Dissertations / Theses on the topic 'Australia Ethnic relations In literature'

Like any good public relations campaign, this dissertation aims to offer a persuasive interpretation of certain key facts. The facts, as I see them, are as follows: first, a great number of contemporary novels and poems explore the personal and social consequences of diasporic migration. Second, these texts, along with their print and electronic paratexts, share a pervasive interest in media. And third, these works are rarely read in conversation with one another, despite their mutual concern for migration and media. Owing to this last point in particular, scholarship has failed to fully address the broader media theories developed in and across these works, and failed to fully pursue how these media theories respond to, and critically comment on, the prospects for deliberative democracy in an age of globalization. In response, my project argues that diasporic media practices advance a transnational critique of public sphere theories. And yet, I claim this critique seeks to recover the resources of such theories and redeploy them in a global context. The four chapters of this dissertation are arranged in a communications circuit that treats (in order) media production, circulation, reception, and survival. Together, these chapters observe how diasporic populations shift from invisible anomalies to visible publics through their highly stylized and politicized use of media technologies. Ultimately, I emphasize that contemporary American literature cannot be understood without engaging reading and writing publics from the Dominican Republic, Canada, Nigeria, Korea, and more.

Ethnic minority children living in relative poverty are a high-risk group for poor outcomes in all aspects of wellbeing. The relationship and interactions between child and parent are a key part of child development and a platform for providing positive experiences which can benefit a child’s wellbeing. There is therefore a need to identify what facilitates wellbeing for ethnic minority children in low-socioeconomic status families. By focusing on protective and promotive factors encompassing the parent-child relationship, factors can be identified which can use family strengths as a basis for interventions and practice within healthcare, social work and education, which is what this systematic literature review set out to do. Through a diligent search of the literature, 12 articles were identified for review according to the inclusion and exclusion criteria, containing research on African American, Roma, Native American and Hispanic/Latino youth. The results inform how child wellbeing can be facilitated through several parental factors, including parental involvement and support, maternal attachment, paternal warmth and ethnic identity and ethnic socialization. The findings also indicate a need for further studies on paternal influence on wellbeing in especially Native American and Roma youth, as well as the impact of ethnic socialization on youth wellbeing. Parents have an important role to play in child wellbeing and are vital partners alongside the child when planning interventions. Considerations naturally need to be shown for each ethnic minority, the child’s setting and its individual characteristics.

This thesis explores the complexities of constructing a German identity as a black German. The recent emergence of Germany's black minority group was generally perceived as an opportunity to reevaluate Germanness as it has been understood in the past. However, this thesis shows that a reevaluation of Germanness lacks full support because traditional German ideals of racial superiority continue to exist in the consciousness of all Germans - black and white. This suggests that theories of racial superiority continue to determine belonging and identity construction in Germany. Above all, the presence of Western racial ideology in black German identity construction signifies a development of self-rejection and the disunity of the black German population. This thesis explores these effects through black German literature, survey interviews and German media.

This thesis is concerned with migrants’ experience of their acceptance and well-being in Australian society, particularly the unconscious processes reflected in dreams and communication patterns; the provision of services intended to be of help in settlement; and the relationship between the unconscious processes and the provision of services. Collaborating with clients, colleagues who share similar interests and concerns, people with special skills and cultural knowledge, and some Management Committee members of the Migrant Resource Centre of Canberra and Queanbeyan, Inc. the author has investigated the multicultural unconscious, government policies and guidelines related to services to recent arrivals and people of non-English-speaking backgrounds, measures to address gaps in services for appropriate improvement. The research approach is naturalistic with a strong emphasis on the author’s personal reflections and case studies of people and projects.
Master of Science (Hons) Social Ecology

