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Relevant bibliographies by topics / Minorities – education – australia

Academic literature on the topic 'Minorities – education – australia'

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Published: 26 July 2024

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Journal articles on the topic "Minorities – education – australia"

1

Smolicz, J. J. "National Policy on Languages: A Community Language Perspective." Australian Journal of Education 30, no. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.

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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.

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Jamaludin, Mohamed Sabir, Fakhrul Adabi Abdul Kadir, Mohd Sadad Mahmud, and Ahmad Nasir Mohd Yusof. "CABARAN PENDIDIKAN MINORITI MUSLIM DI AUSTRALIA." Asian People Journal (APJ) 6, no. 1 (April 27, 2023): 53–64. http://dx.doi.org/10.37231/apj.2023.6.1.390.

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Abstract: Education is the lifeblood that provides knowledge to the community in various fields. The systematic beginning of education has now started from pre-school, primary school, secondary school and to higher level in college or university. All parties regardless of ethnic background, language and religion need the education to be able to live life more harmoniously, respect each other, build success and live based on humanity. At the same time in countries with diverse ethnic, religious and racial communities, the demand for education to understand religious beliefs is often heard. For more countries it is not a big issue to allow the community to provide religious education but not all countries are open and allow educational institutions other than those provided by the government. This is where various problems arise for communities to learn religious teachings, especially for Muslim minorities. Muslim minority communities face various challenges to obtain formal religious education facilities in government-owned schools. Therefore, there are several challenges that have to be overcome to ensure that the Muslim community is able to practice religious teachings while studying in schools owned by the government. This study examines the challenges faced by Muslim minority communities, especially Malays in Perth, Australia. Keywords: Education; Muslim Minority; Malay Community Abstrak : Pendidikan adalah nadi kepada kehidupan yang memberikan pelbagai ilmu kepada masyarakat dalam pelbagai bidang. Permulaan pendidikan secara sistematik kini telah bermula dari pra sekolah, sekolah rendah, sekolah menengah dan ke peringkat tinggi di kolej atau universiti. Semua pihak tanpa mengira latar belakang etnik, bahasa dan agama memerlukan pendidikan agar dapat menjalani kehidupan dengan lebih harmoni, saling menghormati,membina kejayaan serta hidup berdasarkan sifat kemanusiaan. Pada masa yang sama dalam negara yang mempunyai pelbagai masyarakat terdiri etnik, agama dan kaum tuntutan untuk mendapatkan pendidikan memahami anutan agama sering kedengaran. Bagi negara yang lebih terbuka ianya bukanlah satu isu besar untuk membenarkan masyarakat menyediakan pendidikan agama namun tidak semua negara yang terbuka dan membenarkan institusi pendidikan selain yang disediakan oleh kerajaan. Dari sinilah timbul pelbagai masalah untuk masyarakat mempelajari ajaran agama khususnya bagi golongan minoriti Muslim. Masyarakat minoriti Muslim menghadapi pelbagai cabaran untuk mendapatkan kemudahan pendidikan agama secara formal di sekolah milik kerajaan. Justeru itu terdapat beberapa cabaran yang terpaksa dilalui bagi memastikan masyarakat Muslim dalam melaksanakan ajaran agama semasa belajar di sekolah milik kerajaan. Kajian ini meneliti cabaran yang dihadapi oleh masyarakat minoriti Muslim khususnya Melayu di Perth, Australia. Kata kunci: Pendidikan; Minoriti Muslim; Masyarakat Melayu

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Zhou, Longjun. "The Role of Educational Technology in the Development of Basic Education for Ethnic Minorities." Science Insights Education Frontiers 12, no. 2 (August 27, 2022): 1697–700. http://dx.doi.org/10.15354/sief.22.co018.

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As a result of the influence of history, traditions and geographical environments, considerable disparities in economy, culture, and education exist between ethnic minorities and majority nationalities in many countries. To them, how to bridge the gaps between ethnic groups remains a severe challenge. Major nation-states in the world such as Britain, Australia, India, and Russia, have emphasized the importance of equalizing education for all nationalities through legislation. Basic laws and regulations have been promulgated to ensure cultural diversity, secure enrollment opportunities of ethnic minorities, and integrate minority education into the modernized mainstream education (Gu et al., 2015).

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Zhou, Longjun. "The Role of Educational Technology in the Development of Basic Education for Ethnic Minorities." Science Insights Education Frontiers 12, no. 2 (August 27, 2022): 1697–700. http://dx.doi.org/10.15354/sief.v12i2.818.

