Relevant bibliographies by topics / Multicultural education Australia

Academic literature on the topic 'Multicultural education Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Multicultural education Australia"

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Gide, Sene, Sandie Wong, Frances Press, and Belinda Davis. "Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important?" Australasian Journal of Early Childhood 47, no. 1 (December 6, 2021): 48–61. http://dx.doi.org/10.1177/18369391211057292.

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This paper reviews current literature and research relevant to the Culturally and Linguistically Diverse (CALD) Early Childhood Education (ECE) workforce in Australia, including data from the Australian Bureau of Statistics (ABS). Australia is a highly multicultural society, with one out of every three people born overseas. Anecdotally, the Australian early childhood sector is reported to have a highly multicultural workforce. Yet there is a noticeable lack of data and research concerning cultural diversity in the Australian ECE workforce. This paper reports on the data from the ABS-Census of Population and Housing (ABS-Census), the small body of literature on the CALD ECE workforce and literature pertaining to CALD in other Australian workforces to argue that more data and research is needed. Developing a richer understanding of the status, experience and contributions of CALD educators would enable the sector to recognise and support the potential benefits of such a workforce for children and families and social cohesion in Australia.
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Bergman, Rebecca. "Nursing and nursing education in multicultural Australia." International Journal of Nursing Studies 31, no. 4 (August 1994): 406–7. http://dx.doi.org/10.1016/0020-7489(94)90085-x.

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Temmerman, Nita. "Music Education in a Multicultural Society—Australia." International Journal of Music Education os-5, no. 1 (May 1985): 56–59. http://dx.doi.org/10.1177/025576148500500112.

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Hudson, Anne Hickling. "Multicultural Education and the Postcolonial Turn." Policy Futures in Education 1, no. 2 (June 2003): 381–401. http://dx.doi.org/10.2304/pfie.2003.1.2.13.

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The assumptions which the educational system inherited from the era of European colonialism, and modified during the era of decolonisation, are currently facing postcolonial challenges. In this article, the author considers how multicultural education and postcolonial rethinking might lead educators and students to change traditional school contexts and curricula. The issues discussed focus on Australia, but also apply more broadly to countries with culturally diverse populations.
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MacNaughton, Glenda, and Karina Davis. "Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 83–93. http://dx.doi.org/10.2304/ciec.2001.2.1.10.

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Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.
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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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Blackburn, Aranzazu M., Linley Cornish, and Susen Smith. "Gifted English Language Learners." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 338–60. http://dx.doi.org/10.1177/0162353216671834.

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Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.
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Gilhotra, Manjit S. "Maintenance of community languages in multicultural Australia." Journal of Multilingual and Multicultural Development 6, no. 1 (January 1985): 59–66. http://dx.doi.org/10.1080/01434632.1985.9994185.

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Yufiarti, Lara Fridani, Gusti Devi Artanti, Cucu Cahyana, Irma Rosalinda, and Fildzah Rudyah Putri. "Empowermen for Women Who Stay in Australia In Parenting at Multicultural Contex." Sarwahita 19, no. 01 (January 6, 2022): 35–41. http://dx.doi.org/10.21009/sarwahita.191.4.

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ABSTRACT The aim of current community service is to empower Indonesian women living in Australia in knowledge of multicultural education and care in a multicultural context. The problems faced by Indonesian women living in Australia are very complex, starting with the goal of going to Australia, mobility, educating their children in different cultures to dealing with children's problems and themselves. This service was carried out for two years. The approach taken is to provide parenting training in a multicultural context. The duration to conduct this research will be two years by stages. In the first year of study, the followings processes will take place namely identification, training, counseling and evaluation. final stages of publication (journals and proceedings). In the second years: (1) recommendation, (2) Focus Group Discussion, and publication. The resulting output is: 1) The implementation of women's empowerment activities in parenting in multicultural context. 2) Multicultural education guidelines for mothers. 3) Certificates for participants who take part in the activity. This study will resulting; a) Published paper in national journal, b) Online media publication, c) Video uploaded on Youtube, and d) Webinar event held in Australia using an online platform. The community service implemented on Junne 2021 followed by 31 members. The activities doing well such Focus Discussion, counseling and evaluation. Based on the result of instrumen the mothers interest on the subject matter. They are sutiesfied of this activities. They need this activities again for other subject such as cooking theme.
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Swetnam, Leslie A. "Lessons on Multicultural Education from Australia and the United States." Clearing House: A Journal of Educational Strategies, Issues and Ideas 76, no. 4 (March 2003): 208–11. http://dx.doi.org/10.1080/00098650309602005.