Refugee children and adolescents living in refugee camps are a vulnerable population, at high risk for developing mental health disorders, behavioural problems and experiencing violence or trauma. However, not all children exposed to these stressors of displacement show negative outcomes; several refugee children and adolescents show adaptive functioning and resilient outcomes. Given the rising number of refugee minors, it is increasingly important to examine and understand protective factors for resilience among minors living in refugee camps. This knowledge could be used to develop resilience-building programs. This systematic literature review sought to identify protective factors for resilience, and available programs in the refugee camps targeting the development of resilience. Six databases were used for the searching process; ten studies were identified meeting predefined selection criteria and quality standards. Based on bio-ecological theory and the model of “7 Crucial Cs of resilience”, numerous protective factors were identified on multiple levels, including personal resources, social support, education, and connection to culture and community. Findings of this review highlight the need for a multidimensional view of resilience; the use of the “7 Crucial Cs of resilience” showed that focusing only on individual sources of resilience is not sufficient as these individual resources emerge from higher levels and systems. Two intervention programs were identified showing a resilience-building approach. Based on these results, recommendations for interventions and programs in this context are discussed. Limitations and the need for future research on sources of resilience and resilience-building interventions are outlined.
Kinder und Jugendliche, die aus ihrer Heimat geflüchtet sind, und temporär in Flüchtlingscamps leben, sind besonders gefährdet, psychosoziale Dysfunktionen zu entwickeln sowie Gewalt oder andere traumatisierende Erlebnisse zu erfahren. Dennoch zeigt sich, dass nicht alle Kinder, die diesen Stressoren ausgesetzt sind, negative Auswirkungen auf ihre Entwicklung aufweisen; einige Kinder bleiben resilient und reagieren mit erfolgreichem Anpassungsverhalten. Die hohen Flüchtlingszahlen und die steigenden Zahlen minderjähriger Flüchtlinge verdeutlichen die Notwendigkeit, Faktoren zu evaluieren und identifizieren, die zur Resilienz von Kindern, die in Flüchtlingslagern leben, beitragen. Es ist essenziell für Interventionsprogramme und Professionalisten, diese Schutzfaktoren zu erkennen, um Interventionen in Flüchtlingscamps durchzuführen, die auf eine Stärkung und Verbesserung der Resilienz von Kindern und Jugendlichen abzielen. Die vorliegende systemische Literaturarbeit evaluierte Schutzfaktoren, die positiv zur Resilienz von minderjährigen Flüchtlingen beitragen, sowie verfügbare Interventionsprogramme in Flüchtlingscamp, die präventiv auf Prozesse der Resilienzentwicklung einwirken. Sechs Datenbanken wurden ausführlich nach verfügbarer Literatur durchsucht; zehn Studien wurden schlussendlich ausgewählt, welche vordefinierten Ein- und Ausschlusskriterien entsprachen. Basierend auf ökosystemischer Theorie und dem „Modell der 7 essentiellen C für Resilienz“ wurden mehrere Schutzfaktoren in verschiedenen Systemen identifiziert. Persönliche Ressourcen des Kindes, soziale Unterstützung, Bildung, sowie kulturelle Faktoren und enge Verbindungen mit ethnischen Gemeinschaften zeigten sich als Schlüsselfaktoren für erfolgreiche Anpassung in diesem Kontext. Die Ergebnisse dieser Literaturarbeit betonen die Notwendigkeit einer multidimensionalen Sichtweise des Konzeptes Resilienz. Zwei Interventionsprogramme wurden gefunden, deren Ziel die Stärkung von Schutzfaktoren und Resilienz ist. Folglich werden Empfehlungen für Interventionen in Flüchtlingscamps diskutiert. Limitationen dieser systematischen Literaturarbeit und Implikationen für zukünftige Forschung werden debattiert.

This thesis analyses materials – a set of guidelines and a presentation – provided for officials  who assess claims related to sexual orientation and gender identity within the Australian  government’s Department for Immigration and Border Protection. The analysis is conducted  using critical discourse analysis to see if the lexicon shows a white heterosexual bias, and if it  does, how the bias is manifested within the guidelines, especially within the context of the  gender binary. The theoretical framework primarily uses Critical Race theory, but also  combines elements of Said’s Orientalism, and absence and presence theory. The results show  that the guidelines do have a white heterosexual bias, which manifests itself in the form of,  Western superiority, stereotypes about LGBT+ people, as well as an undertheorized portrayal  of the gender binary. The findings contribute to research within the queer asylum field,  especially with regards to research on migration from a non-gender-binary perspective.

