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Journal articles on the topic "Immigrants Education Australia"
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Collins, Jock, and Carol Reid. "Immigrant Teachers in Australia." Cosmopolitan Civil Societies: An Interdisciplinary Journal 4, no. 2 (November 5, 2012): 38–61. http://dx.doi.org/10.5130/ccs.v4i2.2553.
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One of the features of contemporary society is the increasing global mobility of professionals. While the education industry is a key site of the demand for contemporary global professional migration, little attention has been given to the global circulation of education professionals. Over past decades, immigrant teachers have been an important component of skilled and professional immigration into Australia, there is no comprehensive contemporary national study of the experiences of immigrant teachers in Australia. This article aims to fill this gap and to answer questions about their decision to move to Australia, their experience with Australian Education Departments in getting appointed to a school, their experiences as teachers in the classroom and in their new Australian community. It draws on primary data sources - in the form of a survey of 269 immigrant teachers in schools in NSW, SA and WA conducted in 2008-9 - and secondary sources - in the form of the 2006 national census and Longitudinal Survey of Immigrants in Australia – to provide insights into immigrant teachers in Australian schools, adding also to our understanding of Australia’s contemporary immigration experience.
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Ip, David, Christine Inglis, and Chung Tong Wu. "Concepts of Citizenship and Identity among Recent Asian Immigrants in Australia." Asian and Pacific Migration Journal 6, no. 3-4 (September 1997): 363–84. http://dx.doi.org/10.1177/011719689700600306.
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Theories of citizenship and, in particular, its exclusionary features in a period of globalization have particular significance for an avowedly immigrant society such as Australia with a policy commitment to multiculturalism. The nature of Australian national identity and citizenship reemerged on the political agenda in conjunction with the 1988 Bicentennial celebrations of European settlement. Debate continues as moves towards becoming a republic with an Australian head of state replacing the British monarch strengthen. As elsewhere, government is focusing attention on the need for citizenship and civics education. An important constituency in this process are the immigrants, especially those from Asia whose ancestors were the target of nationalistic exclusion critical to the formation of the Commonwealth of Australia. This article examines the views on citizenship and identity of a national sample of recent Asian immigrants to Australia. We argue that for considerable numbers an instrumental conception of citizenship underlies their approach to acquiring Australian citizenship. This ‘instrumental citizenship’ is located within their migratory experience and the political traditions of their homelands as well as within their Australian settlement experiences. For many, legal citizenship has not led to a sense of full incorporation into Australian society as indicted by their continuing perception of themselves as ‘migrants’. Reasons for this are complex and involve an interplay of personal factors as well as attitudes and experiences in Australian society whose significance varies from group to group. Such a disjuncture between legal citizenship and personal identity has implications for both governmental policies and theorization about the nature of citizenship.
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McNamara, Tim. "The roots of applied linguistics in Australia." Australian Review of Applied Linguistics 24, no. 1 (January 1, 2001): 13–29. http://dx.doi.org/10.1075/aral.24.1.02mcn.
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Abstract In this paper an attempt is made to identify the origins and distinctive character of Applied Linguistics in Australia, which differ significantly from those in the United States and the United Kingdom, where the field developed in the context of the English language education of international students. The Australian tradition differs in two main respects: (1) the strong influence and representation of the applied linguistics of modern languages, manifest in the work of university teachers of French and other modern languages, and in research on language in immigrant communities; and (2) the distinctive role of the applied linguistics of English, both as a mother tongue in schools, and as a language of immigrants. Using information from a series of interviews with leading figures in the development of Australian applied linguistics, the unique character of Australian Applied Linguistics is revealed.
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McDonald, Peter. "International migration and employment growth in Australia, 2011–2016." Australian Population Studies 1, no. 1 (November 19, 2017): 3–12. http://dx.doi.org/10.37970/aps.v1i1.8.
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Background: Immigration to Australia pre 1995 was largely low skilled. Recessions led to competition between low-skilled domestic workers and new immigrants and subsequent cuts in migration intakes. Historical changes in birth rates, increased participation in tertiary education, increasing numbers retiring and the relatively rapid restructuring of the skill level of labour demand combined to produce a skilled labour supply crisis in Australia from the mid-1990s. The permanent and temporary skilled migration policies established by the Australian Government from 1995 played an important role in meeting that labour demand, especially in the boom years of the first decade of the 21st century.
