Journal articles on the topic 'Minorities Study and teaching Australia'
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Vacca, Alessia. "Australia and Catalonia: a comparative study on the protection of minority languages from a legal standpoint. Education in the mother tongue. Is the language a factor of integration or a barrier?" Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.
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This article is a comparative study of the education system in minority languages between Catalonia and Australia from a legal standpoint. Catalonia has a complex legislation: National Constitution, Statute of Autonomy, Regional Laws, a strong legal framework, a language always alive as a political instrumentto get the power. Australia has not a legal framework in this area and has a confused planning system. In Europe, the Council of Europe has been in charge of the protection of human rights.Australia signed and ratified some International Conventions which are not a strong legal basis to claim an education system in aborigines’ languages. The Catalan Law on Linguistic Normalizationn. 7 of 1983, replaced by the Law on Linguistic Policy n. 1 of1998, has, among the other purposes, also that to stimulate the use of Catalan as language of education in all levels of teaching.The school has a fundamental importance for the transmission of the culture of minorities. If the educational systems didn’t have any regime of teaching in the mother tongue all policies are not efficient.
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Aiffah, Ghaisani Ikramina, and Wandera Ahmad Religia. "Child Sexual Abuse Prevention Program: Reference to the Indonesian Government." Jurnal PROMKES 8, no. 2 (September 24, 2020): 238. http://dx.doi.org/10.20473/jpk.v8.i2.2020.238-252.
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Background: Child Sexual Abuse (CSA) was a global problem widespread in many countries. Komisi Perlindungan Anak Indonesia or Indonesian Children Protection Commission (KPAI) recorded as many as 1.880 children become victims of sexual abuse such as rape, fornication, sodomy and paedophilia. The Government of Indonesia become made become efforts both national and international scale, but there is no effective and applicable program that has been implemented. Objective: The purpose of this article was to analyse the programs had been implemented to prevent sexual violence against children. Method: This article was a literature study by examining 38 articles related to the program against child abuse. The researcher was looking for reference sources from the Science Direct, Sage pub and Google Scholar online become. The keywords used were Child Sex Abuse Prevention Program, Parenting Program, Parent Training, Parent Intervention, Maltreatment, Violence, and Violence Prevention. Result: In children, programs that had been implemented include C-SAPE; IGEL; Train the trainer; BST; A program for minorities in Australia; Cool and Safe. For parents, the programs that had been applied include ACT-RSK; Triple-P; RETHINK; The Incredible Years Parents, Teachers, and Children Training Series; PACE; The Making Choices and Strong Families; The African Migrant Parenting; Strengthening Families; 123 Magic; PDEP and FAST. Conclusion: The sexual violence prevention program for children that can be implemented by the Indonesian government was using teaching methods based on school curricula that can be delivered by teachers. For parent, the program that could be implemented by the Indonesian government was using positive parenting methods that focus on preventing sexual violence against children and delivered by expert facilitators. To reach children and families with different cultural backgrounds, the Indonesian government could adapt sexual violence prevention programs for the Australian minorities and The African Migrant Parenting.
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Anjum, Maimoona, Yaar Muhammad, and Arjumand Rauf. "Teaching in a Polarized Islamic Society: A Phenomenological Study of the Christian School Teachers in the Gujrat City." Global Regional Review VI, no. III (September 30, 2021): 45–52. http://dx.doi.org/10.31703/grr.2021(vi-iii).05.
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The Islamic Republic of Pakistan is also home to other religious minorities. Since Independence, these minorities have played a significant role in serving the nation through different professions, and teaching is one of them. Yet, there is a growing concern regarding how well and respectfully they are accommodated in a Muslim majority society. This phenomenological research study explores the perspectives of Christian teachers concerning their difficulties in dealing with students and parents of different religions and their support needs. Ten teachers were purposively selected for semi-structured interviews. Content analysis revealed that although most teachers were satisfied with working conditions and the behaviors of students and parents with them, few of them highlighted the issues of forced conversion to Islam and usage of derogatory language. Teachers also suggested that there is a need to change the mindset of the people through education, and the government should provide more opportunities to minorities.
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Abbas, Tahir. "Teaching the Study of Muslim Minorities in Higher Education in the United Kingdom." American Journal of Islam and Society 24, no. 3 (July 1, 2007): 143–49. http://dx.doi.org/10.35632/ajis.v24i3.1538.
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In this paper, I reflect on my experiences of teaching sociology of Islam atan elite British university: the University of Birmingham. As a trained economistwith postgraduate degrees in social science and sociology and as a formerWhitehall civil servant, my foray into the world of Islamic studies hasonly been recent. Indeed, it was the events relating to British Muslimminorities between 1999 and 2001 (namely, the arrests, trial, and sentencingin relation to the mostly Birmingham-born “Seven in Yemen” in 1999; the9/11 attacks in New York and Washington, DC; and the urban disturbancesin northern England 2001) that propelled me to interact with this vast andrich field of learning and scholarship. These three events compounded mattersin relation to identity politics, Islamism, and international political economy.Having already researched and written on matters related to educationand class,1 entrepreneurship and culture,2 and Islamophobia and the printnews,3 my new focus on Muslim minority issues stemmed precisely frommy existing interests in ethnicity, culture, and multiculturalism.4Upon joining the University of Birmingham in 2003, I spent my first twoyears concentrating on teaching a specialized course, “Ethnic Relations inBritain,” to finalists. In 2005, I began to teach a new course, “Islam, Multiculturalism,and the State” to finalists. In this article, I discuss the resultinginsight into teaching to a largely non-Muslim audience issues relating toIslam and Muslim minorities ...
