http://hdl.handle.net/2328/1585 2013-05-19T06:07:51Z http://hdl.handle.net/2328/1690 Title: Heroes and gender: Children Reading and Writing. Authors: Golden, Jill Abstract: Educators who are concerned about reading and writing practices within schools, and their constructions and representations of gender, are inevitably confronted with troublesome complexities and contradictions. Contradiction however can be understood not as a failure of critics to `get it right', but as an inevitable consequence of the competing discourses within which we (as educators, as women, as readers and writers) are positioned. Exploring sites of contradiction can be a fruitful way of increasing our understanding of these discourses, in order perhaps to better resist or negotiate our positions within them. Feminist poststructuralist theory offers one useful tool for such an analysis. Equally useful and important is an explicit recognition of the ethical implications of any interaction between people (specifically, between teachers and children, and amongst children) in a classroom situation. Here I want to explore some of the contradictions and complexities that girls and boys might find in taking up the position of hero in the stories that they read, write, imagine – and live. 1994-01-01T00:00:00Z http://hdl.handle.net/2328/1689 Title: When the diaspora returns. Language choices in post-independence Timor Lorosa’e. Authors: Golden, Jill Abstract: After four centuries of Portuguese rule, twenty four years of Indonesian occupation, and two years of United Nations' administration, East Timor gained independence on 20 May, 2002. The new constitution of East Timor designates Portuguese as the official language, Tetum (the Indigenous lingua franca) as the national language, and English and Indonesian as working languages. There are also sixteen distinct local languages in the various districts. Indonesian is being officially phased out, but Indonesia remains East Timor's largest trading partner. Why was Portuguese chosen as the official language of East Timor? East Timor must confront the possibility of failing as a nation, like at least one of its neighbours, the Solomon Islands. Language questions will play a key part in East Timor's direction. The following are examples of the practical consequences of choosing Portuguese as the official language, in a country where less than fifteen per cent of the people speak or understand it. 2004-01-01T00:00:00Z http://hdl.handle.net/2328/1688 Title: The Care of the Self: poststructuralist questions about moral education and gender. Authors: Golden, Jill Abstract: The relationship between poststructuralist theory and ethics or values in education is a complex and relatively unexplored one, yet in classrooms the ethical implications of theory are lived out daily in the relations between teachers and children. Teachers who are interested in bringing the insights of poststructuralist theory into their work with children still tend to refer back (consciously or otherwise) to the ethics of versions of liberal humanism in making value judgements. The incongruence which results can undermine changes that a teacher wants to bring about. One approach to this dilemma can be through narrative. Narrative, or story, is one of the "technologies of the self" most available to teachers and children for the construction, regulation and care of selves (as knowers, as learners and as moral agents), including the ongoing construction of values associated with feminine and masculine gender identities. Deconstruction of children's classroom and lived narratives can make this process visible. This paper will explore the specific and differing values made visible in one story told by five children. 1996-01-01T00:00:00Z http://hdl.handle.net/2328/1654 Title: Truth-telling: a passage to survival in Doris Brett's "Eating the Underworld. A Memoir in Three Voices". Authors: Golden, Jill Abstract: Doris Brett is a poet, writer and psychotherapist whose 2001 book, "Eating the Underworld. A Memoir in Three Voices", tells three concurrent stories about survival. The author survives ovarian cancer and its return; she is the daughter of Holocaust survivors whose experiences are the background to her own childhood; and she describes herself as a survivor of childhood sibling abuse. The three stories have subterranean links which Brett uncovers in ways that raise ethical and psychological questions of great complexity. Layers of understanding about family and memory are knitted together through three different narrative strategies: poetry, journal writing and fairy tales. The result is as complex as a Fair Isle sweater. This multifaceted effort at truth-telling becomes Brett's passage to survival; through the processes of negotiating and narrating she constructs an identity that enables her to make sense of her life. Brett's first story in "Eating the Underworld" is the intimately personal one of her physical and emotional experience of ovarian cancer, and its recurrence, which covers a period of several years. Her second narrative is motivated by and is a response to the writings of her sister Lily Brett. Lily, herself a well-established poet, short story writer and essayist, has written extensively as the child of Holocaust survivors. Readers of "Eating the Underworld" have no way to adjudicate between the two sisters' versions of their mother, but in choosing to write memoir rather than fiction, Doris has implicitly entered into a ‘pact’ with her readers. What part can fairy tales possibly play in such 'will to truth'? Do fairy tales lie outside any autobiographical pact in Doris's memoir? If so, why has she included them and why does she give the very last words in the book to her fairy tale characters? What kind of narrative trust can include the use of fairy tales and how are readers expected to relate them to the journal and poetry sections of "Eating the Underworld"? 2006-01-01T00:00:00Z