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Dissertative This work is part of "Public Policy and Education for Children in Goiás: history, concepts, projects and practices" project, developed at the Center for Studies and Research of Children and their Education in Different Contexts - NEPIEC the FE / UFG. The aim of this study was analyze teaching practices in Preschool considering the Children's Literature as training possibility and knowledge about indigenous peoples to which children have access. The theoretical framework of the research is the historical-dialectical perspective, considering the need to identify the determinations of the object under study and understand it from the context and critical analysis of the problem, since the search interconnects with various issues of historical, political, economic, social and cultural. Furthermore, with reference to the path taken by researcher fellow in the production of scientific knowledge and reflections arising from the confrontation of theory with practice. This work is structured in three chapters, the first chapter: The Ethnic-racial Education intends to highlight the issue of ethnic-racial education, highlighting theoretical productions and some documents that are part of these discussions, such as the Federal Constitution of 1988, LDB 9394/96, Law 10,639 / 03, the National Curriculum Guidelines of Indigenous Education. Chapter two: Childhood Education, Literature and Human Formation: conceptual reflections aims to provide readings as the historical dialectic perspective on early childhood education and about the literary art and its training possibilities. In chapter three: The Children's Literature and Formative Practice on Altamira's Preschools: reflections on indigenous culture, presents the identification of the context of conducting the research and approaches of teaching practices considering the purposes of work with children through of Children's Literature. The results showed that: the readings are performed predominantly in classrooms with children; There are few books of children's literature considering the amount of children in the county, the amount is unsatisfactory; children's literature is used by teachers in order to treat and to facilitate learning content and that there is need for material in pre-schools to promote education that recognizes and values the Indian culture.
Este trabalho dissertativo faz parte do projeto “Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas”, desenvolvido no Núcleo de Estudos e Pesquisas da Infância e sua Educação em Diferentes Contextos – NEPIEC da FE/UFG. O estudo teve como objetivo analisar a prática pedagógica na Pré-escola na cidade de Altamira-Pará, considerando que as crianças tenham acesso a Literatura Infantil como possibilidades formativas e socializadora de conhecimentos acerca dos povos indígenas. O marco teórico da pesquisa é a perspectiva histórico dialética, tendo em vista, a necessidade de identificar as determinações do objeto em estudo, e compreendê-lo a partir da contextualização e reflexão crítica do problema, uma vez que a pesquisa interliga-se a várias questões de ordem histórica, política, econômica, social e cultural. Além disso, tem-se como referência o caminho percorrido na produção do conhecimento científico e as reflexões suscitadas no encontro da teoria com a prática. O trabalho está estruturado em três capítulos: o primeiro capítulo aborda a Educação Étnicoracial e destaca produções teóricas e documentos que fazem parte dessas discussões, tais como, a Constituição Federal de 1988; LDB nº 9.394/96; Lei nº 10.639/03, as Diretrizes Curriculares Nacionais da Educação Indígena. No segundo capítulo abordou-se a Educação Infantil, Literatura e Formação Humana: reflexões conceituais, com a finalidade de proporcionar leituras conforme a perspectiva histórica dialética acerca da educação infantil e da arte literária e suas possibilidades formativas. No terceiro capítulo constam abordagens sobre a Literatura Infantil e a Prática Formativa em Pré-escolas de Altamira: reflexões sobre a cultura indígena. Neste constam: a identificação do contexto de realização da pesquisa; discorre-se acerca das práticas docentes, considerando as finalidades dos trabalhos realizados com as crianças por meio da Literatura Infantil. Os resultados da pesquisa mostraram que as leituras são realizadas predominantemente nas salas de aula com as crianças; há poucos livros de Literatura Infantil comparando-se com o quantitativo de crianças atendidas nas pré-escolas do município; a Literatura Infantil é utilizada pelas docentes com a finalidade de deleite; e para facilitar o processo de aprendizagem de conteúdos, constatou-se também a necessidade de material nas pré-escolas para melhor favorecer práticas educativas que reconheça e valorize a cultura indígena.

This thesis explores the question of intercultural personhood in two 'mainstream' Australian cases within interpersonal, intercultural relations in Australian contexts in the second half of the twentieth century. The problem is viewed through three disciplinary lenses: those of communication, psychology and sociology. A qualitative, interdisciplinary approach integrates these through an inductive biographical research design. Within cross-cultural communication studies, a host culture such as that of the Anglo-Australian majority is seen in a monolithic and static way to which Australians of other cultural backgrounds are seen to adapt. These studies give no place to the changes which members of the majority undergo. 'Intercultural personhood', a term coined by Kim (1988, 2001), describes the kinds of 'ethnic' individuals who through negotiating their identities within personal, social and mass communication contexts, both host and ethnic, move beyond the bounds of their own cultural heritage to embrace both their former cultural identity and the new 'host' (viz Australian) identity. In this thesis, the elements of cross-cultural adaptation theory and of 'intercultural personhood' are applied to the intercultural experience of 'mainstream' Australians. From preliminary memory work workshops and focus groups, the cases of two mainstream individuals who show some evidence of 'intercultural personhood' and make identity claims comparable with 'ethnic' adapters are then developed through biographical method. Their life accounts are drawn on for the exploration of issues of identity and personhood within interpersonal, intercultural relations. Major focus is given to the social psychology of Harre (1983, 1993, 1998), whose work provided both a conceptualisation and a methodological tool for the problem. In Harre's work, three dimensions of personhood, namely consciousness, agency and biography are identified together with the psycho-social processes through which an individual's identity and orientation to their culture is appropriated, transformed and publicised. This publication is then rejected or incorporated into the culture through processes of conventionalisation. These four psycho-social processes are explored in my study through an adaptation of assisted biography method (De Waele & Harre, 1979). The strength of the psycho-social approach of Harre lies in its ability to get below the surface behaviours to an analysis of the theory of self which individuals, as 'singular' beings, bring into play in their interactions within themselves and with one another. While this approach draws on social contexts to support the transformations, it is not designed to explicate to a sufficient degree the conditions under which such theories of self are activated and within which changes in identity occur and are maintained. For this reason it is essential to incorporate a sociological framework to understand the influence of the conditions within which such experiences are played out. Bourdieu's (1984, 1987) cultural, relational sociology is coupled with Harre's (1983, 1993, 1998) theory of personal and social being in that it brings together the individual and the society in a way which proves fruitful for ongoing analysis of the biographical data collected within the communication and psycho-social framework of the earlier research. Bourdieu's critique of a methodology based on biography points to the 'illusion' that is created through a biographical interview process. Taking this critique of biography into the study of interpersonal, intercultural relations meant a shift from the communication interactions and psycho-social analysis undertaken to an analysis of the various social constructions evident within the elements of the life account and a search for the cognitive imprint of social structures as durable dispositions within the persons. These dispositions are evident from within a social trajectory of the life and they are applied to the intercultural encounters recounted by the participants in their autobiographies. The addition of Bourdieu's (1984, 1987) sociology strengthens the ability to view the individual and the society through a single lens and to position the individual life course as secondary within a broader and primary analysis of social structure and social structuring as a means of interpreting lives. Its weakness lies in the degree of 'voluntariness' brought into effect as individuals both chart their course through life and are pushed and pulled by the various social forces at work within their trajectories. Within the scope of this thesis, these two approaches, that is, a psychological and a sociological one, are illustrated and incorporated into an interdisciplinary model for the study of interpersonal, intercultural relations. Further rigorous research to validate the components and the relationships of the model and to investigate these strengths and weaknesses more thoroughly is foreshadowed. This interdisciplinary model of interpersonal, intercultural relations is the major contribution of this work to the field of intercultural communication. Advances which are achieved through use of psychology, sociology and biographical research method as a tool through this study are also identified. The thesis concludes with a review of the contributions of the thesis and a discussion of the implications for future research on interpersonal, intercultural relations.