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Tarangul, Lyubov, and Svitlana Romaniuk. "Interactive methods of teaching languages of national minorities in Ukraine, their analysis." Problems of Education, no. 2(95) (October 7, 2021): 112–26. http://dx.doi.org/10.52256/2710-3986.2-95.2021.08.
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The article presents the essence, meaning and types of interactive teaching methods, as well as highlights the problems of teaching the languages of national minorities in Ukraine. All nations have the right to self-determination. By virtue of this right, they are free to establish their political status and freely ensure their economic, social and cultural development. In addition, in order to achieve their goals, all people are free to dispose their natural resources and resources without prejudice to any obligations arising from international economic cooperation applied on the principle of mutual benefit and international law. No nation can in any case be deprived of its means of subsistence.
This article is devoted to the problem of using interactive methods in teaching languages of national minorities in Ukraine. The advantages of using such methods and the peculiarities of their introduction into the educational process are substantiated. Definitions of the general concept are given and features of a choice of certain interactive methods are described. Particular attention is paid to the classification of interactive teaching methods.
For Ukraine, as for any polyethnic state, the issue of national minorities is permanently relevant and requires constant study and analysis. The formation of Ukraine as an independent state put on the agenda both theoretical and practical tasks - to develop its own concept of national policy. The peculiarity of the situation was the need to simultaneously find optimal ways to develop the titular nation and national minorities.
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Spjut, Lina. "En läroplansanalys om samstämmighet inom Lgr11." Educare - vetenskapliga skrifter, no. 3 (May 24, 2021): 102–29. http://dx.doi.org/10.24834/educare.2021.3.5.
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This article investigates in what way the Swedish compulsory school curriculum (Lgr11) addresses knowledge regarding Swedish national minorities. The aim is to study alignment within Lgr11 through a case of the theme national minorities. Research questions target alignment within syllabi and alignment between syllabi and the aim and guidelines in the curricula. Theories of alignment and curriculum theory formed the theory and methodology for the analysis, foregrounding similarities and differences in how Swedish national minorities are addressed in Lgr11. Results show numerous inconsistencies. Learning goals in curriculum and syllabus content are, for instance, not aligned, and differences exist within the syllabus between aim (syfte), central content (centralt innehåll) and the lower set measurable demands (kunskapskrav). This is problematic since earlier research demonstrated that measurable demands have out-conquered teaching content. These challenges for teacher’s interpretation of curricula and syllabus can affect the teaching content.
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Orban, Szabolcs. "National Minorities: A Chance or Challenge for the Catholic Church." Studia Universitatis Babeș-Bolyai Theologia Reformata Transylvanica 65, no. 2 (December 20, 2020): 95–106. http://dx.doi.org/10.24193/subbtref.65.2.05.
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"The issue of national minorities in the past century has often given rise to conflicts, becoming a peace-threatening issue and consequently a source of serious distress. Thus, from this perspective, it had become a topic that the churches could not remain silent about. This article aims to present briefly the way in which the Catholic Church related to the national minorities from the perspective of the Catholic social teaching. At first, we will present a few ecclesiastical documents (papal documents, writings, speeches, etc.) that touched upon this topic one way or another during the past more than 100 years. In the light of these, we shall see the main aspects that the Catholic Church deemed to be important to emphasize in relation to minorities. Next, as an example, we shall also mention a few local ecclesiastical documents pointing out the manner in which the general principles are manifest in the toilsome everyday life of the local communities experiencing concrete historical situations. The third part of the study will refer to the important basic principles of social teaching – namely, common good and subsidiarity –, and we will try to pin down certain insights that would guide both the majority and the minority on the path towards the opportunity of welfare, thereby bringing hope for the mitigation of tensions. Keywords: national minorities, social teaching, the Catholic Church, common good, subsidiarity."
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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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Howlader, Mohammad Rasel. "Exploring Approaches to Teaching Bilingual Education in Countries where English is a First Language: A study in East London." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 77–98. http://dx.doi.org/10.14434/ijlcle.v5i0.26939.
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The aim of the study is to recognize literacy practices of the ethnic minorities and find suitable teaching approaches in a multilingual context in London. The main research question is: How do the ethnic minorities in London want their heritage languages to be recognized in their mainstream schools? Primary research has been carried out through questionnaires and structured interviews and secondary research has been carried out through analyzing published books and articles. In breaking the silence of the bilingual children, it has been suggested that a post communicative approach would be convenient to teach ethnic minority languages and activities like pair work, group work, role play, brainstorming, multiple choice and filling in the gaps would be suitable in bilingual learning. Results show that bilingual learning can be enhanced through parental support, social media, storytelling by grandparents and the inclusion of a bilingual syllabus in the National Curriculum in England.
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Sawrikar, Pooja. "Child protection, domestic violence, and ethnic minorities: Narrative results from a mixed methods study in Australia." PLOS ONE 14, no. 12 (December 4, 2019): e0226031. http://dx.doi.org/10.1371/journal.pone.0226031.
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Gilliat-Ray, Sophie. "Muslim Minorities in the West." American Journal of Islam and Society 20, no. 3-4 (October 1, 2003): 196–98. http://dx.doi.org/10.35632/ajis.v20i3-4.1839.
