Suchergebnisse

"Romantic-era literature offers a key message: surveillance, in all its forms, was experienced distinctly and differently by women than men. Gender, Surveillance, and Literature in the Romantic Period examines how familiar and neglected texts internalise and interrogate the ways in which targeted, asymmetric, and often isolating surveillance made women increasingly and uncomfortably visible in a way that still resonates today. The book combines the insights of modern Surveillance Studies with Romantic scholarship. It provides readers with a new context in which to understand Romantic-period texts and looks critically at emerging paradigms of surveillance directed at marginal groups, as well as resistance to such monitoring. Works by writers such as Jane Austen, Charlotte Smith, and Joanna Baillie, as well as Lord Byron and Thomas De Quincey give a new perspective on the age that produced the Panopticon. This book is designed to appeal to a wide readership, and is aimed at students and scholars of surveillance, literature, Romanticism, and gender politics, as well as those interested in important strands of women's experience not only for the additional layers they reveal about the Romantic era but also for their relevance to current debates around asymmetries of power within gendered surveillance"--

Harry Garuba teaches at the Centre for African Studies, University of Cape Town. His recent publications include "Negotiating the(Post)Colonial Impasse: Wole Soyinka's The Lion and the Jewel and Derek Walcott's Ti-Jean and His Brothers" (English Academy Review, December 1999), "The Island Writes Back: Discourse/Power and Marginality in Wole Soyinka's The Swamp Dwellers, Derek Walcott'sThe Sea at Dauphin, and Athol Fugard's The Island"(Research in African Literatures, winter 2001), and "Mapping the Land/Body/Subject: Colo- nial and Postcolonial Geographies in African Narrative" (Alternation, 2002).

Research Report—'Education, work and Australian society in an AI world: A review of research literature'1. Research BackgroundThe research was in the field of education. The Gonski Institute for Education commissioned us to research and write a report on current research literature concerning artificial intelligence and education. The emergence of Artificial Intelligence has become an issue for education in two ways—in terms of changing provision and practices within education itself, and in terms of education's crucial role in preparing for the future, especially but not only the future of work. Policy makers are seeking guidelines as to how to respond. The report's key aim was to review the literature in order to present policy recommendations. 2. Research Contribution The report contributes to knowledge by synthesising and evaluating the current literature and presenting 6 key policy recommendations in order to safeguard the future of Australian education and to foster social innovation. Its main concern is the organisation and administration of education in a world in which AI is becoming an increasingly powerful social force. The recommendations include: forming a cross-sector representative body; providing professional development opportunities for teachers; working towards the ethical and effective procurement of AI systems; introducing adaptive and personalised learning in a way that ensures a focus on educational and equity principles; providing appropriate data protection and legislation; focusing on AI-complimentary skills. 3. Research Significance & Evidence of Excellence The significance of this research is that it enables education policy influencers, policy makers and other stakeholders to frame appropriate responses to the emergence of AI. Its value is attested to by the following indicators: • Accepted and published by the Gonski Institute for education • Invited to publish an article based on the report for the Journal of Professional Learning published by The NSW Teachers Federation's (NSWTF) Centre for Professional Learning (CPL) [written and published January 2019]• Has received responses international from various teacher's group (e.g. from Canada)