The prison novels (Haji Murat, Haji Abdullah and Süleyman Effendi) of Western Armenian writer Hagop Oshagan (1883-1948) articulate two unprecedented sociocultural critiques of Armenian experience. Like much of Oshagan's works, these novels, comprising the cycle Haryur Mék Tarvan [101 Years' Imprisonment] (1933), have scarcely been studied. The task of this study is to reveal the nature of Oshagan's critique, and to revise two chief Armenian literary critical trends: that of either de-contextualizing or instrumentalizing these novels' nationalist preoccupations; that is, either overlooking their contextual relevance as responses to contemporaneous nationalist dogmas, or distorting them to seem ideologically sympathetic. Oshagan's novels rather deploy the prison trope to foreground and question the aesthetic and ideological influence of late 19^th century Armenian nationalist-revolutionary movements. They moreover undermine the persisting paradigm borne of nationalist-revolutionary rhetoric that collectively represents Armenians and Turks as victims and victimizers respectively. The present study reads Oshagan in the wider context of Armenian penological literature, and locates his engagement with nationalist-revolutionary ideology as an overtly critical, rather than sympathetic project. It provides an unprecedented appraisal of such political movements' primarily negative impact upon late 19^th and early 20^th century Western Armenian literature, a tradition that has presented 'Armenianness' through an almost exclusive narrative of subjection. This literary historical background allows Oshagan's singularity to appear. He is the first to recognize the prison trope as the preferred nationalist-revolutionary literary convention, a trope he then reconfigures in order to formulate an alternative, a literary mode of nationalism - namely, mystic nationalism - informed by his readings of Dostoevsky's novels. Oshagan imagines and articulates anew the Armenian-Turk relationship in terms that complicate, subvert and transcend the normative master/slave model instituted by nationalist-revolutionary rhetoric. In the process, he elaborates a conception of these movements as inadvertently complicit in the discursive - and, ultimately, also political - (self)-subjection of Armenians culminating as experiences of absolute subjection. After Oshagan, this study constitutes the first comprehensive analysis of literary renderings of both Armenian-Turk relations and nationalist-revolutionary ideology.

"Sorry" is a play in two acts, exploring how collective memory of the past, including traumatic memory of being taken from one's family, affects the present in complex and surprising ways. The Stolen Generations' episode of Australian history, when mixed heritage Aboriginal Australians were taken from their families as a result of governmental policy, casts its shadow over four generations of Almadi Paice Aboriginal-Afghan-Anglo mixed heritage family members. Against a thematic backdrop of shame, apology and (hoped for) forgiveness, the 'living' family members struggle for empowerment and agency against the forces of government bureaucracy, the Law and their own emotional demons. "Shame and Apology in the Nation-State: Reflections and Remembrance" is an exegesis which explores theoretical concepts related to collective memory, shame, performative apology and forgiveness, interlinked with Jan Patočka's notion of individual responsibility towards action. Using reciprocal interview material with a number of Aboriginal-Afghan-Anglo mixed heritage participants, who have either had direct experience of being "stolen" or who are related to "stolen" family members, this exegesis explores alternative modes of remembering their past and present in creative art works. In addition, I theorise that in our contemporary "age of apology" political apology to particular wronged groups of national communities may be problematic not only for their ubiquity and their tendency to alibi but because they do not address other important issues such as reparation and guarantees against repetition; nor do they deny the sovereignty of the nation-state apparatus to ‘do’ apology in a manner and at a time of its own choosing. The exegesis explores the importance of national commemoration, such as ANZAC Day, in promoting national collective memory, and theorises that a collective annual commemoration on behalf of the nation’s "stolen" people would be a much more compelling reconciliatory act than a single apology by a particular prime minister. My short story, "We’re Ready", which immediately follows the exegesis is my creative attempt to demonstrate the towards action and towards national reconciliation gestured by annual commemorative performance.