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The Muslim diaspora, which has become established as a significant areaof publishing in the past 2 to 3 decades, is being charted by a number ofbooks and journals. This edited collection is a valuable addition to the literature,although specialists in the field will notice some degree of overlapwith existing sources.The book is divided into three sections exploring the Muslim experiencein America (seven chapters), Europe (three chapters covering France,Germany, and Norway), and areas of European settlement (five chapterscovering Australia, New Zealand, South Africa, and the Caribbean). Thebest way to view this book is to consider it a series of case studies examininghow Muslims in different contexts have moved from being temporary and peripheral individual sojourners to being, within their adoptedsocieties, generally well-established communities that have largely overcometheir internal differences and external structural barriers in order tobe publicly recognized as a part of multicultural and multi faith communitiesand societies. Many of the contributors believe that Muslim minoritiesare growing, dynamic, confident, and demographically "young" in most oftheir new societies, and that wherever they have established themselves,they have sustained their presence and thrived, sometimes in the face ofextreme hostility.This case study character has advantages and disadvantages. On theone hand, this reviewer found it extremely valuable to learn more aboutthe experience of some very specific minority groups, such as Sahelians inFrance, who are usually ignored and overshadowed in the literature by theoverwhelming Algerian-Moroccan presence in France. Likewise, with relativelylittle academic material available on Muslims in New Zealand, forexample, this book fills many of the academic gaps in the literature. Thefirst-hand accounts from previously unpublished sources were similarlyvaluable, and the chapter on establishing the Islamic Party in NorthAmerica constitutes an important documentary record. On the other hand,some chapters went over well-established ground, such as Turks inGermany. Specialists on Muslim minorities will find that some chaptersrepeat already well-known data and profiles oflslam in these contexts ...
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Taylor, Andrew, Patrik Tátrai, and Ágnes Erőss. "Visible minorities in remote areas: a comparative study of Roma in Hungary and Indigenous people in Australia." Hungarian Geographical Bulletin 67, no. 1 (March 31, 2018): 43–60. http://dx.doi.org/10.15201/hungeobull.67.1.4.
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Flannery, Belinda J., Susan E. Watt, and Nicola S. Schutte. "Looking Out For (White) Australia." International Perspectives in Psychology 10, no. 2 (April 2021): 74–91. http://dx.doi.org/10.1027/2157-3891/a000008.
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Abstract. We conceptualized and developed a measure of right-wing protective popular nationalism (RWPPN) – a specific form of popular nationalism where people seek to protect the national culture from outgroup influences. RWPPN is derived from a sociological analysis of right-wing popular nationalism in Australia and is theoretically related to several key psychological constructs, including right-wing authoritarianism (RWA), social dominance orientation (SDO), and symbolic threat. We conducted two surveys using nationally representative samples of Australian citizens. In study 1 ( n = 657), participants completed measures of RWPPN and related constructs. Exploratory and confirmatory factor analysis resulted in a 10-item scale. Construct validity was tested and confirmed across divergent, convergent, predictive, and concurrent validation domains. Additional convergent validation with RWA and SDO was tested in study 2 ( n = 316). Together, RWPPN was found to relate to expressions of national identity, prejudice, perceived outgroup threat, opposition to multiculturalism, and aggressive tendencies toward ethnic minorities. These effects remained significant when controlling for nationalism (measured as a concern for national superiority) and blind patriotism. In study 2, the effect on aggressive tendencies held when controlling for RWA and SDO and RWPPN mediated the relationship between RWA and aggressive tendencies. Reflecting the conservative nature of Australian popular nationalism, RWPPN correlated with right-wing political alignment. The research was conducted in Australia, but given the rise in right-wing populism internationally, RWPPN may be a phenomenon in other countries. Therefore, this paper offers a new construct and scale to investigate it in Australia and internationally.
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Sheppard, Jill, Marija Taflaga, and Liang Jiang. "Explaining high rates of political participation among Chinese migrants to Australia." International Political Science Review 41, no. 3 (May 22, 2019): 385–401. http://dx.doi.org/10.1177/0192512119834623.
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Studies of political participation regularly observe the underrepresentation of immigrant citizens and ethnic minorities. In contrast, evidence from Australia suggests that immigrant Australians are overrepresented in certain forms of participation, including donating money and working for a party or candidate. Drawing on major theories of ethnic political participation (including socialisation, recruitment and clientelism), this study uses 2013 Australian Election Study data to show that China-born migrants to Australia participate at higher rates than native-born and other migrant citizens. The study finds support for two explanatory theories: (a) that contributions of money by recently-arrived migrants are an aspect of clientelist relationships between migrants and legislators; and (b) that political interest in and knowledge of the host country’s political system are not necessary, and indeed perhaps even depress participation among newly-arrived migrants. These findings suggest an under-explored vein of transactional politics within established democratic systems.
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Phillips, Gail. "Reporting Diversity: The Representation of Ethnic Minorities in Australia's Television Current Affairs Programs." Media International Australia 139, no. 1 (May 2011): 23–31. http://dx.doi.org/10.1177/1329878x1113900105.
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A recent study of ethnic diversity in Australia's television news showed that diversity of race, culture and religion is largely absent from the news services, unless people from ethnic minorities are posing a social problem of some kind. A parallel study of Australia's nightly current affairs programs has yielded similar results: like news, they represent Australia as an ‘Anglo’ nation. When ethnic minorities are featured, they tend to occupy peripheral roles, and where they are allowed a central role, it is usually to be shown as threatening and menacing to the Anglo mainstream. The industry codes of practice explicitly state the standards that should apply in reporting on race, culture and religion, yet only the public broadcaster, the ABC, follows the guidelines in the representation of diversity. The reporting practices on the commercial stations deliberately or unwittingly encourage a sense of racial hierarchy in which the Anglo dominates.
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Alonso, Roxana. "Responding to Policies that Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience." Australian Journal of Teacher Education 45, no. 10 (October 2020): 1–17. http://dx.doi.org/10.14221/ajte.2020v45n10.1.
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Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa’s Coyolxauqui imperative and Martin’s Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential further research are outlined.