Aims: This paper examines the impact of immigration on employment in Australia subsequent to the global financial crisis (GFC) for the five-year period from July 2011 to July 2016.
Data and methods: Data for the paper are sourced from the Australian Bureau of Statistics. The paper uses survival methods to decompose the growth in employment in Australia in the five-year period from 2011 to 2016: (1) change in age and sex distribution in the absence of migration; (2) changes in employment participation rates by age and sex; (3) net migration by age and sex.
Results: Immigration in response to strong labour demand has continued post GFC. From July 2011 to July 2016, employment in Australia increased by 738,800. Immigrants accounted for 613,400 of the total increase, population growth 98,900 and changes in employment participation only 26,500. Migration has had a very large effect on the age structure of employment with most new immigrant workers (595,300) being under 55 years.
Conclusions: Research indicates that immigration provides major benefits to the Australian economy. However, as strong labour demand is likely to sustain migration at relatively high levels in coming years, it is incumbent upon governments to plan for the effects of rapid population growth on infrastructure and resources.
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Butow, Phyllis Noemi, Lynley Aldridge, Melanie Bell, Ming Sze, Maurice Eisenbruch, Madeleine King, Michael Jefford, Penelope Schofield, Priya Duggal-Beri, and David Goldstein. "Cancer survivorship outcomes in immigrants." Journal of Clinical Oncology 30, no. 15_suppl (May 20, 2012): 6111. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.6111.
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6111 Background: Immigration is increasing world-wide. Cancer survivorship is now recognised as a period of difficult adjustment for all patients, and possibly more so for immigrants. We explored disparities in quality of life outcomes for immigrant (IM) versus Anglo-Australian (AA) cancer survivors. Methods: In a cross-sectional design, cancer survivors were recruited through the New South Wales, Queensland and Victorian Cancer Registries in Australia. IM participants, their parents and grandparents were born in a country where Chinese, Greek, or Arabic is spoken and spoke one of those languages. AAs were born in Australia and spoke English. All were diagnosed with cancer 1-3 years previously. Questionnaires (completed in preferred language) included the Hospital Anxiety and Depression Scale (anxiety/ depression), FACT-G (quality of life) and Supportive Care Needs Survey (unmet needs). Outcomes were compared between AA and IM groups in adjusted regression models that included age, gender, socio-economic status, education, marital status, religion, time since diagnosis and cancer type (prostate, colorectal, breast and other). Results: There were 599 participants (response rate 41%). Consent was unrelated to demographic and disease variables. AA and IM groups were similar except that immigrants had higher proportions in the low and highly educated groups (p < 0.0001), and higher socioeconomic status (p = 0.0003). In adjusted analyses (see table), IMs had clinically significant higher depression (possible range 0-21), greater unmet information and physical needs, and lower quality of life than AAs. The possible range for the latter three is 0-100. Conclusions: Immigrants experience poorer outcomes in cancer survivorship, even after adjusting for socio-economic, demographic and disease differences. Interventions are required to improve their adjustment after cancer. Results highlight areas of unmet need that might be better addressed by the health system (particularly with regard to provision of information and support. [Table: see text]
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Khoo, Siew-Ean. "Correlates of Welfare Dependency among Immigrants in Australia." International Migration Review 28, no. 1 (March 1994): 68–92. http://dx.doi.org/10.1177/019791839402800104.
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This article examines the role of a number of factors, including migration category, birthplace, period of arrival, age, gender, educational background and employment status, in explaining immigrants’ dependence on government pensions and benefits. Significant differences in welfare dependency were observed by birthplace and migration category even after controlling for age, education and employment status. Immigrants from Vietnam, Lebanon and Turkey were more likely than others to be dependent on welfare. Refugees were also more likely than other immigrants to be dependent on welfare; however the effect of refugee status on welfare dependency diminished with duration of residence in Australia.
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Cohan Shovkovyy, Oleg. "Perceptions of Russian-Speaking Immigrants: A Case Study in Australia." Advances in Social Sciences Research Journal 7, no. 6 (June 22, 2020): 148–64. http://dx.doi.org/10.14738/assrj.76.8377.
