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After Words: The Post-Prime Ministerial Speeches by Paul Keating

By Paul Keating

A precise quantity of speeches and coffee items written completely via former Australian leading Minister Paul Keating Books of speeches are hardly released as a compendium of labor by way of one individual. After phrases is targeted in Australian publishing through advantage of its scale and diversity of topics, and that every one the speeches are the paintings of 1 eye and one brain: former Australian major Minister Paul Keating. each one speech has been conceptualized, contextualized and crafted by way of Paul Keating. topic to topic, notion to suggestion, the speeches are similar in a much wider build, that's the way in which Paul Keating has seen and considered the area. The speeches show the breadth and intensity of his interests—be they cultural, historic, or policy-focused—dealing with topics as wide as diplomacy, monetary coverage and politics. person chapters diversity from a dialogue of Jorn Utzon's Opera condo via to the redecorate of Berlin, the background of local identify, Australia's courting to the international locations of Asia, the position of the monarchy, to the form of Gustav Mahler's Symphony No. 2, and extra. After phrases contains an analytic remark on Australia's fresh social and monetary repositioning, within the minds of many, by means of its vital architect. The speeches, as a rule, transcend observations, as Paul Keating sketches out new vistas and issues to new instructions. For these drawn to issues that visit the way forward for Australia and the realm, After phrases presents, unmediated, a panoply of matters which the coverage brain and writing kind of Paul Keating has sculpted right into a recognizable panorama.

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Thus the framework for analysing identity formation in the context of this study was constructed to examine collaboration identities in terms of how the English language teachers and researchers ‘accounted for themselves’ and others in the school–university partnership project (Chan and Clarke 2014; Clarke 2009; MacLure 2003). For example, how teachers and facilitators ‘authored’ their identities at the different stages of the collaboration process. The theoretical framework aims to show that the processes of identity formation are intricately linked to the discourses and the social contexts that we work within (Clarke 2009).

However, Hargreaves’ approach in analysing collaboration inevitably leads to the positioning of one form of collaboration practice as being better than another (true collaboration versus contrived collegiality). In reality, collaboration is likely to be much more complex than the two types of practices presented by Hargreaves. Building a typology of collaboration practices provides a contextual understanding of why collaboration practices work or fail, but it does not question why collaboration practices exist in the first place.

This section has illustrated how collaboration as a social practice between teachers and researchers has been politicised as a strategy to develop common solutions to educational problems in contemporary contexts. I have deconstructed how collaboration and partnership are presented in three prominent tropes of professional development practices for educators in teacher education literature. What I have highlighted is how collaboration discourses have consistently drawn on the discourses of democracy, partnership, emancipation and mutuality to legitimise the different practices.

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