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Chen, Ping. "Politics, Economics, Society, and Overseas Chinese Teaching: A Case Study of Australia." Chinese Education & Society 49, no. 6 (November 2016): 351–68. http://dx.doi.org/10.1080/10611932.2016.1252215.
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Priest, Naomi, Anne Kavanagh, Laia Bécares, and Tania King. "Cumulative Effects of Bullying and Racial Discrimination on Adolescent Health in Australia." Journal of Health and Social Behavior 60, no. 3 (September 2019): 344–61. http://dx.doi.org/10.1177/0022146519868847.
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This study examined how cumulative exposure to racial discrimination and bullying victimization influences the health of Australian adolescents (n = 2802) aged 10 to 11 years (19.3% visible ethnic minorities [nonwhite, non-Indigenous]; 2.6% Indigenous) using data from three waves (2010–2014) of the nationally representative Longitudinal Study of Australian Children (LSAC). Cumulative exposure to racial discrimination and bullying victimization had incremental negative effects on socioemotional difficulties. Higher accumulated exposure to both stressors across time was associated with increased body mass index z-scores and risk of overweight/obesity. Studies that examine exposure to single risk factors such as bullying victimization or racial discrimination at one time point only are likely to miss key determinants of health for adolescents from stigmatized racial-ethnic backgrounds and underestimate their stressor burden.
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O’Donnell, Kate, Jacqui Ewart, and April Chrzanowski. "“Don’t Freak We’re Sikh”—A Study of the Extent to Which Australian Journalists and the Australian Public Wrongly Associate Sikhism with Islam." Religions 9, no. 10 (October 18, 2018): 319. http://dx.doi.org/10.3390/rel9100319.
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This study emerged from an incidental, and somewhat surprising, finding that 15 percent of working journalists who attend training on improving the ways that mainstream new media report stories about Islam and Muslims, wrongly associated Sikhism with Islam. We wondered if this was indicative of the Australian population and, through a random stratified survey of the Australian population, found that it was. The question about the extent to which populations wrongly associate Sikhism with Islam is an important one. In Australia, Muslims and Sikhs are minorities. Ignorance of Islam and its religious diversity coupled with ignorance of Muslims and their ethnic and cultural diversity underpins the intolerance of Islam in the West and the concomitant animus directed at Muslims. Intolerance and violence directed at Muslims and people wrongly assumed to be Muslims (such as Sikhs) increased after the terrorist attacks on 11 September 2001 (9/11). This speaks to religious literacy, the treatment of religious minorities and raises important questions around educating various publics (including the news media) about both Islam and Sikhism. It also speaks to the role of the mainstream news media in perpetuating Islamophobia, and its detrimental flow-on effects to Muslims and Sikhs.
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Baird, Craig, and Kerry Pedigo. "An Evolving Teaching Methodology: An Integrated Approach To Teaching Multi-Disciplinary Classes." Journal of Business Case Studies (JBCS) 1, no. 3 (July 7, 2011): 9. http://dx.doi.org/10.19030/jbcs.v1i3.4922.
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This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school. Each of the four films was designed to enhance first year university students understanding of theories and practices used in a range of discipline areas that underpin the operations of a commercial business undertaking. The final film mainly discussed here depicts a central case study scenario, entitled Middleton featuring a cast of teaching and academic staff from the Curtin Business School (CBS) in Perth, Western Australia and Curtin Sarawak, Malaysia(Curtin University of Technology). It was produced as a core teaching approach for exploring themes as part of the delivery of several first year units within the CBS, delivered over twelve campuses in Western Australia and South East Asia (Singapore, Malaysia, Hong Kong, Sri Lanka). Students in their first year of a commerce degree study compulsory business units that are disparate in their content and delivery. This diversity can cause some students to have difficulty with defining meaningful cohesiveness between units in their first year of study. Middleton sought to integrate the first year subjects into a film depicting a central case study of an international business operation.
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Sneddon, J. N. "Teaching informal Indonesian." Australian Review of Applied Linguistics 24, no. 2 (January 1, 2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.
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Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions and shared knowledge playing an essential role in conveying meaning. The paper looks at the preposition soma to demonstrate this distinction between formal and informal language. Using language appropriate to the situation is essential to ‘good manners’ and effective communication. Hence it is important to incorporate teaching of informal language into Indonesian courses, particularly the variety spoken by the Jakartan middle-class, which is acquiring status as a standard colloquial form of the language. It has as yet been subjected to very little study and as a result almost no materials are available for teaching it. Moreover, most non-native teachers have little or no knowledge of it. Only when descriptions of this variety are available can effective teaching be implemented.
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Kwee, Ching Ting Tany. "Chinese Immigrant Teachers’ Motivation for Teaching Heritage Language in Australia: A Qualitative Study." International Journal of Instruction 16, no. 1 (January 1, 2023): 333–56. http://dx.doi.org/10.29333/iji.2023.16119a.
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Dantas, Adenilde de Souza, and Maria Helena Santana Cruz. "Women in the teaching union command: gender and power relations." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 30, 2021): e12432. http://dx.doi.org/10.20952/jrks2112432.
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The present text is a brief synthesis of the doctoral research, still in progress. The general objective of the research is to analyze the trajectories of female teaching union leaders who occupy or have occupied positions of female presidents in the basic education teaching unions, highlighting the relations of gender and power and the construction of identities. Consistent with the object of this study, the historical-dialectical materialist method was chosen with the choice of a qualitative approach of the case study type by consulting different sources of information: review of the relevant literature; semi-structured interviews with the leaders of the teaching unions. To analyze the data collected, we opted for content analysis. The preliminary results of the research inform that, in Brazil, women are still minorities in the presidential seats in the teaching unions.