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This research was conducted in response to one of the most pressing and challenging questions on the agenda of many government offices around the world - “What can be done to better integrate and assimilate immigrants into host communities?” The qualitative study employed ethnographic methods of gathering data, where 170 Russian-speaking immigrants were observed by the insider in their natural settings, for eight months, and at different locations in Brisbane region of Australia; informal, unstructured interviews were conducted with 27 individuals. During observations, it was noticed that many immigrants had experienced one or another sort of difficulties that prevent them from smooth integration into the host society. The further analysis of data derived from immigrants narratives revealed emerging themes, which allowed identifying five factors that, perceived by immigrants as obstacles to integration: (1) employment, (2) education, (3) healthcare, (4) government assistance, and (5) discrimination. Following the logic of inductive reasoning and assumptions of grounded theory, that is seen as a research method in which the theory is developed from the data, the researcher uses research findings to build behavioral Model of Assimilation/ Integration of immigrants. Developed model not only accurately explains why immigrants resist integration but also offers the pathway to further quantification for the measurement of assimilation.
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Philip, Bridgit, Lynn Kemp, Christine Taylor, and Virginia Schmied. "‘We Do Not Talk About It’ – Exploring Visual Approaches to Initiate Deeper Conversations About Perinatal Mental Health With Indian Immigrants." International Journal of Qualitative Methods 20 (January 2021): 160940692110580. http://dx.doi.org/10.1177/16094069211058009.
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Exploring constructions of mental health in the perinatal period among Indian immigrants can be challenging. This article describes the use of visual methods, photo elicitation, free listing and pile sorting, as an adjunct to face-to-face interviews to understand the constructions of perinatal mental health among Indian immigrants in Australia. The benefits and challenges of using these methods and modifications made during the research are explained. The modifications resulted in a broader understanding of terminology used by the Indian community. Incorporating visual methods as an adjunct to interviews when discussing perinatal mental health with Indian immigrants is effective and using multiple methods enhances the richness of data.
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Fahd, Kiran, and Sitalakshmi Venkatraman. "Racial Inclusion in Education: An Australian Context." Economies 7, no. 2 (April 1, 2019): 27. http://dx.doi.org/10.3390/economies7020027.
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Racism in various forms exists worldwide. In Australia, racism is inextricably linked to the history of Australian immigrants and early setters. Although the Australian education system has adopted inclusive education, evidence shows several incidents of racial exclusion. With the public education system experiencing an increased cultural diversity in student population, schools are required to develop inclusive education policies. While policies related to disability inclusion have been in practice for many years, only recently has there been an increasing awareness of racial inclusion. This research paper explores the importance of racial inclusion in education by examining the causes and effects of racial exclusion in the Australian education context. This paper considers existing practices at the national level and in schools to explore racial discrimination. It identifies the factors contributing towards racism and proposes a framework employing key strategies at the macro, meso and micro levels to achieve racial inclusion in education. It also suggests opportunities based on research to strengthen the response against racism.
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Miller, Paul W. "Aspects of Occupational Mobility and Attainment among Immigrants in Australia." International Migration Review 21, no. 1 (March 1987): 96–113. http://dx.doi.org/10.1177/019791838702100106.
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Analysis of data from the 1981 Australian Census indicates that there are considerable differences between the occupational distributions of the native and foreign born. Immigrants from non-English speaking countries are at a far greater disadvantage than their counterparts from English-speaking countries. Estimates of probability models of occupational attainment suggest that the inferior labor market position of immigrants from non-English speaking countries results from the relatively poor minor occupational gains they derive from additional years of education.
Dissertations / Theses on the topic "Immigrants Education Australia"
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Candy, Judith. "Early education : experiences and perceptions of minority group parents and young children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/783.