John Rickford (1990) states that “80%-90% of African Americans speak some form of Black English”, also known as “Ebonics” or “African American Vernacular English” (AAVE). In 1996, when the Oakland School Board proposed its resolution designating Ebonics as their students’ primary language, many African Americans outright rejected the School Board’s reference and description of their language (Smitherman, 2000, 150). Among them were Baby boomers (1940-1960s), who participated in the debates, and the Generation X’ers, (1960s-1980s), who were informed by the debates. A recent interview of members from both groups show that there is continued skepticism regarding the legitimacy of Ebonics as a language. Their resistance offers much to learn about intergroup relations and conflict. This research explores these components of group identity by examining the in-group language responses to the question of whether Ebonics, AAVE, or Black English is a language.

Thesis (Ph.D.)--University of Wollongong, 2007.
"Including the plays Positive expectations and Waiting for ships." Title from web document (viewed 7/4/08). Includes bibliographical references: leaf 249-267.

BACKGROUND In recent years, there has been an increase in the number of children with a refugee background in the Netherlands. All of these children who are under 18 years of age must go to school, but they face many barriers towards inclusion. Appropriately educating this diverse group of children presents schools with challenges. Supportive programs are needed to overcome these barriers and challenges. AIM The aim of this paper was to explore what supports are put in place to foster refugee students’ inclusion in school. METHOD A systematic literature review was conducted to synthesize research on school-based programs and practices. RESULTS A broad range of supports were identified. Most studies addressed access barriers to learning by offering emotional and educational support, while fewer studies focused on opportunity barriers such as negative attitudes and lack of parental involvement. CONCLUSION It was concluded that schools can play an important role in supporting the inclusion of refugee children and their families because of their accessibility, but that more high quality research is necessary in order to assess the effectiveness of supports that minimize barriers towards learning and promote their inclusion in school.

Immigration is a common phenomenon in contemporary society and results in challenges withmaintaining cultural identity while integrating with a new culture. This is particularlyimportant in the family unit, where first-generation immigrant communities may havedifferent levels of experience and cultural values compared to their offspring (Secondgeneration immigrants). Integration in second-generation immigrants is often related tobilingualism and the concept of a dual social identity, embracing elements of host and nativeculture. The aim of this study was to explore the perspective of parents on the role ofbilingualism on integration and identity in their children. A sample of five families, originallyfrom Afghanistan and now living in Sweden, was purposively selected to complete semistructured interviews exploring bilingualism, social identity and integration. The findings ofthese interviews revealed three key themes relating to the adoption of Swedish identity bychildren, the loss of Afghani identity, and the role of the school and society in facilitatingthese identities.Overall, the interview data suggested that children living in Sweden identified as Swedish andengaged in cultural and social activities consistent with integration. Bilingualism was animportant aspect of holding a largely Swedish identity, although parents valued dual identityof children. Often, immersion in Swedish culture and limited opportunities to socialise as anAfghani cultural unit were viewed as threats to maintaining or developing a clear Afghaniidentity. The role of schools, parents and society in general is considered important in theseprocesses, particularly with regards to supporting cultural and religious values of the familyunit, while promoting successful integration. Bilingualism was universally viewed as apositive tool that could facilitate integration and dual identity, where suitable opportunitiesarose.