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Bouma, Gary D. "The role of demographic and socio-cultural factors in Australia’s successful multicultural society: How Australia is not Europe." Journal of Sociology 52, no. 4 (July 9, 2016): 759–71. http://dx.doi.org/10.1177/1440783315584210.
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Religious diversity and social cohesion have long been seen to be at odds with each other. Classical sociology, grounded in the Westphalian solution to religious conflict in Europe presumed that a single religion was necessary for social cohesion. The issue of religious diversity and social cohesion has come to the fore as once religiously monochrome societies have become diverse through migration and, to a lesser degree, conversion. While European nations question the possibility of multicultural and multi-faith societies living in productive harmony, Australia offers an example of a successful multicultural and multi-faith society. Australia has produced a multicultural society through a policy of social inclusion and mutual respect, in contrast to European policies which produce separate community development. This cross-national comparative study reveals demographic and socio-cultural differences that are likely to explain some of the comparative success of Australia in producing social inclusion and avoiding the ‘othering’ of religious minorities, especially of Muslims. Australia has a particular demographic that features multiple substantial minority religious communities living in ways that promote daily encounters among people of different backgrounds.
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Reynolds, Ruth, Suzanne Macqueen, and Kate Ferguson-Patrick. "Educating for global citizenship: Australia as a case study." International Journal of Development Education and Global Learning 11, no. 1 (June 18, 2019): 103–19. http://dx.doi.org/10.18546/ijdegl.11.1.07.
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Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.
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Dabija, Dan-Cristian, Ioana-Nicoleta Abrudan, and Cătălin Postelnicu. "Teachers’ Motivations and Expectations Regarding Lifelong Learning." Studia Universitatis Babe-Bolyai Oeconomica 61, no. 3 (December 1, 2016): 32–42. http://dx.doi.org/10.1515/subboec-2016-0003.
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Abstract The global contemporary economic and social context, in constant change, makes the learning process undergo constant structural changes with profound implications. These transformations also influence practices, principles and methods used in the field of learning and teaching. The present research is focused on the motivations and expectations of teachers regarding lifelong learning. Their main motivator is to improve teaching tools, techniques and methods. The study population consists of educators who teach the national language and literature (Romanian) to national minorities (Hungarian, German, Roma, Tatar, Serbian, Ukrainian, etc.) and to migrants from various states. The respondents have participated in a lifelong learning program.
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Klatt, Gosia, Amy Berry, Anne Suryani, Veronica Volkoff, and Hesham Khadawardi. "Investigation of Saudi Teachers’ Perceptions of Teaching and Learning after a 12-month Professional Development Programme in Australia." Australian Journal of Teacher Education 45, no. 7 (July 2020): 15–44. http://dx.doi.org/10.14221/ajte.2020v45n7.2.
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This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students and schools in Saudi Arabia are also discussed.
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Sharma, Dr Shilpa. "Challenges faced by the LGBTQ community- A comparative study between India and Australia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 11, 2021): 1105–9. http://dx.doi.org/10.17762/turcomat.v12i4.607.
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The challenges of sexual minorities are often underscored in the world and taken a backseat. But to effectively use Gender mainstreaming as a base for policy work, we need to change that. This article broadly investigates the challenges faced by the LGBTQ community in a comparative format. Giving due weightage to the global perspective, this article tries to analyse the challenges faced by a developing country, India and a developed country, Australia. The aim of the study, simply speaking, is to derive at what stage are we in the liberalization of LGBTQ compared to a developed country, what are the historical factors that have influenced the progress, if any. The researchertook up this topic because as a citizen in this democratic country, it is incredibly concerningto hear about the challenges that the LGBTQ have to face and a positive change in the country’s mindset is the need of the hour. The researcher has employed doctrinal methodology in the research paper to arrive at the results. After carefully dissecting the historical background, the challenges and the subsequent suggestions of the LGBTQ community in India and Australia, the researcher has arrived at some results. India, currently, is at the initial stages of reforms in the LGBTQ community as compared to Australia and some of it can be attributed to the different perspectives of a culturally and religiously rich India. In terms of awareness and acceptance rate, India is quite low. Most of the challenges faced by the community are due to lack of awareness and knowledge. But to give credit when it’s due, India has come a long way and fought a hard battle. It isn’t going to be easy in the coming future but what we need is an educated and upstanding youth community. The reforms will follow accordingly.
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Grainger, Peter, Martin Bridgstock, Todd Houston, and Steve Drew. "Working in triads: A case study of a peer review process." Journal of University Teaching and Learning Practice 12, no. 1 (January 1, 2015): 19–44. http://dx.doi.org/10.53761/1.12.1.3.
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Peer review of teaching has become an accepted educational procedure in Australia to quality assure the quality of teaching practices. The institutional implementation of the peer review process can be viewed as genuine desire to improve teaching quality or an imposition from above as a measure of accountability and performativity. One approach is to conduct the peer review process as a team or a triad, involving a group of three academics. This article reviews this process of peer review through the eyes of the participants. The results of the study indicate that the peer review process upon which this study is based, has the potential to not only significantly impact academics’ pedagogy but to improve teaching confidence and associated benefits in regard to evidence based teaching for promotional opportunities.
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Chamorro-Koc, Marianella, and Anoma Kurimasuriyar. "Insights from studio teaching practices in a Creative Industries Faculty in Australia." Arts and Humanities in Higher Education 19, no. 2 (September 25, 2018): 172–85. http://dx.doi.org/10.1177/1474022218802529.
