WHEN DISABILITY SERVICE OFFICERS BECOME STREET-LEVEL ADVOCATES IN QUEENSLAND TECHNICAL AND FURTHER EDUCATION CONTEXTS THROUGH ARISTOTLE’S NICOMACHEAN ETHICS
Abstract
Aristotle, The Grand Master of Philosophy and Literature, developed many theories relating to inequality which remain relevant in this current millennium. This qualitative study examined the role of Disability Service Officers (DSOs) in Technical and Further Education (TAFE) and explored their approach to students with dyslexia using Aristotelian theory. This case study used semi-structured interviews in five TAFE Colleges within Australia. A foundational theory of Street-Level Advocates emerged from the DSOs interactions with adult students with dyslexia. Disability Service Officers interactions aligned with Aristotle's philosophy of Nicomachean Ethics; and knowledge, thinking, and ethics of humanity, whilst practicing good deeds. Aristotle’s theory plays an integral part of this research, as he provides knowledge of good deeds, not unlike DSOs in TAFE.
Article visualizations:
Keywords
Full Text:
PDFReferences
ADCET. (2017). Disability Practitioners' Role,. University of Tasmania. Australian Disability Clearninghouse for Education and Training. Retrieved from https://www.adcet.edu.au/resource/8784/inclusion-welfare-advisor-position-description/
Andresen, A., Anmarkrud, Ø., Salmerón, L., & Bråten, I. (2019). Processing and Learning from Multiple Sources: A Comparative Case Study of Students with Dyslexia Working in a Multiple Source Multimedia Context. Frontline Learning Research, 7(3), 1-26.
Review of Disability Standards of Education 2005, (2013).
Caskey, J. (2017). When Educational Support Is Just Not Enough: Adult Students Diagnosed with Dyslexia in Technical and Further Education (TAFE). (Doctor of Philosophy electronic and hard copy), University of the Sunshine Coast, MAPS : University of the Sunshine Coast. Retrieved from http://research.usc.edu.au/vital/access/manager/Repository?query=Caskey&f0=sm_type%3A%22Thesis+%28PhD%29%22&queryType=vitalDismax Available from University of the Sunshine Coast research.usc.edu.au database.
Caskey, J., Innes, P., & Lovell, G. (2018). Making a Difference: Dyslexia and Social Identity in Educational Contexts. Support For Learning, 33(1), 12.
Caskey, J., & Spinks, W. (2019). The discretionary practices in TAFE: A case of disability officers and adult students with dyslexia. European Journal of Special Education Research, 4(3).
Clandinin, D. J., Cave, M. T., & Berendonk, C. (2017). Narrative inquiry: a relational research methodology for medical education. Medical education, 51(1), 89-96. doi:10.1111/medu.13136
Cooper, J., & Cooper, J. M. (1975). Reason and human good in Aristotle: Hackett Publishing.
Denzin, N., & Lincoln, Y. (Eds.). (2005). Part II Paradigms and Perspectives in Contention (3rd ed.). Thousand Oaks, CA: Sage Publications Inc.,.
Department of Industry Australian Government. (2015). Disabled Australian Apprenticehip Wage Support. Retrieved from http://www.australianapprenticeships.gov.au/about
Etzioni, A. (2014). Common good. The encyclopedia of political thought, 603-610.
Fine, M., & Sirin, S. R. (2007). Theorizing Hyphenated Selves: Researching Youth Development in and across Contentious Political Contexts. Social and Personality Psychology Compass, 1(1), 16-38. Retrieved from http://dx.doi.org/10.1111/j.1751-9004.2007.00032.x. doi:10.1111/j.1751-9004.2007.00032.x
Fletcher, S. (2007). Mentoring adult learners: Realizing possible selves. New Directions for Adult & Continuing Education(114), 75-86. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=25640664&site=ehost-live. doi:10.1002/ace.258
Fried, A., Gey, R., Pretorius, A., & GÜNther, L. (2013). Decoupling From Standards -- Process Management And Technical Innovation In Software Development Organisations. International Journal of Innovation Management, 17(4), 1-34. Retrieved from http://ezproxy.usc.edu.au:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=90547583&site=eds-live. doi:10.1142/S1363919613500126
Gergen, K. (1985). The Social Constructionist Movement in Modern Psychology. American Psychologist, 40(3), 266-275.
