,190 ha and the largest is 714,670 ha. The total area occupied by leases (pastoral plus leases converted to the conservation estate) is approximately 76,250,000 ha. WARMS sites are at an average density of 2.6 sites per lease or 1 site per 77,780 ha of pastoral rangeland. Field-recorded metrics include 11 soil surface parameters and four plant parameters (location on belt-transect, species, height and maximum canopy extent). The field data collection protocol has remained essentially unchanged since 1992 and new field data are captured at each site on a 5-year cycle. This is the most extensive quantitative, ground-based rangeland monitoring system in Australia. This assessment of range condition is based a suite of soil and vegetation indices derived from the WARMS transect field metrics. Seven basic indices have been derived and algorithmically combined into three higher-order indices, one for each of three components of ecological integrity: composition, function and structure. The three indices are then combined into an overall index of ecological health called the Shrubland Range Condition (SRC) Index. In addition, the indices have been assigned to particular time-slices based on the field acquisition date of their component metrics, allowing the calculation of change through time. / The combination of the hierarchical index framework, the use of time-slices and GIS mapping techniques provided a suitable analysis platform for the elucidation of spatial and temporal change in rangeland ecological integrity or health at WARMS sites. The nature of change in the SRC Index and the landscape function, vegetation structure and vegetation composition sub-indices has enabled possible causes to be inferred. The patterns of range condition and change are complex at all landscape scales. However, based on analysis of the WARMS sites, range condition is considerably more variable, in space and time, in the northern parts of the southern rangelands compared to the southern parts, with the exception of the Nullarbor region. Through time, the Ashburton and Gascoyne regions consistently demonstrate the largest area (site clusters) of change and the greatest magnitude of change. For many areas, range trend has fluctuated markedly between improvement and decline since the mid-1990s. However, there are two large clusters of sites which show continuing decline through more than two decades. The legacy of historical degradation and ongoing poor land stewardship (principally through over-stocking) is hindering the widespread recovery in range condition, despite more than a decade of good rainfall seasons. An uncommon exception to this sad story is a group of sites located in the upper region of the Gascoyne catchment, where there has been almost continuous improvement over the same period. This work also provides empirical evidence of a fundamental difference in the behaviour of surface water-flows in different catchment types. / Using the Landscape Function Factor (LFF), there is conspicuous regional differentiation of sites located in exorheic catchments from those located in endorheic-arheic catchments. In general, sites located in the coastal draining exorheic catchments exhibit greater rates of soil erosion compared to sites located in the other internally draining catchment types; the different erosional regimes are probably related to the nature of the ultimate and local base-levels associated with each catchment type. This has important implications for the long-term management of the rangelands of Western Australia.

This thesis investigates nutrient contribution to six hyper-eutrophic lakes located within close proximity of each other on the Swan Coastal Plain and 20 kilometres south of the Perth Central Business District, Western Australia. The lakes are located within a mixed land use setting and are under the management of a number of state and local government departments and organisations. These are a number of other lakes on the Swan Coastal Plain for which the majority are less than 3 metres in depth and considered as an expression of the groundwater as their base is below the regional groundwater table throughout most of the year. The limited amount of water quality data available for these six lakes and the surface water and groundwater flowing into them has restricted a thorough understanding of the processes influencing the water quality of the lakes. Various private and public companies and organisations have undertaken studies on some of the individual wetlands and there is a wide difference in scientific opinion as to the major source of the nutrients to those wetlands. These previous studies failed to consider regional surface water and groundwater effects on the nutrient fluxes and they predominantly only investigated single wetland systems. This study attempts for the first time to investigate the regional contribution of nutrients to this system of wetlands existing on the Swan Coastal plain. As such, it also includes new research on the nutrient contribution to some of the remaining wetlands. The research findings indicate that the lake sediments represent a considerable store of nutrients (nitrogen and phosphorus). These sediments in turn control the nutrient status of the lake's water column. Surface water is found to contribute on an event-basis load of nutrients to the lakes whilst the groundwater surprisingly appears to contribute a comparatively low input of nutrients but governs the water depth. Analysis of the regional groundwater shows efficient denitrifying abilities as a result of denitrifying bacteria and the transport is localised. Management recommendations for the remediation of the social and environmental value of the lakes include treatment of the lake’s sediments via chemical bonding or atmospheric oxidation; utilising the regional groundwater’s denitrifying abilities to ‘treat’ the surface water via infiltration basins; and investigating the merits of managed or artificial aquifer recharge (MAR).