Grade A

La littérature de jeunesse, l'un des supports les plus utilisés dans le contexte scolaire, est considérée comme un objet culturel de l'enfant. Cette thèse porte plus précisément sur les albums de jeunesse dont le personnage principal est un enfant noir. Ces livres sont envoyés aux écoles publiques brésiliennes par le ministère de l'Éducation en vue de « l'éducation aux relations ethnico-raciales » prévue dans les politiques scolaires promulguées en 2003 et 2004, rendant obligatoire « l'enseignement de l'histoire et de la culture afro-brésilienne et africaine » dans tous les établissements scolaires, ainsi que « l'inclusion de personnages noirs [...] dans les supports d'enseignement » (Brasil, 2005). Si, depuis les années 1950, de nombreux chercheurs brésiliens en sciences de l'éducation et en sociologie ont étudié la représentation de ces personnages, les différentes thématiques auxquelles ils sont actuellement associés et la manière dont les enseignant-e-s font usage de ces ouvrages en classe n'ont en revanche fait l'objet que de bien peu d'investigations. Nous étudierons donc ici l'image de l'enfant noir à travers l'analyse du contenu textuel et iconographique de 80 albums contemporains, mais aussi les usages que les enseignantes de huit écoles publiques de Salvador de Bahia font de ces ouvrages, par le bais de deux méthodologies complémentaires : des entretiens collectifs et des observations directes dans une classe de CE2. Nous nous appuierons tout particulièrement sur le concept de race qui, d'un côté, se trouve au cœur de ces politiques scolaires, de ces ouvrages et de leurs usages auprès des enfants et, de l'autre, constitue un outil d'analyse permettant de rendre compte des rapports sociaux. Ce sera alors l'occasion de mettre en lumière les enjeux et limites de ces politiques scolaires et des usages de ces livres en tant que supports de nouvelles modalités pédagogiques pour l'apprentissage de ladite diversité ethno-raciale à l'école
Children's literature, one of the most widely used aids in a school context, is also considered a child's cultural object. This dissertation focuses specifically on children's books in which the main character is a black child. The Brazilian public schools receive this material from the Department of Education in an aim to promote "education in ethnic-racial relationships" which is present in the school policies that were promulgated in 2003 and 2004, and that made mandatory "the teaching of history and of African-Brazilian and African cultures" in every educational institution as well as "the inclusion of black characters [...] in educational aids" (Brazil, 2005). Numerous Brazilian researchers in the fields of education and sociology have, since the 1950's, studied the representation of this character. Nonetheless, the different subjects to which it is today associated, and the way educators make use of these books inside the classroom, remain yet to be researched. We will therefore, study here, the image of the black child through the analysis of textual and iconographic contents of 80 contemporary children's books, but also the usage that educators of eight public schools of Salvador de Bahia make of these books, while using two complementary approaches: collective interviews and direct observation of a CE2 class. We will focus particularly on the concept of race, which on the one hand, is at the heart of these school policies, of these books and of their usage on children. On the other hand, it constitutes a category of analysis, allowing us to report on social relations. Consequently, this will be the opportunity to bring to light the interests and limitations that these school policies and books entail, as a way to support new educational approaches for the learning of the above mentioned ethnic-racial relationships at school
A literatura infantojuvenil, um dos suportes mais utilizados no contexto escolar, é considerada como um objeto cultural da criança. Esta tese se interessa especificamente sobre os livros ilustrados infantojuvenis cuja personagem principal é uma criança negra. Estes livros são enviados para as escolas públicas brasileiras pelo Ministério da Educação a fim de atender a "Educação das Relações Étnico-Raciais" prevista nas políticas educacionais promulgadas em 2003 e 2004, tornando obrigatório "o ensino da história e da cultura afro-brasileira e africana" em todos os estabelecimentos de ensino, assim como "a inclusão de personagens negros [...] nos materiais de ensino" (BRASIL, 2005). Se, desde 1950 alguns pesquisadores brasileiros em educação e em sociologia estudaram a representação desses personagens, as diferentes temáticas pelas quais eles são atualmente associados e a maneira como os professores-as fazem uso desses livros em sala de aula têm, porém, sido pouco investigada. Estudamos aqui a imagem da criança negra através da análise de conteúdo textual e iconográfica de 80 livros contemporâneos, mas também os usos que os professores de oito escolas públicas de Salvador - Bahia fazem desses livros através de duas metodologias complementares: entrevistas coletivas e observações diretas em uma turma do terceiro ano do ensino fundamental. Nos apoiaremos particularmente no conceito de raça que, de um lado, se encontra no interior dessas políticas educacionais, desses livros e nos seus usos com as crianças, e por outro lado, constitui uma categoria de análise permitindo observar as relações sociais. Esta será uma ocasião para destacar as perspectivas e limites dessas políticas educacionais e os usos desses livros como suportes de novas modalidades pedagógicas para a aprendizagem da dita diversidade étnico-racial na escola
La literatura infantil, uno de los recursos más utilizados en el contexto escolar, es considerada como un objeto cultural del niño. Esta tesis se enfoca más precisamente en los álbumes infantiles en los que el personaje principal es un niño negro. El Ministerio de Educación envía estos libros a las escuelas públicas brasileñas con el objetivo de promulgar "la educación para las relaciones étnico-raciales" prevista en las políticas escolares promulgadas en los años 2003 y 2004, haciendo obligatoria "la enseñanza de la historia y de la cultura afro-brasileña y africana" en todos los establecimientos escolares, así como "la inclusión de personajes negros [...] en los recursos de enseñanza" (Brasil, 2005). Si bien, desde los años cincuenta, algunos investigadores brasileños en ciencias de la educación y en sociología han estudiado la representación de este personaje, las diferentes temáticas a las que está actualmente ligado y la manera en que los educadores hacen uso de estos libros dentro de la clase han sido poco investigada. Estudiaremos así la imagen del niño negro a través del análisis del contenido textual e iconográfico de 80 álbumes contemporáneos, así como también los usos que los educadores de ocho escuelas públicas de Salvador de Bahía hacen de estos textos, utilizando dos metodologías complementarias: entrevistas colectivas y observaciones directas dentro de una clase de CE2. Nos apoyaremos particularmente en el concepto de raza la cual, por un lado, se encuentra en el núcleo de estas políticas escolares, de estas obras y de su uso con los niños; y, por otro lado, constituye una categoría de análisis, permitiendo informar sobre las relaciones sociales. De este modo, tendremos la oportunidad de poner de relieve los intereses y las limitaciones de estas políticas escolares, así como de los usos de estos libros, como recursos para nuevas modalidades pedagógicas que facilitan el aprendizaje de dicha diversidad étnico-racial en la escuela