Gergen, K. (2005). Social Construction in Context. London: SAGE Publications
Gergen, K. (2010). Relational Being: Beyond Self and Community, . New York: Oxford University Press,.
Gilger, J. W. (2017). Beyond a reading disability: comments on the need to examine the full spectrum of abilities/disabilities of the atypical dyslexic brain. Annals of Dyslexia, 67(2), 109-113.
Good Universities Guide. (2018). TAFE Institutes within each Australian State,. Good Education Group,. 2018. Retrieved from https://www.gooduniversitiesguide.com.au/universities-tafes-colleges/tafes-in-australia
Harris, J. (2012). What It’s Like to Be Good. Cambridge quarterly of healthcare ethics, 21(03), 293-305. doi:10.1017/S0963180111000867
Heinaman, R. (2017). Plato and Aristotle's ethics: Routledge.
Hursthouse, R. (1986). Aristotle, Nicomachean Ethics. Royal Institute of Philosophy Supplements, 20, 35-53. Retrieved from http://dx.doi.org/10.1017/S0957042X00004004. doi:doi:10.1017/S0957042X00004004
Lipsky, M. (1983a). Street Level Bureacracy: . London.
Lipsky, M. (1983b). Street Level Bureacracy: Dilemmas of the Individual in Public Services London.
Lipsky, M. (2010). Dilemmas of the Individual in Public Services (30th Anniversary Expanded Edition ed.). New York: Russell Sage Foundation.
Madden, J. (2008). An Exploration of the Relationship Between Teacher Leadership and The Principalship in Nurturing Student Learning. (Doctor of Education), Australian Catholic University, Brisbane.
McCabe, E. (2001). Disability Officers in Higher Education: National Association of Disability Officers.
Meyer, J. (2010). World Society, Institutinal Theories, and the Actor. Annual Review of Sociology, 35, 1-20. Retrieved from www.annualreviews.org. doi:10.1146/annurev.soc.012809.102506
Meyer, J., & Rowan, B. (1977). Institutional Organisations: Formal Structure as Myth and Ceremony. American Journal of Sociology, 83(2), 340-363.
North Coast Institute of TAFE - New South Wales. (2013). Why are we Concerned? Issues with VET Reform, Smart and Skilled. Admissions Road Community Centre, TAFE Equity Programs, 2nd April, 2013. Retrieved from http://www.arcco.org.au/blog/why-are-we-concerned-issues-with-vet-reform-and-smart-and-skilled/.
Onwuegbuzie, A., & Leech, N. (2005). Taking the "Q" out of Research: Teaching Research Methodology Courses Without the Divide Between Quantitative and Qualitative Paradigms. Quality and Quantity, 39, 267-296.
Pakaluk, M. (2005). Arisotle's Nicomachean Ethics, An Introduction. Cambridge: Cambridge University Press.
Polansky, R. (2014). The Cambridge Companion to Aristotle's Nicomachean Ethics: Cambridge University Press.
Pressman, S. D., Kraft, T. L., & Cross, M. P. (2015). It’s good to do good and receive good: The impact of a ‘pay it forward’ style kindness intervention on giver and receiver well-being. In.
Queensland Skills and Training Taskforce Committee (Producer). (2012a). Queensland Blueprint for TAFE Reform,. The Scan - Tertiary Sector News and Views,. Retrieved from http://the-scan.com/?s=TAFE+Blueprint
Queensland Skills and Training Taskforce Committee. (2012b). Queensland Skills and Training Taskforce Brisbane: Department of Education, Training, and Employment Retrieved from http://training.qld.gov.au/resources/industry/pdf/final-report.pdf
Queensland Skills and Training Taskforce Committee. (2012c). TAFE "fire sale" of the Century. The SCAN Tertiary Sector news and Views, 15th September, 2012(September). Retrieved from http://the-scan.com/2012/09/15/tafe-fire-sale-of-the-century/.