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Dissertations / Theses on the topic "Multicultural education Australia"

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Loewald, Uyen. "Multicultural community development /." View thesis, 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031202.153318/index.html.

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Buchanan, John D., University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Through others' eyes : intercultural education in the Australian context : the case for global and regional education." THESIS_CAESS_SELL_Buchanan_J.xml, 2004. http://handle.uws.edu.au:8081/1959.7/656.

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The overarching theme of this doctoral portfolio is the issue of intercultural education. Linked to this are several sub-themes: teacher excellence and professional development; curriculum development and the acquisition of values and attitudes. These themes have been developed through studies of Asia and global education in the Australian context. One major outcome of this research is the development of a hybrid theoretical model, based on two pre-existing models, for examining curriculum in schools, as it is expressed in artefacts such as scope and sequence documents, as well as through practice and discourse by teachers and students. The research also generated a continuum to measure the effectiveness and extent of curricular change. The combination of these two artefacts provides an instrument for examining and mapping the progress and processes of curricular change with regard to fields such as studies of Asia. The model and other findings from this series of studies also pave the way for further examining the processes and outcomes of curricular change.
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Bunker, Alison M. "Conceptions of learning identified by indigenous students entering a University preparation course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1370.

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The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they would go about it. The interview analysis for each of the nine students was compared with their individual inventory profile. It was anticipated that the use of such complementary methods would increase the validity of the findings, but this was not the case. The participants identified a range of conceptions comparable with those identified by mainstream students, but with a greater emphasis on understanding. However, the descriptions of how learning happens were undeveloped and not likely to result in the kind of learning described. The findings will be useful in making curricula decisions in an Indigenous university preparation course that encourage students to adopt successful strategies for learning. In addition, it will also be useful information for the participants themselves as they become reflective learners.
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Le, Kim. "Cultural hybridity and visual practice: Towards a transformative-repair multicultural pedagogy for visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/790.

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This research project examines how transitional multiculturalism, cultural hybridity and transformative-repair are practiced by a professional artist-researcher and novice artists. Transitional multiculturalism and cultural hybridity are examined through a series of artworks by a Vietnamese-born artist-researcher. This series of artwork, which reflects 35 years of creating art in both Vietnamese and Australia, demonstrate a personal engagement with issues of cultural diversity, upbringing, and related aesthetic studies. The intention of this exhibition is to chart the characteristics of the artist's expression, which is culturally hybridised. This part of the study aims to identify those artistic conventions associated with specific visual traditions that have been incorporated into the artist-researcher's paintings. The main influences identified originate from both Eastern arts traditions (Viet nam, Japan and China) and Western visual arts traditions. This study also aims to identify how to use artistic conventions associated with the expression of one's culture und ancestry, which may continue to improving one's knowledge in different traditions and history across diverse aesthetic systems of hybridity. Information and understandings gained from the first part of this research will provide insigns, which will have relevance to secondary school visual arts learning areas. The transformative-repair model of multiculturalism is examined through a visual arts project conducted by secondary school students. More specifically this part of the study aims to identify principles, approaches and content for transformative repair, experiences of two students of culturally diverse hack grounds (African and Vietnamese) who are currently engaged in this culturally diverse Australian society.
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Turner, Marianne. "Adult South Sudanese students in Australia : a systemic approach to the investigation of participation in cross-cultural learning /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090902.11321.