In the decade since the events of 9/11, Muslims and Islam came to act as symbols for the putative correlation between immigration and the erosion of social cohesion in a number of Western countries, including Australia. Increasingly, immigrant integration was believed to be key to the maintenance of social cohesion and individual immigrant integration was seen as the main factor in successful integration. The Howard Government distanced itself from multicultural policies by rejecting group identities for 'ethnic' minorities, while, conversely, strengthening group identity in terms of nationalism and citizenship. Following other Western societies, the integration of Muslims in Australia became characterised as a security imperative and the responsibilities of Muslim citizens increasingly became embedded within the discourse of terrorism, where Muslim citizens are simultaneously suspected as potential terrorists and encouraged to act as community watchdogs. Politicians also came to see terrorism as something harboured within Islamic communities in Australia and Muslim lack of belonging came to be viewed as having 'cultural' and 'religious' underpinnings. As a result of the securitisation of Islam and the view that Islam and Muslims are problematic, all Muslims were characterised as potential terrorists and negative ideas and actions toward Muslims, what some have called 'Islamophobia', were normalised and justified. There has, however, been remarkably little systematic attempt to examine any continuity between broader understandings of the official definitions of belonging and how and why Muslims are viewed as incapable of belonging. This research demonstrates the links between ideas about the 'Other' and their place in Australian society and how these ideas give meaning to the ways Muslims and Islam are thought not to belong. The focus on Muslim Australians as refusing integration and challenging Australia's national identity is contextualised within the wider framework of Australian national identity, immigration policies (entry, settlement and citizenship) and the wider prevalence of 'Islamophobia' in Australia. This dissertation explicitly politicises the concept of belonging in order to demonstrate the social and political barriers to belonging for Muslim Australians. This dissertation uses Allen's (2010) concept of 'Islamophobia as ideology' to empirically examine discourses about Islam and Muslims in the House of Representatives (2000-2006). The findings indicate that deeply-entrenched views about who belongs (and who does not), and how they belong in Australia, informed parliamentary discourse on Muslims and Islam. Islamophobia in the Australian House of Representatives demonstrates the ways in which discourses about the 'Other' are systematically used to strengthen negative meaning about Islam and Muslims and to consistently present them as anathema to everything 'Australian'.

This dissertation argues that interethnic romance narratives reflect and express central religious, political, racial, and gendered identities and agendas of Jewish American literature and culture in the early twentieth century. Chapter One shows that fin-de-siècle Reform Jewish women authors employed interethnic romance narratives to express a belief in America as exceptional as a place of religious and gender egalitarianism. Chapter Two turns to journalist and fiction writer Abraham Cahan, who wrote interethnic romance narratives to weigh the balance between idealism and pragmatism, socialist universalist values and the principles of Jewish nationalism in determining the character of Jewishness in America. Chapter Three demonstrates that Jewish American women’s popular fictions of interethnic romance in the 1920s employed interethnic romance plots to show women’s independence and mobility in light of early feminism and to express the limitations of feminist discourse when it ran counter to their ethnic identities. Chapter Four describes how narratives of interethnic romance written by Yiddish writers I. I. Shvarts, Joseph Opatoshu, Isaac Raboy, and David Ignatov employ tropes of interethnic romance together with geographical border crossings into non-immigrant or non-Jewish spaces, co-locating physical dislocation and disorientation and intimate interpersonal desire and unease. Together, these studies demonstrate the significance of interethnic romance in the American Jewish collective imaginary in this period and reveal the flexibility and longevity of this central theme in American Jewish discourse.