This thesis is primarily an historical examination of how neo-classic economics influenced WA education policy formation from the mid 1980s until the release of the Curriculum Framework (1998). It first aims to examine and explain the context and origins of neo-classic economic influences globally, and then explores the process and impact of its introduction to WA policy-making in general, and to education policy in particular. Within the thesis some fundamental propositions put forward by other theorists are built upon. The most significant is the view that between 1983 and 1998, there has been a distinct and well documented shift in the primary ideological forces driving education policy throughout the western world. This is attributable to a strengthened link between education and national economic goals which has resulted in an economic imperative and the use of an economic discourse to describe educational aims. From these understandings this thesis explores whether neo-classic economics has played a significant influence in shaping education policy in WA, as it has done in many parts of the world. The methodological approach principally involves the textual analysis of major policy documents preceding and including the Curriculum Framework (1998). The focus is on primary and secondary sources, essentially to discover, analyze, and demonstrate how neo-classic economics had influenced education policy in WA by 1998. Taking a pragmatic approach, this professional doctorate makes a specific contribution to research through synthesizing the impact of neo-classic economics on WA schools policy via a range of principally secondary sources. In particular, it explores how neo-classic economics influenced WA education policy by seeking to answer four fundamental research questions: 1. Was the influence of neo-classic economics evident internationally, and if so did it impact on education policy? 2. How did neo-classic economics influence Australian Commonwealth Government schools policy? 3. Were there clear neo-classic economic influences evident within other Australian states, and, if so, did they influence schools policy? 4. In whose interests were neo-classic economic education policies? Neo-classic economic approaches were espoused widely as a solution to the apparent failure of in economics from the early 1970s onwards. Beare (1995) argued that in many countries policy perspectives for education and other welfare services changed in a number of 'profound' ways, the most significant was the use of an economic rationale to justify almost every significant policy initiative. Within the Anglo-democracies, specifically the US and UK, the pursuit of neo-classic economic policies involved the adoption of initiatives allowing the 'market' to dictate what should or should not occur within the economy. As a part of the neo-classic economic drive, governments endeavoured to improve efficiency within the public services. Consequently, education policy became driven by an economic imperative often to the detriment of educational aims. This study demonstrates that neo-classic economic policy came to dominate government decision making in Australia following the election of the Hawke Labor Government in 1983 (Dudley and Vidovich 1995).This was similar to neo-classic economic patterns in the US and UK. By 1985 neo-classic economic trends at the Commonwealth level were clearly evident and become overt and robust with the passage of time. Under Minister Dawkins Commonwealth education policy was fumy linked to national economic goals. An examination of the Victorian context demonstrates neo-classic economic trends within the other Australian states' education policies. Under the Kennett Liberal Government the shift to neo-classic economic education policy resulted in reductions in educational spending, staffing cuts and school closures. The prime motivation for the reforms was the reduction of costs and the aligning of education through a focus on vocational subjects and employment related skills. Concomitant with the rise of neo-classic economics was a commensurate growth in the attention of Australian business and industry to education policy. Business and industry groups increasingly promoted the notion of human capital theory by linking education and economic growth. This can be partly attributed to employers' growing interest in having schools produce individuals suitably prepared for positions in the workplace, a phenomenon which has been reflected in WA secondary schools through a shift to a vocationalised curriculum (Browning 1977). In effect business was able to defray expending capital on training workers through hiring school leavers tailored for workplace positions. From at least the early 1980s there was accelerating evidence of a more active and open involvement of business in the major education inquiries which also contributed to policy formation dominated by neo-classic economics. The exploration of the global and national context of neo-classic economics confirms that neo-classis economic influences within WA Qd not occur in isolation. From at least 1987 it is evident that neo-classic economics influenced WA education policy. The consequence was a curriculum shaped predominantly by economic interests as opposed to educational concerns.