Queensland VET Development Centre. (2010). Reasonable Adjustment in Teaching, Learning and Assessment for Learners' with a Disability - A Guide for VET Practitioners. Brisbane: Department of Education and Training Qld.
Queensland VET Development Centre. (2012). Inclusive Learning: A Way Forward. Brisbane, Queensland: Creative Commons Retrieved from http://VETPD.qld.gov.au/publications/resources
Sanotos, F. M., & Eisenhardt, K. M. (2004). Multiple Case Study. . Thousand Oaks, CA: Sage Publications, Inc.
Shaw, S., & Anderson, J. L. (2018). The experiences of medical students with dyslexia: an interpretive phenomenological study. Dyslexia.
Shaw, S., Anderson, J. L., & Grant, A. J. (2016). Studying medicine with dyslexia: A collaborative autoethnography. The Qualitative Report, 21(11), 2036.
Singh, A. A., Urbano, A., Haston, M., & McMahon, E. (2010). School Counselors' Strategies for Social Justice Change: A Grounded Theory of What Works in the Real World. Professional School Counseling, 13(3), 135-145. Retrieved from http://ezproxy.usc.edu.au:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ880424&site=eds-live
http://www.schoolcounselor.org/content.asp?contentid=235.
TAFE Queensland. (2014). Institutes within Queensland. TAFE Queensland, About Us - Locations. Retrieved from http://tafeqld.edu.au/about-us/locations/
Tanner, K. (2010). The Lived Experience of Adults with Dyslexia: An Exploration of the Perceptions of Their Educational Experiences. (Doctor of Philosophy Doctor of Philosophy), Murdoch University, Perth.
Uslaner, E. M. (2006). Does Diversity Drive Down Trust? In. Rochester, Rochester.
Waterlow, S. (1972). The Good of Others in Plato's" Republic". Paper presented at the Proceedings of the Aristotelian Society.
Wheelahan, L. (2011). From Old to New: The Australian Qualifications Framework. Journal of Education and Work, 24(3), 20. Retrieved from http://search.proquest.com/docview/889927752?accountid=28745
http://yc4xn7uy3r.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aericshell&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Education+and+Work&rft.atitle=From+Old+to+New%3A+The+Australian+Qualifications+Framework&rft.au=Wheelahan%2C+Leesa&rft.aulast=Wheelahan&rft.aufirst=Leesa&rft.date=2011-01-01&rft.volume=24&rft.issue=3&rft.spage=20&rft.isbn=&rft.btitle=&rft.title=Journal+of+Education+and+Work&rft.issn=13639080&rft_id=info:doi/
http://yc4xn7uy3r.search.serialssolutions.com/?genre=article&sid=ProQ:&atitle=From+Old+to+New%3A+The+Australian+Qualifications+Framework&title=Journal+of+Education+and+Work&issn=13639080&date=2011-01-01&volume=24&issue=3&spage=20&author=Wheelahan%2C+Leesa.
Wheelahan, L. (2015). The future of Australian vocational education qualifications depends on a new social settlement. Journal of Education and Work, 28(2), 126-146. doi: http://dx.doi.org/10.1080/13639080.2014.1001333
Wheelahan, L., Arkoudis, S., Moodie, G., Fredman, N., & Bexley, E. (2012). Shaken not Stirred?: The Development of One Tertiary Education Sector within Australia [Monograph Series]. National Centre for Vocational Educational Research,, 65. Retrieved from http://www.ncver.edu.au/publications/2450.html
Wheelahan, L., Moodie, G., Billett, S., & Kelly, A. (2009). Higher education in TAFE. NCVER Electronic Journal, Mongraph, 01, 60. Retrieved from http://files.eric.ed.gov/fulltext/ED507212.pdf; NCVER’s website .
Yin, R. (2003). Case Study Research Design and Methods 3rd ed. Thousand Oaks, California: Sage Publications.
Yin, R. (2009). Case Study Research: Design and Methods (4th ed.). Thousand Oaks, California: Sage Inc.
DOI: http://dx.doi.org/10.46827/ejsss.v5i4.867
Copyright (c) 2020 Jacqueline Caskey
This work is licensed under a Creative Commons Attribution 4.0 International License.
The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.
Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.
