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This paper presents a descriptive analysis of elite women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). It concentrates on information given about their schooling.

The biographical sketches of the women, defined as “elite” by their inclusion in three collections from the 1930s, were examined for information about their and their daughters' education. Using mixed methods in a prosopographical approach, this is mainly a quantitative analysis. It outlines and compares the schools they attended where given as well as providing basic demographic details of the 491 women.

The paper shows that, for those who gave educational details, the women and their daughters attended private schools almost exclusively. Three types of schools were listed – private venture, corporate, and a very few state schools. The paper demonstrates that the landscape for girls’ secondary schooling was not a settled terrain in terms of type, place, religion, or age of schools available for elite girls' education in the late 19th and early 20th century. Private schools are shown to be part of the “machinery of exclusiveness which characterised the inter-war years” (Teese, 1998, p. 402) and private venture schools survived well into the third decade of the 20th century.

Beyond the histories of individual schools, little is known about the educational profile of Australian elite women in the past. This largely quantitative analysis helps to uncover and compare across state-based cohorts, previously unknown demographic, and schooling details for interwar women who recorded their educational details, as well as for the NSW and Victorian daughters where given.

The industrial realities of teaching are documented in history, sociology and policy research: studies of the school as workplace, the tools of teaching, processes within the workplace, the changing composition of the teaching workforce, the gender politics of the occupation, teacher organisations, and change in teachers’ work and employment relations. Teaching as a form of work is difficult to pin down because it involves an unspecifiable object of labour, a limitless labour process, and is, in a sense, unteachable. Teaching is always transformative labour, bringing new social realities into existence; and is also fundamentally interactive, not individual. Teachers’ work is not social reproduction, but is creative and therefore a site of social struggle. This can be seen in education in colonial societies, and in the global transformation of the education of girls and women. Teachers are now caught up in the neoliberal agenda, often unwillingly ‐ but since neoliberalism transforms institutions in the public sector, unavoidably, and sometimes traumatically. In a long historical perspective, the modern teaching workforce is unique, and has the possibility of shaping the learning capacities of the whole society; this may now be uniquely important.

Visual representations of teachers and teachers’ work over the past century and a half, in both professional literature and popular media, commonly construct teachers’ work as teacher‐centred, and built around specific technologies that privilege the teacher as the active, dominant and legitimate principal agent in the educational process. This article analyses a set of photographs that represent an ‘alternative’ educational approach to normalised mainstream schooling, to explore the ways such practices might enact pedagogy within different social relations. Butler’s discussions of performativity and Foucault’s concept of technologies of self, offer a theoretical framework for understanding the educative and political work such visual representations of teachers work might perform, in the construction of capacities to imagine what teachers’ work looks like, with implications for capacities to enact teaching. The photographs analysed present a pedagogy in which the teacher is less visibly central and less overtly directive in relation to children’s learning than in normalised pedagogy. Thus, in important respects, they offer material from which to construct a different vision of what teachers’ work looks like, and, consequently, to enact teachers’ work differently. In this article I explore a set of photographs of Montessori methods at Blackfriars School in Sydney in the early twentieth century. I do so in order to establish whether such photographs offer a representation of teaching that differs significantly from conventional ‘normalised’ understandings of teachers’ work. This in turn is intended to inform one part of a transformative agenda to address problematic aspects of contemporary schooling.

The articles published in this special edition were selected from papers offered by 82 participants at the second joint conference of the History of Education Society (UK) and the Australia and New Zealand History of Education Society. This conference was held at the University of Sydney from 8‐11 December 2008. The topic was Work! Work! Work!: Work and the History of Education! and presenters were invited to submit papers for publication on one of eight themes including: the work and play of the child; vocational education and preparing the young for work; the work and careers of teachers and administrators; and the work of teaching the young across colonial and national boundaries. These themes were built upon by two general symposia entitled: ‘A picture and a 1000 words’ where presenters, using the immediacy of the single image, offered briefer narratives to construct the notion of ‘work’ as a snapshot of different educational pasts. As such, the conference aim was to embrace many genres of history, to allow access for new scholars, whilst established writers could offer pathways for future individual and collaborative scholarship.

The field of educational leadership is very much dominated by studies of process. That is, discourses of best practice, effectiveness, efficiency, accountability, and so on, dominate the landscape. This then feeds into those working in schools in leadership positions and leadership teams coming to value style over substance. Whether a leader is working according to a particular adjectival leadership model matters little if the purpose of schooling and education is not the priority and shared. In this chapter, I argue that leaders need to have issues of social justice and equity as central to the purpose of their work, for those in disadvantaged areas and schools, and also those working in more privileged sites. Schools have unfortunately often been sites where forms of racism and social injustices have been perpetuated. A key aspect then for leaders is to work redress these practices. However, when working with large diversities in many schools, some leaders feel they are often unprepared for such challenges. In this chapter, I explore the difficulties and challenges of this kind of leadership with a particular focus on the Australian context and examine ways that leaders can think about and act in ways that recognize and acknowledge the diversity in their schools and communities, challenge their own assumptions and beliefs, and also work toward alleviating socially unjust practices.

The purpose of the paper was to examine whether, and in what way, managers perceive that the level and shape of intellectual capital (IC) within firms influences management accounting practice, specifically, performance measurement, planning and control, capital budgeting, and risk management. It also explores whether such firms are better able to respond to unanticipated economic and market changes and achieve relatively higher performance within their sector.

The paper is based on the results of a study conducted in Malaysia through a questionnaire survey in 119 large companies with varying levels of IC and selected interviews with both accounting and non‐accounting executives in a subset of them.

The findings in the paper suggest some evolution in management accounting practices for firms investing heavily in IC. The findings are discussed and further explored through interviews in some of the firms analysed.

The limitations of survey research in this paper are acknowledged, however these are ameliorated by confirmatory insights from the interviews. Further research could be carried out using more extensive case studies in companies, perhaps longitudinally, or undertaken using sector focused surveys.

It is important to show in the paper that management accounting systems reflect the strategic orientation of the companies concerned. Where a greater focus on intangibles and intellectual capital occurs it may require a different emphasis on management accounting practices compared to companies where they do not feature strongly. It is important that management recognise and act on this in order to improve corporate performance.

The paper shows that it is widely recognised that (IC), whether in the form of knowledge, experience, professional skill, good relationships, or technological capacity is a major source of corporate competitive advantage. Whilst the literature places considerable attention on the valuation, measurement and reporting of IC for external reporting purposes, far less attention has so far been given to the implications of IC for managerial accounting practice. This paper addresses this omission.

This study aims to produce textile-like surfaces using fused deposition modelling (FDM) 3D printers and create a garment collection.

Experiments were conducted using different types of materials in FDM 3D printers until the sufficient flexibility was achieved to create textile-like structures. During the research, properties of polylactic acid (PLA), acrylonitrile butadiene styrene (ABS) and thermoplastic polyurethane (TPU) were observed. Geometrical patterns were printed and each of them gave a different result depending on the pattern. Based on the information obtained from the experiments, a garment collection with four total looks was designed inspired by Vivaldi’s “Four Seasons”.

Among the materials used, TPU, a flexible filament, yielded the best results. Because of the rigid properties of PLA and ABS, chain-like structures were printed to create relatively flexible surfaces, but the results were still not successful enough to create a clothing material. Therefore, TPU was preferred for the garment material selection.

In this study, combinations of 3D printed flexible structures and different types of fabrics were used to create a garment collection. It was concluded that, with the right material selection, 3D printing can be used as an alternative method to create a new aesthetic language in fashion design.