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As a result of the influence of history, traditions and geographical environments, considerable disparities in economy, culture, and education exist between ethnic minorities and majority nationalities in many countries. To them, how to bridge the gaps between ethnic groups remains a severe challenge. Major nation-states in the world such as Britain, Australia, India, and Russia, have emphasized the importance of equalizing education for all nationalities through legislation. Basic laws and regulations have been promulgated to ensure cultural diversity, secure enrollment opportunities of ethnic minorities, and integrate minority education into the modernized mainstream education (Gu et al., 2015).

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Mayrl, Damon. "How Does the State Structure Secularization?" European Journal of Sociology 56, no. 2 (August 2015): 207–39. http://dx.doi.org/10.1017/s0003975615000119.

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AbstractWhy do similar modern nations accord religion different roles in their public institutions? This paper engages this question by examining trends in religious instruction in the public schools of the United States and Australia from 1850 to 1950. I find that American education secularized farther and faster than Australian education because of its decentralized system of educational administration. In the United States, decentralized educational administration facilitated challenges to religious exercises by religious minorities, fostered professional development among educators, and allowed novel educational practices oriented in new educational theories rather than religion to spread. In Australia, by contrast, centralized state control over education insulated majoritarian religious exercises from minority criticism, suppressed professional development, and helped maintain traditional educational practices that sustained religious instruction. The state thus has both mediating and constitutive effects on secularization, a finding which opens new directions for research into the dynamics of secularization.

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Wei, Yukai. "The study of higher education policy in remote rural areas of Australia——what can China learn." International Journal of Chinese Education 12, no. 2 (May 2023): 2212585X2311797. http://dx.doi.org/10.1177/2212585x231179725.

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“National Regional, Rural and Remote Tertiary Education Strategy Final Report” is a national strategic policy aimed at promoting higher education development and personal education welfare of Australians in regional, remote and rural areas (RRR areas). The strategy clarifies the disadvantages of higher education in RRR areas, including fewer educational opportunities, less students' aspirations and slow regional development. It proposes specific measures in 7 areas like support for learning opportunities, financial subsidies and emotional support. This paper uses literature review and adopts “Four Stages of Policy Borrowing in Education” theory as theoretical framework to discuss policy transfer possibility. This paper focuses on the theoretical inspiration level. In stage 1, it discusses the policy background and similar education context in two countries, to clarify the “cross-national attraction” and provides comparative value for higher education of ethnic minorities and rural areas in China. In stage 2, the paper discusses the “decision” and “implementation” of the policy. In stage 3, it focuses on “internalization”, it provides new ideas for development and puts forward four suggestions for improving the higher education of ethnic minorities in remote areas in China, including policy position, policy system innovation, course design and integration.

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Renganathan, Sumathi, and Inge Kral. "Exploring language and education policies for the indigenous minorities in Australia and Malaysia." International Journal of Multicultural Education 20, no. 1 (February 28, 2018): 138. http://dx.doi.org/10.18251/ijme.v20i1.1530.

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This paper examines the implication of language and education policies for the indigenous minority populations in two contrasting multicultural and multilingual post-colonial nations, Australia and Malaysia. By comparing and contrasting ethnolinguistic and educational policies in these two diverse nations, this paper explores how indigenous minorities have been positioned within each nation’s quest for meeting the challenges of becoming multilingual and multicultural nations. The authors argue that although both countries promote multicultural ideals, they fall short in their acknowledgement of the dignity of difference for their indigenous communities. Thus, the authors assert that educational and language policies for indigenous peoples must acknowledge the importance of difference and therefore include indigenous cultural ways of knowing, being and doing to achieve successful educational outcomes.

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Bhatti, M. Ishaq. "Human Capital Need in Islamic Finance Education: A Case of Australia." International Journal of Learning and Development 2, no. 6 (November 24, 2012): 146. http://dx.doi.org/10.5296/ijld.v2i6.2753.

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The main objective of this paper is to demonstrate training requirement for human capital needed in the emerging field of Islamic Finance (IF) industry in Australisian region. It proposes the structure of the curriculum which can build bridges among multi-culture/faith communities based on sound understanding of finance and Shariah in the western democratic societies where Muslims are in minorities. It presents a case study of La Trobe University’s pioneering Master of Islamic Banking and Finance (MIBF) degree structure and an online six week’s e-learning short course on Islamic Finance Professional Development (IFPD) jointly with Ethica Institute in UAE. The course is then linked with various components of the professional bodies, like Masters’ in professional accounting (MPA), financial analysis (MFA), and MBA (restricted to electives only), CFA, GARP and then extension to PhD level education in IF. The paper addresses various aspects of IF education such as the significance of knowledge, curriculum design, procedures in acquiring support from within the University academic community, challenges in marketing the course and the needed research backing. It also reviews some illustrating statistics to support the need for the course in Australasian region and highlight statistical finding of our MIBF alumni. The paper closes with final remarks and recommendations to industry and policy makers.