Irish-born Sir John Winthrop Hackett (1848-1916) achieved substantial political and social standing in Western Australia through his editorship and part-ownership of the West Australian newspaper, his position as a Legislative Council member and as a layman in the Anglican Church. The thesis illustrates his strong commitment to numerous undertakings, including his major role in the establishment of Western Australia's first University. This thesis will argue that whatever Hackett attempted to achieve in Western Australia, his philosophy can be attributed to his Irish Protestant background including his student days at Trinity College Dublin. After arriving in Australia in 1875 and teaching at Trinity College Melbourne until 1882, his ambitions took him to Western Australia where he aspired to be accepted and recognised by the local establishment. He was determined that his achievements would not only be acknowledged by his contemporaries, but also just as importantly be remembered in posterity. After a failed attempt to run a sheep station, he found success as part-owner and editor of the West Australian newspaper. Outside of his business interests, Hackett’s commitment to the Anglican Church was unflagging. At the same time, he was instrumental in bringing about the abolition of state aid to church schools in Western Australia, which he saw as advantaging the Roman Catholic Church. He was a Legislative Council member for 25 years during which time he used his editorship of the West Australian, to campaign successfully on a number of social, industrial and economic issues ranging from divorce reform to the provision of economic infrastructure. As a delegate to the National Australasian Conventions he continually strove to improve the conditions under which Western Australia would join Federation. His crowning achievement was to establish the state’s first university, which he also generously provided for in his will. One of the most influential men in Western Australian history, his career epitomised the energy and ambition of the well-educated immigrant.

This thesis is a history of schooling for Indigenous children in Western Australia between the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis represents the view that, for most of this period, and regardless of policy, education for Indigenous children was directed towards changing their beliefs and behaviours from being distinctly Aboriginal to recognizably European. Four major policies for Aborigines provide the framework for the thesis, these being amalgamation (1840-1852), protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ). The amalgamation of the Indigenous popuIation with the small colonial society in Western Australia was a short-lived policy adopted by the British Colonial Office. Protection, a policy formalised by Western Australian legislation in 1886, 1905 and 1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy the Indigenous population was regarded as two distinct groups - a diminishing traditional population to be segregated and protected and an increasing part-Aboriginal population that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of assimilation, coordinated by the Commonwealth government, which anticipated that all people of Aboriginal descent would eventually be assimilated into the mainstream Australian society. This policy was replaced in 1973 by one of Aboriginal community self-determination, an initiative of the Commonwealth government and adopted throughout Australia. The attempts at directed cultural change were evident in the 'Native' schools that opened in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation of children from their families and a Christian education would achieve the transition from a 'savage to civilized' state. For another century the education of Indigenous children on missions and in government settlements was founded upon similar assumptions. The thesis acknowledges that the principal change agents, such as the Chief Protectors of Aborigines, mission administrators and the teachers in direct contact with the children, seriously underestimated both the enduring nature of Indigenous culture and the prejudice in Australian society. Between 1912 and 1941 a few government schools in the southern districts of Western Australia refused to admit Aboriginal children. The exclusion of these children is examined against a background of impoverished living conditions, restrictive legislation and mounting public pressure on the State and Commonwealth governments for a change in policy. The change did not begin to occur until 1951 when the Commonwealth and States agreed to a policy of assimilation. In Western Australia this policy extended education to all Aboriginal children. The thesis explores the provision of government teachers to Aboriginal schools in remote areas of Western Australia between 1951 and 1978. The final chapter examines Indigenous perceptions of independent community schools within the fust five years of the policy of self-determination and contrasts the objectives and management of two schools, Strelley in the Pilbara and Oombulguni in the Kimberley.

In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret ++ / the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.