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In Australia there has been little research into the experiences and perceptions of education of parents from different minority groups whose young children attend school in this country. This study investigated the experiences that overseas born parents from non-English speaking backgrounds have of their own and their children's education in countries outside Australia, experiences of their children's early education in Australia, as well as those of their young children between 6 and 9 years of age attending school in this country. Despite marked differences in educational policies and practices operating in the participants' countries of origin, almost all parents in this study had experiences of education in childhood which were unlikely to be conducive to the building of warm and friendly future relationships with teachers and schools. Feelings of fear and hostility due to the extremely formal role methods, repressive discipline, and harsh corporal punishment administered by authoritarian and often cruel teachers, particularly in early primary years, were consistently described as pervasive elements in the education of most of the parents participating. In contrast, many aspects• of education in Australia were regarded as superior, however unsatisfactory communication, lack of awareness and interest demonstrated by schools and teachers meant that many of these parents also had negative experiences of education in this country. Dissatisfaction with their children's progress resulting in feelings of powerlessness due to the perceived lack of information, concerns about insufficient academic rigour, motivation and discipline were a source' of anxiety for many participants. Discussions with the young children of participants revealed their preferences for non academic activities outside the classroom, and those involving creativity •and/or• motor skills. Children's dislikes related mainly to relationships with their peer group, with difficulties in making /retaining friendships, bullying and racism as issues of concern. Relationships with teachers seemed to be both positive and negative, however little help with problems concerning the peer group seemed forthcoming, and minimal evidence of positive affirmation of the cultural and linguistic differences of these children was noted. Recommendations and implications include the need for teachers and schools to develop more cultural awareness in order to understand the differing perspectives of linguistically and culturally diverse families, and appreciate the role that parents’ prior experiences of education play in the formation of attitudes towards their children’s education. The importance of improving relationships, building authentic collaborative partnerships between teachers and minority group parents, and providing more information about school goals and programmes with opportunities to discuss these freely, is stressed. The use of overseas born parents’ expertise and home experiences both as resources to facilitate optimum outcomes for their children, and a means of increasing respect, understanding and trust between linguistically and culturally diverse families and the “mainstream” school population, is also strongly recommended.
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Loewald, Uyen. "Multicultural community development /." View thesis, 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031202.153318/index.html.
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Tam, King Wa. "Labour, social and health outcomes of immigrants in Australia : effects of language proficiency using the IV approach." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60256/1/King_Wa_Tam_Thesis.pdf.
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Language has been of interest to numerous economists since the late 20th century, with the majority of the studies focusing on its effects on immigrants’ labour market outcomes; earnings in particular. However, language is an endogenous variable, which along with its susceptibility to measurement error causes biases in ordinary-least-squares estimates. The instrumental variables method overcomes the shortcomings of ordinary least squares in modelling endogenous explanatory variables. In this dissertation, age at arrival combined with country of origin form an instrument creating a difference-in-difference scenario, to address the issue of endogeneity and attenuation error in language proficiency. The first half of the study aims to investigate the extent to which English speaking ability of immigrants improves their labour market outcomes and social assimilation in Australia, with the use of the 2006 Census. The findings have provided evidence that support the earlier studies. As expected, immigrants in Australia with better language proficiency are able to earn higher income, attain higher level of education, have higher probability of completing tertiary studies, and have more hours of work per week. Language proficiency also improves social integration, leading to higher probability of marriage to a native and higher probability of obtaining citizenship. The second half of the study further investigates whether language proficiency has similar effects on a migrant’s physical and mental wellbeing, health care access and lifestyle choices, with the use of three National Health Surveys. However, only limited evidence has been found with respect to the hypothesised causal relationship between language and health for Australian immigrants.
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Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.
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The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.
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Jenkings, Patricia Anne Bernadette. "Australian political elites and citizenship education for "New Australians" 1945-1960." Connect to full text, 2001. http://hdl.handle.net/2123/815.
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Thesis (Ph. D.)--University of Sydney, 2002.Title from title screen (viewed Apr. 24, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Degree awarded 2002; thesis submitted 2001. Includes bibliography. Also available in print form.
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Wang, Wan-Sheng, and n/a. "A Study of Relationships Between Educational Activities and the Well-Being and Life Satisfaction of Members of Chinese Community Groups." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070104.153050.