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Humphreys, Sheridan. "Rethinking our protagonists: Absence on screen and meta-narratives of empire." Journal of Screenwriting 13, no. 3 (November 1, 2022): 361–74. http://dx.doi.org/10.1386/josc_00106_1.

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In this article I argue that responsibility for diversity needs to be inbuilt at a much earlier stage in the screen drama production process – from the very moment, indeed, when protagonists and plotlines are first conceived. Genuine diversity is everyone’s responsibility, not just the ‘diversity manager’ or ‘diversity initiative’. This is an issue for screenwriters, for the education of screenwriters and it is something that screenwriting research needs to explore. My focus falls here on historical drama, for which I argue that inbuilt diversity is especially pressing. Populist ideas about the past impact the lives of ethnic minorities today, and are perpetuated by invisibility, which is then treated as evidence of that same invisibility. I explore how Britain’s relationship with colonial Australia is understood – and perpetuated – through the meta-narrative of Empire and culture and how this informs my approach to my own writing practice. This article is based on the papers presented at the 2017 Screenwriting Research Network (SRN) conference, University of Otago, Dunedin; the 2019 European Association of Studies of Australia (EASA) Conference in Toulon, and at the 2019 Australian Association of Writing Programs (AAWP) conference, University of Technology, Sydney.

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Brodwin, Martin G., and Joseph E. Havranek. "Incorporating Multicultural Counselling and Gender Issues into Rehabilitation Counsellor Education." Australian Journal of Rehabilitation Counselling 2, no. 1 (1996): 1–8. http://dx.doi.org/10.1017/s1323892200001800.

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In today’s rapidly changing society, counsellors need to have knowledge and skills to work effectively with a diverse consumer population. A review of rehabilitation counsellor education programs in the United States applying for CORE (Council on Rehabilitation Education) re-accreditation between 1991–1994 revealed that two-thirds of the programs had content deficits in multicultural and gender issues. Australia and other countries besides the United States have experienced increases in the number of cultural minorities entering the workforce. The role of women in the modern workforce also has undergone significant change. These issues need to be considered by rehabilitation counsellors in all countries. The importance of infusing these content areas in graduate training is addressed. The authors offer suggestions for infusion of cultural and gender issues into rehabilitation counselling curricula.

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Dissertations / Theses on the topic "Minorities – education – australia"

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Stevens, Christine Audrey. ""New life in the freedom country" : young Cambodians in Adelaide." Title page, contents and abstract only, 1990. http://hdl.handle.net/2440/19370.

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Ogonda, Agnes Akinyi. "Shades of giftedness : an ethnographic case study in the identification of giftedness in ethnic minority children within the early childhood context." Thesis, Queensland University of Technology, 1994.

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This study addresses the issue of identification of gifted ethnic minority children within the context of an Australian preschool. Case study method is used to describe the characteristics of three children, their parents, teachers and the pre-school environment. The children, from India, Iran and Vietnam, had all arrived in Australia within the last twelve months. Use of existing checklists, participant observation in the home and pre-school setting, unstructured interviews with parents and teachers, and collection of children's work were the main methods of data collection. Through the analytic process culture-specific behaviours have been identified. These descriptions have been used to develop a behavioral characteristics checklist which can be used by teachers as a framework during identification of gifted ethnic minority children. This forms part of a portfolio of assessment compiled using the study findings. Teacher awareness of giftedness, educational responses, theories and definitions of intelligence were also addressed through a workshop conducted as part of the study. The study reports on the effect of culture on manifestation of gifted behaviour, motivation, socioeconomic issues, teacher attitude and parent-teacher co-operation in the gifted ethnic minority child's learning outcomes. Suggestions for furtherresearch are also included.

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Chiro, Giancarlo. "The activation and evaluation of Italian language and culture in a group of tertiary students of Italian ancestry in Australia /." Title page, abstract and table of contents only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc541.pdf.

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Windle, Joel Austin. "Ethnicity and educational inequality : an investigation of school experience in Australia and France." Phd thesis, Dijon, 2008. http://www.theses.fr/2008DIJOL007.