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Studio teaching is a long standing tradition and a signature pedagogy across a broad range of art and creative disciplines, from arts to architecture and design. However, the practice of studio teaching varies across disciplines and practitioners. Do these variances indicate different signature pedagogies in the creative disciplines? An exploratory study was conducted to examine how studio teaching is practised at a Faculty of Creative Industries in Australia, and whether those studio practices suggest distinctive signature pedagogies and creative transfer. In this article, we describe the study and offer insights into studio teaching practices in the creative industries disciplines. We argue that nuances and differences among studio practices in creative industries reveal different signature pedagogies. Our findings offer a unique lens on current approaches to creative disciplines education, where interdisciplinary and transdisciplinary approaches to teaching are encouraged in order to support and prepare a highly educated and flexible future workforce.
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Zhao, Xian, and Monica Biernat. "“I Have Two Names, Xian and Alex”: Psychological Correlates of Adopting Anglo Names." Journal of Cross-Cultural Psychology 49, no. 4 (March 26, 2018): 587–601. http://dx.doi.org/10.1177/0022022118763111.
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The practice of adopting Anglo names among ethnic minorities and foreign individuals may be intended to smooth interactions with majority group members, but it may also have negative implications for minorities themselves. Two studies investigated the associations among adoption of Anglo names, self-esteem, and other psychological outcomes. Chinese college students studying in the United States completed a battery of questions regarding adoption of Anglo names, self-esteem, mental and physical health, and well-being. In Study 1, path analyses indicated that adoption of Anglo names was negatively associated with self-esteem, and self-esteem mediated the relationships between adopting Anglo names and other psychological outcomes. In Study 2, path analyses replicated the results of Study 1. However, contrary to predictions, perceived discrimination did not predict adoption of Anglo names in the path model. These findings point to negative consequences associated with adopting Anglo names. These results contribute to the literature on the importance of names and shed light on interventions to improve intergroup relations and curriculum development in language teaching.
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Rouse, Elizabeth, and Dawn Joseph. "The theory–practice challenge: International early childhood education students making connections in Australia." Teachers' Work 16, no. 1 & 2 (November 13, 2019): 31–47. http://dx.doi.org/10.24135/teacherswork.v16i1and2.277.
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Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements.
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Gassin, June. "Innovations in university language teaching." Language Teaching and Learning in Australia 9 (January 1, 1992): 19–32. http://dx.doi.org/10.1075/aralss.9.02gas.
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University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university language policy and provide new directions in language teaching at this University.
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Mansour, Reima, James Rufus John, Pranee Liamputtong, and Amit Arora. "Food Insecurity and Food Label Comprehension among Libyan Migrants in Australia." Nutrients 13, no. 7 (July 15, 2021): 2433. http://dx.doi.org/10.3390/nu13072433.
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Food security among migrants and refugees remains an international public health issue. However, research among ethnic minorities in Australia is relatively low. This study explored the factors that influence the understanding of food labelling and food insecurity among Libyan migrants in Australia. An online survey was completed by 271 Libyan migrant families. Data collection included the 18-item US Household Food Security Survey Module (for food security) and a question from the Food Standards Australia New Zealand Consumer Label Survey (for food labelling comprehension). Multivariable logistic regression modelling was utilised to identify the predictors of food label comprehension and food security. Food insecurity prevalence was 72.7% (n = 196) while 35.8% of families (n = 97) reported limited food label understanding. Household size, food store location, and food affordability were found to be significantly related to food insecurity. However, gender, private health insurance, household annual income, education, and food store type and location were found to be significantly related to food labelling comprehension. Despite the population’s high educational status and food labelling comprehension level, food insecurity remained an issue among the Libyan migrants. Policy makers should consider the incorporation of food label comprehension within a broader food security approach for migrants.
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Hussain, S. Mazhar. "International Conference on Muslim Minority /Majority Relations." American Journal of Islam and Society 7, no. 1 (March 1, 1990): 99–103. http://dx.doi.org/10.35632/ajis.v7i1.2673.
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The International Conference on Muslim Minority/Majority Relations held in New York, Rabi' al Awwal 23-25, 1410/0ctober 24 to 26, 1989 brought to the fore some of the little known but significantly major problems faced by the Muslim minority communities in many parts of the world. The magnitude of the problem can be seen from the fact that the Muslim minorities form one-third of the world Muslim population, over 300 million out of an estimated one billion Muslims. The three day conference was divided into different areas of concern. Over 50 papers were presented. Among the topics discussed were: North American Arab Muslims, an Intellectual and Attitudinal Profile of the Muslim Community in North America; Muslim/Non-Muslim Relations in America; Economic Development of Indian Muslims, Issues and Problems; The Turks in Bulgaria; South Africa: The Role of a Muslim Minority in a Situation of Change; The Islamic Minorities in Kenya, Tanzania and Mozambique; Muslim/Christian Relations in Sudan; Muslim Women in an Alien Society: A Case Study in West Germany; Muslims in Britain: Some Recent Developments; Muslim Minorities and non-Muslim Party Politics in the Netherlands; Muslim Minorities in the Soviet Union, China, Australia, Sri Lanka, Tibet, Philippines, Thailand and other areas.
The first day of the conference was devoted to North America, Asia and Africa. In the session on North America, Dr. Ni'mat Barazangi highlighted the fact that the process of adjustment and integration of Muslims in America had its own challenges. On the one hand, the immigrant Muslims realize the need to maintain their religious and cultural identity, and, on the other, it is not easy, or even practical, to stay away from the mainstream of the majority culture and its impact ...
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Rutland, Peter. "Some Considerations Regarding Teaching Evaluations." Political Science Teacher 3, no. 4 (1990): 1–2. http://dx.doi.org/10.1017/s0896082800001161.