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Hawley, Georgina. "A phenomenological study of the health-care related spiritual needs of multicultural Western Australians." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1696.

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This study was designed to identify the spiritual needs of multicultural Australians with a health problem, in order to understand the educational implications for health care professionals. The rationale for the research was supported by the Australian Council for Health Service (1997) requirement that health care professionals meet the spiritual needs of their patients and clients'. At the commencement of this study, no research had been published on what these spiritual needs might be. To discover what health care professionals needed to be taught in order to meet the spiritual needs of their patients, I required a suitable group of patients. Then, after identify their spiritual needs, I wanted to explore ways in which these needs could be met. For this to occur, I also needed to identify factors that would fulfill patients' spiritual needs or prevent them from being met. This research proceeded in two stages. The first involved collecting data from all spiritual groups in Western Australia. The second involved the recruitment and interviewing a small number of ex-patients to gain their perspective of health care related spirituality and needs. To gain data about the various spiritual groups in Western Australia, I wrote to all organisations and associations, asking for information and reference material. This data was analysed using HyperResearch (1995), and themes common to all spiritual groups were developed. The inter-relationship between these themes provided the framework for an emergent model of spirituality.For the second part of the research which involved a case study of health care patients, a qualitative methodology was used. This approach enabled me to explore the phenomenon of spirituality from the perspective of eight participants, which involved identifying their spiritual needs, the care they desired, and the rite of passage they underwent when receiving health care. The qualitative methodology enabled me to explore the subject from a sensitive holistic perspective, and to protect the integrity of the participants. I wanted to know what patients understood about their spirituality and how spiritual care could be implemented not only in clinical practice but also into health care education programs. The participants' detailed subjective experience was especially important, because I wanted to know how they identified their spiritual needs, how they had requested their needs be met by health care professionals, and the extent to which health care professionals had reacted to those cues. I formulated an 'interpretive phenomenology research' design based on the philosophical writings of Heidegger and Bakhtin. Heidegger argued that people gain knowledge of a subject from their own subjective experience, and of the person being in their world (simultaneous past, present and future thoughts). Bakhtin stated that to bring about social change, the researcher needed to understand the social context of the people's language including their culture, politics, government-provided amenities (such as education and health care), employment and social interaction, both within and outside their communities in which they live. The eight participants were interviewed a number of times in order to explore the phenomenon of spirituality beyond the notions already published in the literature (i.e. from multicultural Australian's perspective).They told of hospital or health care experiences that included: health care for childbirth, mental and psychiatric illnesses (depression, manic-depression, and anxiety), immunology (lymphoma), stroke, detoxification of alcohol, arthritis, coronary occlusion, hypertension, and peritonitis; surgical procedured/s such as repair of hernia, bowel obstruction, eye surgery, orchiopexy (removal of testes from inguinal canal into the scrotal sac), caesarian birth, appendectomy, and oophorectomy (removal of ovaries); treatments such as radiotherapy, chemotherapy, and physiotherapy; and hospital experiences in both large and small public and private acute hospitals, private and public mental health/psychiatric hospitals, intensive care and coronary care units. These situations demonstrate the diversity of contexts which people want their spiritual needs met. The study revealed that it is not only dying patients who have spiritual need; spiritual needs exist in widespread ordinary conditions and across a wide range of health care services. The eight participants - Ann, Athika, Garry, Red, Rosie, Scarlet, Sophie, and Tom (pseudonyms) - were drawn from many of the multicultural groups resident in Western Australia including Aboriginal, Chinese, English, European, Indian, and Irish peoples. Their spiritualities encompassed Judeo-Christian, Buddhist, Hindu, Pagan Romany, Society of Friends (Quaker), Humanist, Socialist, and Communist values and beliefs. The results of the research give insight into the eight participants' perspectives on being a person, their understanding of spirituality, perceived spiritual needs, their desired levels of spiritual care, and the rite of passage they experienced when undergoing health care treatment in hospital.The participants' spiritual needs comprised of four categories: 'mutual trust', 'hope', 'peace' and 'love'. The levels of spiritual care spoke of desiring were: 'acknowledgement', 'empathy', and 'valuing'. Recommendations are given for health care professionals to provide spiritual care for the eight participants, and implications are considered for the spiritual education of future health care professionals in order to sensitise them to the wide range of healthcare related spiritual needs they might encounter in local multicultural communities. It is recognised that the scope of the implications is contingent on further research establishing the incidence of health-care related spiritual needs among the broader population of multi-cultural Western Australians. The richness and depth of the data and the very sensitive nature of the material that came from the eight people who shared their experiences with me has rendered this thesis an important document. The nature of the various incidents and situations they shared with me, I believe, demonstrated their preparedness to tell their story so that health care can be improved. On many occasions, I felt honoured that they had sufficient trust in me to enable them to report such deep and personal suffering. For example, Rosie told me of her mental torment and of not knowing if she was alive or dead; of how she burnt her legs to try to feel pain in order to see if she was alive. It was stories such as this that gave me the passion to write this thesis well in order to do justice to all people who want spirituality included in health care treatment.
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Hawley, Georgina. "A phenomenological study of the health-care related spiritual needs of multicultural Western Australians." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13369.

