The experience of institutional change at central banks in the United States has been unique and influential. In this chapter, financial historian Conti-Brown traces the singular experience of central banking in the US from the Banks of the United States through the 2008 financial crisis. Particular attention is paid to the rise and fall and rise and fall of the Banks of the United States; the creation of the Federal Reserve System; the changes to the Fed during the Roosevelt Administration and especially under the leadership of Marriner Eccles; the Fed-Treasury Accord of 1951, seen by some as creating the modern independent Federal Reserve, but in fact much more of a tentative understanding at the time. The chapter also analyzes various dynamics between US Presidents and Fed Chairs, perhaps the most important relationship in determining what kind of central bank the US will have. It concludes with a reflection on how the 2008 crisis has changed the Fed and its political relationships.
Peter Roberts and A.J. Brown
Philip Brown, Andrew Ferguson and Peter Lam
Edited by Peter Conti-Brown and Rosa M. Lastra
Peter Radoll, Peter Copeman, Scott Heyes, Mary Walsh, Sam Byrnand, Brian Egloff, Lance Bartram, Kerani Cameron, Fehin Coffey, Sarah Falusi, Victoria Hales, Robert Liesagang, David Jolley, Catherine Lampe, Natalie Lutan, Joshua Naivalurua, Chilli Platt, Thomas Rigon, Caroline Wallace and Aunty Roslyn Brown
Historically, the value of connectedness in learning and work extends much farther back than the emergence of professions and digitally-mediated networks. Connectedness, as an intricate network of moral, spiritual and communal responsibilities, is at the core of Indigenous culture, pedagogy and occupation. Acknowledging this, the University of Canberra (UC) Aboriginal and Torres Strait Islander Strategic Plan 2017_2021 espouses embedding of Indigenous ways of knowing, learning and connecting to underpin curriculum across the university, thereby conceivably enriching the experience of Indigenous students and non-Indigenous students alike. This chapter reports the piloting of Tyson Yunkaporta’s 8 Ways of Learning in three subject units to identify ways of productively blending contemporary university pedagogies and topologies with Indigenous ones, at the cultural interface. The outcomes indicated sufficient benefits to proceed confidently to a second phase, and introduced new factors for consideration in that phase.