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These comments are mostly derived from my teaching experience at the University of Texas at Austin, which has a sophisticated and elaborate teacher evaluation system, and in the universities of London and York in England, which don't.1. Students' evaluations of their teachers do not depend solely on the qualities of the teacher. If objective evaluations are to be obtained, a multivariate statistical analysis should be conducted, controlling for such factors as:a. class size—the smaller the class, the better the evaluations.b. expected grade—one of the strongest correlates of teacher evaluations proved to be the grade the student expects to receive—the higher the expected grade, the “better” the course. This too can be controlled for—by asking the students on the form what grade they expect to receive.c. whether the class is required or optional—compulsory courses will obviously be less popular. One way to test for this is to ask students on the evaluation form to rate the class relative to their expectations of the class (above, below, or as expected).2. A statistical study at Texas by J. Sidanius showed that student evaluations of teachers tend to be biased against women and minority teachers. Apart from the intrinsic worries this raises, such information, if true, could be used in court actions over denial of tenure for women/minorities where teacher evaluations played a role.3. There is of course the general philosophical question of whether students are best able to assess whether they are learning anything from a given teacher.
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Cramer, Kenneth M., and Louise R. Alexitch. "Student Evaluations of College Professors: Identifying Sources of Bias." Canadian Journal of Higher Education 30, no. 2 (August 31, 2000): 143–64. http://dx.doi.org/10.47678/cjhe.v30i2.183360.
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Previous studies have found that students' evaluations of their professors' teaching ability may be affected by such factors as students' expectations and gender stereotypes. The present study examined how students' evaluation of faculty may be affected by student's gender, professor's gender, discipline, and a variety of demographic and social variables. Undergraduate students (N = 910) evaluated one of their professors on sensitivity to students' needs, quality of teaching, course structure, and treatment of designated group members (e.g., visible minorities). Results showed that female students rated their professor higher on sensitivity to students' needs and treatment of designated groups than male students. Science students rated their professor lower on teaching quality and treatment of designated groups than either Social Science or Fine Arts/Humanities students. In addition, students' ratings correlated with how often a professor met with students outside of class, when the class was scheduled, and class size. The implications for using student evaluations to accurately assess professors' teaching ability are discussed.
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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.
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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula. Conclusions: The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.
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Hewitt, Mitchell, Ken Edwards, Sarah Ashworth, and Shane Pill. "Investigating the Teaching Styles of Tennis Coaches Using The Spectrum." Sport Science Review 25, no. 5-6 (December 1, 2016): 350–73. http://dx.doi.org/10.1515/ssr-2016-0019.
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Abstract It is unknown what teaching styles (range of pedagogies) coaches are employing during coaching sessions and whether these teaching styles are associated with recommended pedagogical principles advocated by sport and coaching scholars. It is unknown whether twenty years of coach education has shifted coaching practice as the insights into the pedagogical diversity and preference of teaching styles that underpin and inform the coaches’ decisions to employ particular teaching strategies during coaching sessions are undetermined. This paper addresses these unknowns in the field of tennis coaching in Australia by reporting the findings of a study that address the lack of information on the teaching styles employed by tennis coaches by asking the following research question: What teaching styles are junior coaches in Australia actually using during coaching sessions? This study used The Spectrum (Mosston & Ashworth, 2008) of teaching styles as a tool to assess the observed teaching styles of twelve junior coaches. Contrary to the educational convictions of Australian sport coach education materials the results from this study indicated that the coaches in this study potentially did not offer players developmental opportunities beyond a limited range (i.e., motor skill development in the physical learning domain) due to a narrow pedagogical mix in their coaching.
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KATHERAN, Nevad. "The Teaching and Study of Islam in Western Universities." Asian Studies 2, no. 2 (December 31, 2014): 179–81. http://dx.doi.org/10.4312/as.2014.2.2.179-181.
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Review by Nevad KahteranThe Teaching and Study of Islam in Western Universities as Routledge publication should be applauded in this cacophony in the post-9/11 world with the rise of interest in Islam and Islamic matters across the globe, necessitating an explanation of the authentic teaching of this religion anew in light of the challenges of the present-day situation not only in New Zealand, Australia and Pacific region, including the Canadian context there as well, but world-wide. Among many other efforts taken in the meantime, something similar was done in the European context as earlier Brill's edition of Muslims in the Enlarged Europe: Religion and Society, ed. By Brigitte Maréchal, Stefano Allievi, Felice Dassetto and Jørgen Nielsen (Brill, Leiden-Boston, 2003) with its speacial stress on After September 11: Islam in General and European Muslims. Also, we could add intersting report on Islam on Campus: teaching Islamic Studies at Higher Education Institutions in the UK (Report of a conference held at the University of Edinburgh, 4 December 2006 in: Journal of Beliefs & Values, Volume 28, Issue 3, 2007, pages 309-329), The Islam in the West Program (currently housed at the Prince Alwaleed Islamic Studies Program), among many other undertakings in this regard as good examples of similar efforts.
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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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Bozic, Gordana. "Reeducating the Hearts of Bosnian Students: An Essay on Some Aspects of Education in Bosnia and Herzegovina." East European Politics and Societies: and Cultures 20, no. 2 (May 2006): 319–42. http://dx.doi.org/10.1177/0888325404273502.
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The article looks into the present education system in Bosnia and Herzegovina and the influence of politics in the creation and maintenance of segregated schools. It analyzes the concept of “educational protectionism,” which underlines the difference between “ethnically correct education” and “adequate education,” the latter being embedded in the human rights for group minorities to have education that reflect their language, culture, history, and religion. The article presents a preliminary case study of a multiethnic schoolin Popov Most, Eastern Bosnia, analyzing parents’ attitudes toward controversial educational issues such as language, religious teaching, and history.
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Cameron, Leanne. "How learning designs, teaching methods and activities differ by discipline in Australian universities." Journal of Learning Design 10, no. 2 (March 2, 2017): 69. http://dx.doi.org/10.5204/jld.v10i2.289.