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Most immigrants have to adjust their lives to living in a new country, especially when moving from an Eastern to a Western society. Chinese immigrants may face multiple difficulties, including cultural differences and the English language barrier, which are a particularly problem for older immigrants. To overcome these difficulties, many Chinese immigrants either form new community groups or join those currently operating. Normally, Chinese community groups provide a wide range of activities for members. The literature (e.g., Diener, 1984; Cantor & Sanderson, 1999; Csikszentmihalyi, 1975) provides some understanding of the value for new immigrants in attending these group activities. Participating members report improved life satisfaction within new society and have a more positive outcome as a result of their involvement. However, the magnitude of the influence life satisfaction and well-being is not as clear. This research aimed to better understand the relationships between participation in community group activities and the life satisfaction and well-being of participating members. A quantitative research method was adopted for this study to investigate the relationships between the variables. The study utilised a questionnaire that focused on specific demographic characteristics of participants, a 5-item life satisfaction measure (Diener, Emmons, Larsen, & Griffin, 1985), a short 18-item measure (Ryff, 1989a) of the six dimensions of psychological well-being, and on other factors likely to impinge on life satisfaction and well-being. The 7-point agreement scale asked participants the extent to which they agreed or disagreed with the statements. The questionnaire was offered to participants in both English and Chinese. Questionnaires were completed by 600 Chinese-speaking immigrants from Taiwan, China, Hong Kong, Malaysia, and Singapore who were participants in educational activities and/or other activities offered through 21 different Chinese community groups in Brisbane. Four hundred took part in 20 different educational group activities, and 200 in 25 different non-educational group activities. Most participants were female, and approximately two thirds were over 50 years of age. Using AMOS, a number of structural equations models (SEMs) were tested to investigate the conceptually proposed links between the various variables. This study supports other literature, finding that both educational and general activities provided by the community groups positively influence the participating members' life satisfaction and feelings of well-being. The majority of participants in this study reported that they considered participating in community group educational activities (74.2% agreed), and general activities (66.6%), had the most impact on their life satisfaction and well-being. Most participants (70%) found that community group activities, both educational and general, were interesting. However, only around 53% of them claimed to have achieved their goals in these activities. The findings of this study indicate the complexity of the influences on life satisfaction and well-being levels facing this cohort of Chinese immigrants. Although results suggest that demographic variables such as year of migration and employment status have a greater influence on life satisfaction and well-being than educational activities and general activities, the outcomes of this study support the conclusion that the participating members have benefited from the variety of programs offered by Chinese community groups.
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Kawano, Yukio. "Social determinants of immigrant selection on earnings and educational attainments in the United States, Canada and Australia, 1980-1990." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3068173.
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Pinillos, Matsuda Derek Kenji. "The doctrine of the educational policies for foreign students in Japan: A comparison between Australian and French educational policies for children of immigrants." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123968.
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In this article, readers are going to see how foreigners’ children have been treated in the Japanese educational system. Until now, Japan does not have a specific principle idea in their policies; therefore, those are not stable and concrete. In order to investigate how national policies and its doctrine are important in the educational system, this article has examined Australia as a nation introducing the principles of multiculturalism and France as a nation introducing the republicanism in their integrated politics by doing a literature research. The literature that was used in this paper include the policies and critical papers written by experts that has allow us to analyze the pros and cons of their policies. As a result, the Japanese government is urged to create a concrete policy that would support foreign students to better adapt to the society and become a productive human resource to improve the country’s wellbeing.Este artículo examinó la situación actual y pasada de los hijos de extranjeros insertos en el sistema educativo japonés. Hasta ahora, Japón no tiene una idea concreta en sus políticas y es por eso que se puede afirmar que este sistema presenta algunas deficiencias/problemas que pueden ser mejorados. Con el objetivo de ver cómo los principios de las políticas nacionales afectan a la educación, en este artículo se han presentado los ejemplos de Australia, como una nación llevando los principios del multiculturalismo y a Francia, como ejemplo de una nación llevando los principios del republicanismo y sus políticas para la integración de sus ciudadanos. La literatura utilizada en este trabajo incluye las políticas y documentos críticos escritos por expertos, los cuales fueron de gran ayuda para poder analizar los pros y contras de las políticas de los distintos países estudiados.Como resultado, el gobierno japonés va a necesitar una política concreta para apoyar a los estudiantes extranjeros a adaptarse a la sociedad y convertirse en un recurso humano productivo para mejorar el país.
Neste artigo, pode-se verificar como os filhos de estrangeiros têm sido tratados dentro do sistema educacional japonês. Até o momento, o Japão não tem uma política de inclusão bem definida e, consequentemente, seu sistema não está bem estabelecido. Como medida para avaliar a influência dos princípios das políticas nacionais na educação, neste trabalho, foram apresentados exemplos de outros países. Através de uma investigação da literatura, foram estudados os seguintes países, a Austrália, uma nação que cultiva os princípios do multiculturalismo, e a França, levando os princípios do republicanismo e suas políticas de integração dos cidadãos. Esta revisão foi baseada nos princípios e nos respectivos documentos analíticos escritos por especialistas com o objetivo de avaliar as vantagens e desvantagens da política de integração desenvolvida nos países anteriormente mencionados. Em vista disso, sugere-se ao governo japonês a adoção de uma política concreta de apoio aos estudantes estrangeiros a fim de facilitar sua adaptação a sociedade, resultando na formação de recurso humano qualificado e produtivo, contribuindo para o desenvolvimento do país.