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Cette thèse examine, au niveau lycée, la contribution de l’origine ethnique aux expériences scolaires d’élèves désavantagés (N=927). Elle a pour objectif d’étudier les rapports entre inégalité sociale, expérience scolaire, et structure institutionnelle. Afin d’enquêter sur le rôle de l’identification ethnique et sa relation aux facteurs institutionnels, une analyse comparative a été menée dans deux pays. L’étude du cas des élèves d’origine turque en France et en Australie indique que les influences de l’ethnicité sont transformées d’un contexte à l’autre par des structures pédagogiques distinctives. En France, les filières et les jugements académiques sévères en réduisent l’estime de soi, en créant de l’aliénation et de la distance sociale entre élève et professeur. En Australie, au contraire, le différemment de la sélection et du jugement permet, de façon temporaire, une atmosphère plus conviviale en cours, mais ne réussit pas à assurer le succès académique des élèves. Les efforts des deux systèmes dans les sites périphériques constituent des logiques d’intégration marginales qui permettent l’exclusion de l’intérieure. Les efforts des élèves pour donner un sens à la vie scolaire à travers des cultures de pairs qui se ressemblent dans les deux contextes font partie des stratégies d’intégration marginale. Les élèves d’origine immigrée semblent particulièrement concernés par ces logiques et stratégies, qui renforcent leur position subordonnée dans le système. L’étude identifie alors les difficultés auxquelles sont confrontés les deux systèmes comme résultant de caractéristiques structurelles
This thesis examines the contribution of ‘ethnic’ background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken. The case of Turkish-background students in Australia and France suggests that the influences of ethnic identity are thoroughly transformed from one setting to the other by distinctive pedagogical structures. Streaming and severe academic judgement in France lower academic self-esteem, while creating resentment and social distance between students and teachers. By contrast, the deferral of selection and judgement in Australia allows, temporarily, for a more convivial classroom atmosphere, but fails just as surely to successfully navigate students through the curriculum and achieve academic success. The accommodations of both systems to students in ‘peripheral’ locations constitute logics of marginal integration which enable and legitimise ‘exclusion from within’. Student efforts to make meaning of school life through peer cultures which share many similarities across institutional and national boundaries emerge as what I have called strategies of marginal integration. Ethnic-minority students appear to be particularly susceptible to those logics and strategies, which reinforce their position within the system as marginal. This study therefore identifies the difficulties facing both systems as emerging from common overarching structural qualities

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Williamson, Frances. "Educating Rina : a study of generation 1.5 in the Australian higher education system." Thesis, 2015. http://hdl.handle.net/1959.7/uws:35869.

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Australian higher education is undergoing changes reflective of broader societal shifts. The twin drivers of democratisation and marketisation have led to student populations that are more ethnically, linguistically, and socio-demographically diverse. Along with this diversity has come heightened concerns about students’ general preparedness for tertiary study, as well as a perception of slipping literacy standards (Devlin 2010). To date, higher education scholarship and policy has tended to compartmentalise the issue of student academic literacy by focusing on the putative underpreparedness of low socioeconomic status students or the English language proficiency of international students. However, one particular student cohort, known as Generation 1.5, falling as they do between these existing demographic categories, are currently overlooked and poorly understood by the higher education system. Within an Australian context, Generation 1.5 refers to English as an Additional Language students who migrate to Australia during childhood and are therefore largely educated in the local school system, often attending metropolitan schools in relatively disadvantaged areas. As such, Generation 1.5 students’ pathway to and through higher education is impacted by a coalescence of socioeconomic, linguistic, and educational factors, as well as complex patterns of identity and belonging. This study aims to illuminate this complexity through a thick description of 11 Generation 1.5 students’ academic practices and dispositions and their varying experiences and outcomes in higher education. Adopting a mixed-methods approach, this study, conducted at one Australian university, draws together insights from survey responses, semi-structured interviews with students and staff, academic records and detailed linguistic analyses of student writing. Drawing on a critical perspective of Bourdieu’s concepts of habitus and field and advocating a realist standpoint, this study argues that the educational trajectories of Generation 1.5 students can be better understood by reference to a discernable Generation 1.5 habitus in which cognitive, linguistic, educational, and affective factors are shaped by the experiences of early migration. Characterised by a fragile control of English and the incomplete acquisition of cognitive schemas that underlie academic work – along with a distinct ambivalence for some – this habitus is often at odds with the expectations of university study. However, inherent in this collective habitus is a plurality of dispositions, the result of not only the differing contexts in which their habitus was acquired, but also the varying social contexts or fields though which these students constantly move. Therefore, the notion of a collective Generation 1.5 habitus is explored in concert with the notion of multiple, complex, and often contradictory individual dispositions that produce differing investments and outcomes in higher education. This study also examines the field effects on Generation 1.5 students’ trajectories, arguing that more open admission policies, the undervaluing and under-resourcing of teaching, and institutional misrecognition of the complex habitus of these students undermines the intention of higher education. Rather than a means of developing dispositions and capacities to facilitate participation in the labour market and social mobility, many of the Generation 1.5 students in this study instead progress through university with low-mobility forms of literacy while accruing high personal debt. This, then, is the story of students caught between a drive towards social participation and the exigencies of the academic marketplace.

