Australian Voices

A founding figure in the Sociology Department at Flinders and now Professor at Macquarie, Bob Connell is almost certainly the most significant figure in sociology in Australia. If sociology has traditionally been a poor relation in our older universities to both politics and anthropology, its current claims to influence owe a considerable amount to the directions in which Connell has pushed it.

For Connell, sociology has always been a discipline that can contribute directly to the political project of establishing a more humane and equitable society, and his concerns have been largely around the major dimensions of inequality along lines of class and gender (racial and national divisions have been far less of a preoccupation, although he acknowledges their significance). His work has been heavily anchored in the Australian experience, though with a larger theoretical interest; in a submission to the C.R.A.S.T.E Committee he argued for encouraging original theoretical work in Australia rather than merely Australianising the empirical content of scholarship.

The dominant note of Professor Kramer’s long-awaited James McAuley is control. The volume will no doubt be gratefully received by lovers and adversaries of McAuley’s literary achievement, for many reasons: it brings before a wider reading audience guile a few new poems published only in the little-circulated volume Time Given (1976). These poems can now receive their due and wider admiration. (Unfortunately, only thirteen of the thirty-one poems from Time Given have been reprinted here, in two different sections.) This volume also gives wider accessibility to some of McAuley’s scattered journalism and literary criticism. Fifteen essays have been selected, but I 1hink it a great pity that some of the essays referred to and discussed at some length in Kramer’s introduction do not appear in the text, especially the seminal and highly ambivalent ‘The Magian Heresy’. In a similar way Kramer mentions the importance of the poem ‘A Letter to John Dryden, but summarily dismisses it as ‘the rather strident satire’, and does not include it in the volume.

John Bunting’s portrait of Robert Menzies is a book for fans. Beautifully produced, with a handsome cover, tartan endpapers, and a royal blue marker, it is an ideal gift for those who agree with Bunting’s judgement – that Menzies was ‘grand and magnificent, the best man of his time’. It will also please those who, though more reserved in their admiration than Bunting, remember Menzies with respect and admiration.

Bunting was a member of the Prime Minister’s Department for the last seven years of Menzies prime ministership, and a senior officer in that Department from the beginning of Menzies long post-war reign in 1949. He feels that Menzies suffered a bad press after his retirement and has often been misunderstood; as he can speak with the authority of experience he has taken up his pen to write of Menzies as he knew him.

The World of Norman Lindsay is compiled by Lin Bloomfield, proprietor of the Bloomfield Galleries in Paddington, NSW, and an authority on Lindsay’s work. It was first published more expensively in 1979. This elegant paperback will make it widely accessible, which is a matter for satisfaction. It contains comprehensive, short, expert articles about Lindsay’s life and achievements as an artist and the reminiscences of Lindsay’s children, grandchildren, models, friends, and colleagues. Good illustrations, some in colour, cover every era of his works in all their variety, and the book also includes photographs of people and places.

Gwyneth Dow has edited a collection of essays that forms a relevant and coherent whole. The authors seek to salvage what they see as ‘the good things’ in education reform of the late sixties and early seventies, reform that had weaknesses which were the result of ‘faulty thinking, poor social analysis, romantic psychological theories, slip-shod pedagogy’. The contributors to this book are Rory Barnes, Gwyneth Dow, Rod Foster, Noel P. Gough, Bill Hannan, and Doug White. Gwyneth Dow points out they do not all share the same ideological positions, but they are clearly in fundamental agreement about curriculum reform, a more democratic approach to teaching and to the running of schools, and a more socially aware view of teaching and teacher education.