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Parker, Diane. "Institutional experiences of female child migrants in Western Australia between 1947 - 1955." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/681.
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In this qualitative study I investigated the institutional experiences of former female child migrants who were placed in the care of the Sisters of Mercy in St Joseph’s Catholic Orphanage, Subiaco, Western Australia. My study was guided by the theoretical orientations of Symbolic Interaction and Constructivism. Data were gathered through a series of individual and group interviews with the Female Child Migrants, who are now in their seventies and had spent at least three years in the orphanage between the years 1947 and 1955. Documents were also obtained from the archives of the Catholic Church, the Sisters of Mercy and the National Archives. Documents, photos and artefacts were also accessed from private collections. Significant issues to arise from the study were those of identity, opportunity and social control. These issues were broadly examined in relation to the primary and reference groups in the children’s lives with a particular focus on the role the Sisters of Mercy had in the children’s welfare. A limitation of the research is that some records pertaining to the orphanage during this period have been lost or destroyed and the passing of sixty years since the Female Child Migrants lived at the orphanage has meant that some events and practices may have been forgotten, overlooked or reframed by respondents. One of the most important findings was that the Orphanage’s institutional practices with its underpinning of religious teachings, ensured a lack of suitable social experiences and interactions. This shaped the way the participants viewed the world; which in turn impacted upon their life choices. The findings suggest that access to a wide variety of social situations is a necessary feature in a child’s socialisation and the accumulation of necessary social skills. The impact of socialisation on educational outcomes of the children in institutions such as orphanages was evident in the data. This investigation goes some way to filling the gap in the knowledge of the experiences of female child migrants who were sent here under the British Child Migration Scheme and it shines a light on a very small part of Western Australia’s social history.
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Mistilis, Nina Athanasia. "The political adaptation of second-generation Australians." Phd thesis, 1987. http://hdl.handle.net/1885/112086.
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The study systematically analyses the location of second-generation Australian
adults (defined as those born in Australia of an immigrant father) in the economic
system, it investigates their educational achievements, and examines the nature of
influences on their political behaviour by specifying relations among certain variables
and by comparing them to first-generation immigrants and to the native-born of a
native-born father. The one per cent person's sample file of the 1981 Australian census
on population and housing is used for analyses of income and education; the 1984/1985
National Social Science Survey (urban preliminary sample) is used to investigate
partisanship, participation and felt efficacy. The study draws mostly on American
literature for its theoretical underpinnings.
The conceptual basis of this study involves a three-fold distinction: the
socioeconomic system, the cultural, or 'ethnic', dimension and the political system. The
socioeconomic system is explored largely in the economic domain in terms of individual
income and educational achievement, the ethnic or cultural dimension in terms of the
extent of economic and educational integration and in terms of influences on political
behaviour. Ethnicity is defined mainly in terms of father's birthplace. The political
system is examined through extent and strength of, and influences on, partisanship,
through political participation and through felt political efficacy.
The model which best describes the political life of second-generation Australians
in the early 1980s is partial assimilation. Their pattern of political adaptation is
piecemeal, complex and at times puzzling. Political adaptation appears to be a function
both of location in some important sociocultural systems and of cultural differentiation.
Ethnicity permeates political adaptation, although its effects vary across the major
subsystems of society. In short, a dual explanation - economic and cultural - is
required.
Many features parallel the adaptation of the second generation in the United States
half a century ago, perhaps the most general being that adaptation and ethnicity are
interwoven in concept and reality. But unlike what appears to be the American
experience, most second-generation Australians have been assimilated into the economic
system by virtue of their success in gaining incomes which are at least the equivalent of
those earned by other native-born Australians.
Books on the topic "Immigrants Education Australia"
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Mageean, Pauline. Pathways to participation: The vocational & further education needs of adult immigrants in rural Australia. Adelaide: TAFE National Centre for Research and Development, 1990.