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This study was designed to identify the spiritual needs of multicultural Australians with a health problem, in order to understand the educational implications for health care professionals. The rationale for the research was supported by the Australian Council for Health Service (1997) requirement that health care professionals meet the spiritual needs of their patients and clients'. At the commencement of this study, no research had been published on what these spiritual needs might be. To discover what health care professionals needed to be taught in order to meet the spiritual needs of their patients, I required a suitable group of patients. Then, after identify their spiritual needs, I wanted to explore ways in which these needs could be met. For this to occur, I also needed to identify factors that would fulfill patients' spiritual needs or prevent them from being met. This research proceeded in two stages. The first involved collecting data from all spiritual groups in Western Australia. The second involved the recruitment and interviewing a small number of ex-patients to gain their perspective of health care related spirituality and needs. To gain data about the various spiritual groups in Western Australia, I wrote to all organisations and associations, asking for information and reference material. This data was analysed using HyperResearch (1995), and themes common to all spiritual groups were developed. The inter-relationship between these themes provided the framework for an emergent model of spirituality.
For the second part of the research which involved a case study of health care patients, a qualitative methodology was used. This approach enabled me to explore the phenomenon of spirituality from the perspective of eight participants, which involved identifying their spiritual needs, the care they desired, and the rite of passage they underwent when receiving health care. The qualitative methodology enabled me to explore the subject from a sensitive holistic perspective, and to protect the integrity of the participants. I wanted to know what patients understood about their spirituality and how spiritual care could be implemented not only in clinical practice but also into health care education programs. The participants' detailed subjective experience was especially important, because I wanted to know how they identified their spiritual needs, how they had requested their needs be met by health care professionals, and the extent to which health care professionals had reacted to those cues. I formulated an 'interpretive phenomenology research' design based on the philosophical writings of Heidegger and Bakhtin. Heidegger argued that people gain knowledge of a subject from their own subjective experience, and of the person being in their world (simultaneous past, present and future thoughts). Bakhtin stated that to bring about social change, the researcher needed to understand the social context of the people's language including their culture, politics, government-provided amenities (such as education and health care), employment and social interaction, both within and outside their communities in which they live. The eight participants were interviewed a number of times in order to explore the phenomenon of spirituality beyond the notions already published in the literature (i.e. from multicultural Australian's perspective).
They told of hospital or health care experiences that included: health care for childbirth, mental and psychiatric illnesses (depression, manic-depression, and anxiety), immunology (lymphoma), stroke, detoxification of alcohol, arthritis, coronary occlusion, hypertension, and peritonitis; surgical procedured/s such as repair of hernia, bowel obstruction, eye surgery, orchiopexy (removal of testes from inguinal canal into the scrotal sac), caesarian birth, appendectomy, and oophorectomy (removal of ovaries); treatments such as radiotherapy, chemotherapy, and physiotherapy; and hospital experiences in both large and small public and private acute hospitals, private and public mental health/psychiatric hospitals, intensive care and coronary care units. These situations demonstrate the diversity of contexts which people want their spiritual needs met. The study revealed that it is not only dying patients who have spiritual need; spiritual needs exist in widespread ordinary conditions and across a wide range of health care services. The eight participants - Ann, Athika, Garry, Red, Rosie, Scarlet, Sophie, and Tom (pseudonyms) - were drawn from many of the multicultural groups resident in Western Australia including Aboriginal, Chinese, English, European, Indian, and Irish peoples. Their spiritualities encompassed Judeo-Christian, Buddhist, Hindu, Pagan Romany, Society of Friends (Quaker), Humanist, Socialist, and Communist values and beliefs. The results of the research give insight into the eight participants' perspectives on being a person, their understanding of spirituality, perceived spiritual needs, their desired levels of spiritual care, and the rite of passage they experienced when undergoing health care treatment in hospital.
The participants' spiritual needs comprised of four categories: 'mutual trust', 'hope', 'peace' and 'love'. The levels of spiritual care spoke of desiring were: 'acknowledgement', 'empathy', and 'valuing'. Recommendations are given for health care professionals to provide spiritual care for the eight participants, and implications are considered for the spiritual education of future health care professionals in order to sensitise them to the wide range of healthcare related spiritual needs they might encounter in local multicultural communities. It is recognised that the scope of the implications is contingent on further research establishing the incidence of health-care related spiritual needs among the broader population of multi-cultural Western Australians. The richness and depth of the data and the very sensitive nature of the material that came from the eight people who shared their experiences with me has rendered this thesis an important document. The nature of the various incidents and situations they shared with me, I believe, demonstrated their preparedness to tell their story so that health care can be improved. On many occasions, I felt honoured that they had sufficient trust in me to enable them to report such deep and personal suffering. For example, Rosie told me of her mental torment and of not knowing if she was alive or dead; of how she burnt her legs to try to feel pain in order to see if she was alive. It was stories such as this that gave me the passion to write this thesis well in order to do justice to all people who want spirituality included in health care treatment.
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Booth, Sarah. "Teaching Aboriginal curriculum content in Australian high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1522.