Due to rapid transitions of life events, changes in essential relationships, low self esteem and conflict within the family, depression can impact on adolescents in Vietnamese migrant families in Australia (Beyer & Reid, 2000, as cited in Tran, 2003). These adolescents may suffer from depression due to their reactions to cultural conflicts they experience in adapting their traditional family values into the context of Australia society (Vu, 2006). This depression can lead to serious drug abuse and suicidal ideation (Greenfield at al, 2006; Webber, 2002). In this context, this thesis discusses impact of the high expectations in maintaining Vietnamese traditional values in migrant families, and how this can affect adolescents' psychological well being. Therefore, as this thesis clearly implicates that the conflict between Vietnamese cultural values and Australian cultural values are associated with Vietnamese adolescent depression, a greater understanding of the specific needs of Vietnamese adolescents will assist counsellors and health professionals to provide more effective interventions during their treatment process.

This thesis examines modalities of identity and representation for the Indo-Fijian diaspora and its second shift diasporic remove in Liverpool, Sydney, Australia. Indo-Fijian Literature in English, Fiji-Hindi, Memoir form of Indo-Fijian diasporic writings along with representations of Indo- Fijians in other texts are examined in the first instance to enable siting of various identities and representations. This is used as a springboard to engage with instances of production; expression and consumption of Popular Culture in Indo-Fijian diasporas are examined towards a critical inquiry into the problematic of Indo-Fijian diasporic identities and representations. The problem at hand is the issue of identity and representation between the binaries of homogeneous constructs of a people and their lives and that of heterogeneous modalities that takes in difference and the place of the individual and their everyday lived space in the Indo-Fijian diaspora. Modes of identity and representation in its various modes, literary, non-literary narratives and in the production, expression and consumption of popular culture is examined in this thesis towards a construct of a diaspora, of a people, beyond convenient reductive homogeneous constructs.
Doctor of Philosophy (PhD)

This study is a focus on a small minority group within Australian society. This study attempts to explore and expose the inherent injustices experienced by this Aboriginal group since colonization. Its major focus is the loss of their land and their human rights and dignity subsequent to this invasion/ colonization. It also attempts, subsequent to the High Court decision in favour of Aboriginal land ownership, to also theologically support that stance. This study exposes the heretical nature of the traditional theology and religious practices of the dominant white population. It also tries to show the correlation with the experience of the Maori people in New Zealand and how they lost their land to the British Monarch. It then attempts some directives for reconciliation between these peoples and what could be done to restore the damage done since 1788.
Theology
M.Th. (Systematic Theology)

The study uses racialisation as a lens to understand the racist experiences of ordinary Asian Australians. It examines the racialisation processes underlying these experiences and explores the strategies employed to respond to and mitigate the impact of being racialised. It addresses the need to develop the theoretical and methodological underpinnings of racialisation and anti-racism in light of the dearth of research work on these especially in Australia. Different elements from various theories were drawn to frame the empirical investigation since no single theory was adequate as anchor for this qualitative study. In-depth interviews and focus groups with 64 Asian Australians generated rich narratives that provided interesting insights on the personal, political, and spiritual dimensions of human experience that connect the lives of racialised subjects. Deconstructing stories of racialised subjects laid bare the essence of racist experiences by revealing insights into when and how race becomes a salient signifier of difference. Racialisation provides a productive way of understanding racist experiences since it allows for the unpacking of the multi-layered linked processes of racial categorisation, racial differentiation and problematisation, marginalisation and exclusion, inferiorisation and devaluation. These processes are ordinarily part of the experiences of minority people. They constitute what can be called 'everyday racialisation'. The study uses stress-coping theory to examine the long-term and cumulative impact of being part of a racialised group. It shows how exposure to racism stressors has multifarious effects on the health and well-being of racialised subjects. The everyday racialisation of minority groups affects their socio-psychological functioning and limits the life chances and economic opportunities available to them. In addition, the study demonstrates how Asian Australians cope with the stress of their everyday racialisation by drawing from their personal repertoire of discursive, cognitive and behavioural strategies. These, in combination with outside support mechanisms, make up what can be termed ?everyday anti-racism? strategies. Racialisation provides valuable insights into when, how and why racialised subjects deploy these different strategies to negotiate, contest and bridge the constraints and boundaries imposed on them. The study offers an integrated model for understanding racialisation experience and lays the foundation for developing further the concepts of 'everyday racialisation' and 'everyday antiracism'.

"July 2004"
Includes bibliographical references (leaves 65-68)
257, 68 leaves : ill. (some col.), map ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of English, 2004

"July 2004"
Includes bibliographical references (leaves 65-68)
257, 68 leaves : ill. (some col.), map ; 30 cm.
Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of English, 2004

This thesis paper reflects upon the costume design process taken by Emma Hollows to produce a realist production of the Junction Avenue Theatre Company’s musical Sophiatown at the Augusta Savage Gallery at the University of Massachusetts in May 2020. Sophiatown follows a household forcibly removed from their homes by the Native Resettlement Act of 1954 amid apartheid in South Africa. The paper discusses her attempts as a costume designer to strike a balance between replicating history and making artistic changes for theatre, while always striving to create believable characters.