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Shaw, J. M. The evaluation process in the Adult Migrant Education Program: The report of the national course reporting study. Adelaide: National Curriculum Resource Centre, Adult Migrant Education Program Australia, 1986.
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Crock, Mary. Creating new futures: Settling children and youth from refugee backgrounds. Annandale, NSW: Federation Press, 2015.
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Audible difference: ESL and social identity in schools. Clevedon, England: Multilingual Matters, 2003.
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Australian Council for Educational Research., ed. Immigrant Australians and education: A review of research. Hawthorn, Vic: Australian Council for Educational Research, 1985.
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Geoff, Brindley, Burrows Catherine, and Macquarie University. National Centre for English Language Teaching and Research., eds. Studies in immigrant English language assessment. Sydney [Australia]: National Centre for English Language Teaching and Research, Macquarie University, 2000.
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Jackson, Elaine. Non-Language Outcomes in the Adult Migrant English Program. Macmillan Education Australia, 1995.
Find full textBook chapters on the topic "Immigrants Education Australia"
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Welch, Anthony. "Immigrant Student Achievement and Education Policy in Australia." In Immigrant Student Achievement and Education Policy, 155–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74063-8_10.
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Taft, Ronald, and Desmond Cahill. "Education of Immigrants in Australia." In Educating Immigrants, 16–46. Routledge, 2017. http://dx.doi.org/10.4324/9781315114651-2.
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"EDUCATION OF IMMIGRANTS IN AUSTRALIA." In Routledge Library Editions: Education and Multiculturalism, 17–47. Routledge, 2018. http://dx.doi.org/10.4324/9781315160306-11.
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Medhekar, Anita. "Australia-India." In Emerging Business and Trade Opportunities Between Oceania and Asia, 57–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4126-5.ch004.
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India is Australia's fourth largest export market and investment destination, and fifth largest trading partner, with access to a large and youthful market of 1.4 billion population. In 2018, India was the second largest source of skilled professionals after the UK and third largest source of immigrants after the UK and New Zealand. Increasing number of Indian nationals and businesses are choosing Australia as a destination of choice for education, tourism and for doing business. The Independent India Economic Strategy – 2035 was launched on 22 November 2018 for promoting bilateral trade and export market for Australian goods, services, and investment opportunities for mutual economic benefit. This chapter examines the economic significance of bilateral trade relationship between Australia and India and opportunities and challenges faced by the two countries with focus on education, tourism, health, agri-business, alternative energy, and mining sectors to meet the demand and supply gap and the sustainable development goals.
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Morrison, Renee. "Internet Use in Home-Education." In Global Perspectives on Home Education in the 21st Century, 200–228. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6681-7.ch014.
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Home educated students are Australia's fastest growing educational demographic. This growth may be due to the ubiquitous availability of resources made possible by the internet. This chapter considers several enablers and barriers to internet use in home education, using search engines as a case study. Search engine use is associated with several benefits and is the most prolific online activity conducted in home education. The chapter reports on a study into whether or not the search engine use of home educated students' (so-called digital natives) is stronger than that of their parent-educators (so-called digital immigrants). The study involved a survey of 60 parent-educators and observations, tests and interviews with five families. Irrespective of age, all searchers were found to use search engines in superficial ways. Findings can assist the growing number of Australians educating at home to maximise enablers while minimising any barriers to effective search engine use. Future research directions and the practicalities of existing literature for home-educators and students are also discussed.
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"Marginal Integration: The Reception of Refugee-Background Students in Australian Schools." In Refugees, Immigrants, and Education in the Global South, 208–22. Routledge, 2013. http://dx.doi.org/10.4324/9780203067734-19.
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Lacey, Philip de, and Anthony Fielding. "Australian Immigrants and Indigenes in the Context of Cultural Reaffirmation." In Cultural Identity and Educational Policy, 271–85. Routledge, 2018. http://dx.doi.org/10.4324/9780429503771-12.
Full textConference papers on the topic "Immigrants Education Australia"
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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.
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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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Gabriella Peter, Maria, and Liam Morgan. "TABLET TECHNOLOGIES AND LANGUAGE SOCIALIZATION. A STUDY OF FIRST GENERATION HUNGARIAN IMMIGRANT FAMILIES LIVING IN SYDNEY, AUSTRALIA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2046.
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