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Edmonds, George University of Ballarat. "Multiculturalism : (re) intellectualising teaching." 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12750.

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Edmonds, George. "Multiculturalism : (re) intellectualising teaching." Thesis, 2007. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/38839.

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Edmonds, George. "Multiculturalism : (re) intellectualising teaching." 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14589.

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Books on the topic "Minorities – education – australia"

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Malcolm, Ian G. Australian Aboriginal students in higher education. Perth, WA, Australia: National Centre for English Language Teaching and Research, Macquarie University, in association with the Centre for Applied Language Research at Edith Cowan University, 1998.

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Cruickshank, Ken. Teenagers, literacy and school: Researching in multilingual contexts. London: New York, 2006.

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Leitner, Gerhard. Australia's many voices: Ethnic Englishes, indigenous and migrant languages : policy and education. Berlin: Mouton de Gruyter, 2004.

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Martino, Wayne. Gender, race, and the politics of role modelling: The influence of male teachers. New York, NY: Routledge, 2011.

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Noel, Loos, Osanai Takeshi, James Cook University of North Queensland., and Hokkaido University of Education, eds. Indigenous minorities and education: Australian and Japanese perspectives of their indigenous peoples, the Ainu, Aborigines and Torres Strait Islanders : report of Joint Research Project, James Cook University of North Queensland, Hokkaido University of Education. Tokyo: Sanyusha Publishing Co., 1993.

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Chan, Janet B. L. Learning the craft of policing: Police training, occupational culture & professional practice : final report to the New South Wales Police Service and the Australian Research Council. [New South Wales: s.n., 1999.

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Al-deen, Taghreed Jamal. Motherhood, Education and Migration: Delving into Migrant Mothers' Involvement in Children's Education. Springer Singapore Pte. Limited, 2020.

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Al-deen, Taghreed Jamal. Motherhood, Education and Migration: Delving into Migrant Mothers’ Involvement in Children’s Education. Palgrave Macmillan, 2019.

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Millicent, Poole, De Lacey Philip R, and Randhawa Bikkar S, eds. Australia in transition: Culture and life possibilities. Sydney: Harcourt Brace Jovanovich, 1985.

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Danaher, Patrick, and Kalwant Bhopal. Identity and Pedagogy in Higher Education: International Comparisons. Bloomsbury Publishing Plc, 2014.

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Book chapters on the topic "Minorities – education – australia"

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Jakubowicz, Andrew. "Education and national identity in Australia." In Muslim Minorities and Social Cohesion, 82–95. Routledge, 2020. http://dx.doi.org/10.4324/9781003044529-9.

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Reports on the topic "Minorities – education – australia"

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Colombo, Marea S., Ruthie E. Holmes, Cameron D. Young, and Stephen Scott. How Can Course Advising Better Support Pacific Student Success? Journal of the Australian and New Zealand Student Services Association, October 2023. http://dx.doi.org/10.30688/janzssa.2023-2-09.

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Previous research has explored the importance of effective course advising to academic success. Course advising that is student-focused and takes a “whole-of-student” approach has been found to be especially important for students that have historically been minoritised in tertiary education. This includes students who are Indigenous, first-in-family, or from low socio-economic backgrounds. However, no research, to our knowledge, has investigated how Pacific students and staff envision course advising. Given Pacific students are among the fastest growing academic cohort in New Zealand and Australia, it is important for universities to understand how to foster Pacific student success. This research involved a series of talanoa (conversations) with both Pacific students and staff to better understand the current role of course advising in student decision-making, future hopes for the development of course advising, and suggestions to improve Pacific support in course advice. Understanding the perspective of Pacific students and staff helps to highlight the current gaps in course advising systems and encourages universities to acknowledge the importance of relationship building, the development of cultural competencies, and increasing Pacific representation in the course advising process. Results support reassessing course advising systems to help improve retention rates of Pacific students.

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