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An employee&s husband made violent threats to the store manager of a Las Vegas shop specializing in skin care, makeup, fragrance, and hair care products of an international company. The manager wanted the employee terminated. The employee confessed that her husband also threatened her. The employee's personnel file contained no performance problems, but the store manager admitted that she had kept a separate file with such documentation. The Executive Director and the Director of Human Resource Management wondered what they should do.

Most of the chapters in this book depict local attempts to transform practices in early childhood education. They represent endeavors to problematize the complexities and challenges facing the field and the ways in which moves are being made in everyday classroom practice, policy, teacher education, and professional development to build a knowledge base that is grounded in empirical data and that reflects the diversity characteristic of a globalized society.

Volume 14 of the Advances in Early Education and Day Care provides Sharon Ryan and Susan Grieshaber the opportunity to present current scholarship about early childhood education and care that reflects postmodern perspectives. This series has consistently intended to serve the field by providing multidisciplinary and interdisciplinary perspectives. Early childhood practices have drawn on ideas from child development, curriculum studies, social work, nursing, sociology, anthropology, and other fields that inform us about children, their care, and the settings in which we implement our programs, an effort that should by its nature require diverse perspectives. Advances in Early Education and Day Care has always attempted to respect the necessary diversity of perspectives that can inform the field, and to support work that may not fit in a tidy disciplinary nook.

We sincerely thank the following people, who reviewed chapters for this edited collection. The reviewing process is often a thankless and invisible task, but we want to recognize the professionalism of these reviewers, as well as their insight into the manuscripts with which they engaged.

The purpose of this paper is to trace debates between state and federal governments, and community stakeholders, leading to the establishment and abolition of the first attempt at a university for Western Sydney, established as Chifley University Interim Council.

The historical analysis draws from published papers, oral history accounts, and original documents in archives of the University of Sydney and the University of Western Sydney.

Higher education reform in the 1980s in Australia was fought out as an extension of broader issues such as “States rights”, the rising political power of peri‐urban regions, long‐standing tensions between state and Commonwealth bureaucracies, and the vested interests of existing tertiary education and community groups.

This is the only existing study of attempts to found Chifley University, and one of the few available studies which take a social and contextual approach to understanding the critical reforms of the 1980s leading up to the Dawkins Reforms of 1988‐1990.

The purpose of this paper is to illuminate the history of national education policy through an interview with one of its significant makers and critics, Lyndsay Connors, a former Australian Schools Commissioner.

The paper occurs as an interview. The text is based on a revised conversation held as an event of the Australian and New Zealand History of Education Conference held at the University of Canberra, on 26 September 2017.

Australian educational policy is peculiarly complex, and apparently “irrational”. This appears especially so in relation to the government, tax-raised, funding of government and non-government schools. A combination of the peculiarities of Australian federalism in relation to education, political expediency, popular exhaustion with the “state aid” debate, the power of entrenched interest groups and the distancing of democratic decision making from the decision-making process in relation to education all play a part.

The originality of this contribution to a research journal lies in its combination of autobiography with historical policy analysis.