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Many misconceptions about Aboriginal and Torres Strait Islanders stem from Australia’s period of colonisation in the 18th and 19th centuries when Indigenous people were believed to be inferior by European settlers. It is disturbing that after 200 years these negative ideas still exist and are often perpetuated through the mass media. Even though schools are well positioned to challenge these colonial values; unfortunately there are many factors which affect the depth and quality of teaching Aboriginal content, such as culture, history and contemporary issues. The government has aimed to disperse the inconsistencies associated with teaching Aboriginal perspectives by implementing a new Australian Curriculum with prescribed Aboriginal content. However, these changes will only have an impact if teachers are equipped and motivated to implement them. Therefore, understanding what influences teachers’ choice of content and approach to teaching Aboriginal Studies was a key aspect of this study. To explore these influences, non-Aboriginal teachers were interviewed at both government and independent schools. A desktop audit analysing the courses at Western Australian universities placed the participants’ responses into context of the pre-service and in-service learning available. An audit of the Australian Curriculum explored the expectations placed on teachers and the depth to which Aboriginal perspectives can be taught or avoided in secondary schools. This study identified four key issues that affected the teaching of Aboriginal curriculum content by non-Aboriginal teachers. These factors are: time management, school culture, teacher interest and preconceived ideas of both teachers and students. These issues must be addressed in order to improve the quality teaching of Aboriginal perspectives by standardising in-service learning and pre-service learning. Furthermore, improving cultural competency and acknowledging Aboriginal culture is critical at every school, regardless of the number of Aboriginal students. This study also revealed that the presence of an Aboriginal and Islander Education Officer could have a big impact in providing support, information and an Aboriginal presence at the school. Without these changes it will be difficult to disperse colonial values and challenge negative stereotypes
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Murugaian, M. "A study of cultural assimilation and cultural maintenance among tertiary students of Indian origin in South Australia /." Title page, summary and table of contents only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm984.pdf.