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<p class="JLDAbstract">This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott’s Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement.</p><p class="JLDAbstract">Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers’ practice.</p>
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Rahmawati, Yuli. "THE STUDY OFMOTIVATION TO BE SCIENCE TEACHER." JRPK: Jurnal Riset Pendidikan Kimia 3, no. 1 (June 27, 2013): 197–206. http://dx.doi.org/10.21009/jrpk.031.07.
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This study aims is to examine several factors that influence people to choose the profession as a science teacher. The motivation is important factor that influence individual to have a good performance in their activities. Descriptive qualitative methodology through the semi-structured interview method is chosen to get the meaningful information of this study. The data was collected from four experienced science teachers who come from different countries which are Australia, America, Africa, and Philippines. The study found that several factors that motivated participants to be a teacher are family member, aspiration, role models, previous teaching experiences, teaching as powerful and manageable job, and educational background. However, all participants found interactions with their students have motivated them to be good and professional science teachers.
Keywords: Motivation, science teacher, descriptive study
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Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (July 10, 2022): 8431. http://dx.doi.org/10.3390/su14148431.
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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.
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Cosgrove, Laurie, and Ian Thomas. "Categorising Tertiary Environmental Education In Australia." Australian Journal of Environmental Education 12 (1996): 27–34. http://dx.doi.org/10.1017/s0814062600001592.
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AbstractThe diversity of environmental courses at tertiary level continues to increase. Following from a survey of these courses in the early 1990s the current study revisited the courses to investigate their characteristics. In 1993 tertiary courses with ‘environment’ in their title were surveyed through a postal questionnaire to gain an understanding of their philosophy and approach to teaching in the environmental field, of the capabilities the courses sought to assist the graduates to develop and of the extent to which graduates were being employed. The paper presents and discusses the results of this survey and offers suggestions about enhancing the role of environmental education in tertiary institutions.
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BI, P., P. J. TULLY, S. PEARCE, and J. E. HILLER. "Occupational blood and body fluid exposure in an Australian teaching hospital." Epidemiology and Infection 134, no. 3 (September 30, 2005): 465–71. http://dx.doi.org/10.1017/s0950268805005212.
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To examine work-related blood and body fluid exposure (BBFE) among health-care workers (HCWs), to explore potential risk factors and to provide policy suggestions, a 6-year retrospective study of all reported BBFE among HCWs (1998–2003) was conducted in a 430-bed teaching hospital in Australia. Results showed that BBFE reporting was consistent throughout the study period, with medical staff experiencing the highest rate of sharps injury (10·4%). Hollow-bore needles were implicated in 51·7% of all percutaneous injuries. Most incidents occurred during sharps use (40·4%) or after use but before disposal (27·1%). Nursing staff experienced 68·5% of reported mucocutaneous exposure. Many such exposures occurred in the absence of any protective attire (61·1%). This study indicated that emphasis on work practice, attire, disposal systems and education strategies, as well as the use of safety sharps should be employed to reduce work-related injuries among HCWs in Australia.
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Chong, Eric King-Man, Ian Davies, and Shun-Shing Pao. "Teaching about and for social justice in teacher education in Hong Kong." Citizenship, Social and Economics Education 19, no. 3 (September 22, 2020): 211–27. http://dx.doi.org/10.1177/2047173420957380.
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This paper analyses the learning impacts of a social justice learning unit, which was implemented through three lectures in each of two undergraduate teacher education courses in 2017/18 across two semesters. The design of the unit allows for social inquiry and experiential learning in the undergraduate curriculum. A sequential mixed-methods design was adopted, with pre and post questionnaire and interview data gathered from undergraduate students. We argue that learning and applying social justice concepts through group inquiry and other learning activities on social justice related issues, together with an experiential learning site visit, can facilitate the development of understanding of both the concept and application of social justice, a positive perception towards ethnic minorities and a desire for further learning and engagement in the community. This study would be useful for any university educators who want to teach about and for social justice in ways that may help students to develop an increased willingness for community service.
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Broerse, Jora. "“How Do We Put Him in the System?”: Client Construction at a Sport-Based Migrant Settlement Service in Melbourne, Australia." Social Inclusion 7, no. 1 (February 28, 2019): 238–47. http://dx.doi.org/10.17645/si.v7i1.1803.
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The empirical focus of this article is a sport-based settlement service targeting newly arrived migrants in Melbourne, Australia. This five-month study examines staff members’ everyday work routines with a focus on their participation in meetings and the production of documents. Embedded in the Australian immigration policy context, this article shows how staff members aim to empower clients while simultaneously falling back into stigmatising refugee/client identification through administrative practices. The results indicate that staffs’ everyday client constructions reinforce the othering and categorisation of ethnic minorities and support a reductionist deficit model of presenting clients. This may limit the opportunities for migrants to identify with and participate in wider Australian society and thus has the opposite effect of what governments and the sector aim to accomplish.
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Walker, Kim. "The Teaching and Learning of Environmental Education in N.S.W. Primary Schools: A Case Study." Australian Journal of Environmental Education 11 (1995): 121–29. http://dx.doi.org/10.1017/s0814062600003013.
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The aim of the doctoral study outlined in this paper is to contribute to the improvement of teaching and learning of environmental education. The significance of environmental education as a strategy to address environmental problems has been documented widely in Australia and overseas. This study shows that as a strategy to solve such problems its success so far has been questionable.The study assumes that there is a problem in the teaching and learning of environmental education and that the policy document, Environmental Education Curriculum Statement K-12 (New South Wales Department of Education, 1989) has not been adequately implemented.