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Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.

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This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.
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Books on the topic "Multicultural education Australia"

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Jayasuriya, Laksiri. Immigration policies and ethnic relations in Australia and Australian multicultural education in a comparative perspective. Perth: Department of Social Work and Social Administration, University of Western Australia, 1987.

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Kral, Inge. Learning Spaces: Youth, Literacy and New Media in Remote Indigenous Australia. Canberra: ANU Press, 2012.

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Young people and everyday multiculturalism. New York: Routledge, 2012.

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MECC Project '98 (1998 Adelaide, S. Aust.). MECC Project '98: Countering racism through developing cultural understanding : teachers' training conference, proceedings, 7-8 May 1998, Adelaide, South Australia. Edited by Wetherell Ildi and South Australia. Multicultural Education Coordinating Committee. Adelaide: The Committee, 1998.

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Welch, Anthony R. Australian education: Reform or crisis? St. Leonards, NSW: Allen & Unwin, 1996.

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Greek ethnic schools in Australia in the late 1990s: Selected case studies. Champaign, Ill: Common Ground Pub., 2010.

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Krajewski, Sabine. The next Buddha may be a community: Practising intercultural competence at Macquarie University, Sydney, Australia. Newcastle upon Tyne: Cambridge Scholars Pub., 2011.

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Miralles-Lombardo, Beatriz. Creating learning spaces for refugees: The role of multicultural organisations in Australia. Adelaide: NCVER, 2008.

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Innocence, knowledge, and the construction of childhood: The contradictory nature of sexuality and censorship in children's contemporary lives. New York, NY: Routledge, 2013.

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D'Cruz, J. V. Nursing and nursing education in multicultural Australia: A Victorian study of some cultural, curriculum and demographic issues. Melbourne: David Lovell Publishing, 1993.

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Book chapters on the topic "Multicultural education Australia"

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Saha, Lawrence J. "Australia: A Multicultural Education Experiment." In The Palgrave Handbook of Race and Ethnic Inequalities in Education, 61–104. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94724-2_3.

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Ozdowski, Sev. "Racism, Equality and Civil Liberties in a Multicultural Australia." In Globalisation, Human Rights Education and Reforms, 187–220. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-024-0871-3_12.

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Díaz, Criss Jones. "Growing Up Bilingual and Negotiating Identity in Globalised and Multicultural Australia." In Super Dimensions in Globalisation and Education, 37–53. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0312-7_3.

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Liddy, Nadine. "Multifaith Multicultural Youth Mentoring: Young People Creating a New Agenda for a Diverse Australia." In International Handbooks of Religion and Education, 549–71. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-9260-2_34.

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Tsolidis, Georgina. "Australian Multicultural Education: Revisiting and Resuscitating." In The Education of Diverse Student Populations, 209–25. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8204-7_11.

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Race, Richard. "Advancing Australian Multicultural Dialogues in Education." In Advancing Multicultural Dialogues in Education, 235–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60558-6_14.

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Lo Bianco, Joseph. "Multicultural Education in the Australian Context: An Historical Overview." In Learning from Difference: Comparative Accounts of Multicultural Education, 15–33. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26880-4_2.

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Koirala, Subhash, and David Kember. "Bhutanese refugees' perspectives on the meaning of integration into Australian society." In Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific, 49–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003173724-5.

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Aveling, Nado. "Perceiving multicultural Australia." In Routledge international handbook of multicultural education research in Asia Pacific, 201–12. Routledge, 2018. http://dx.doi.org/10.4324/9781351179959-16.

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Adoniou, Misty. "Monolingualism in multicultural Australia." In Routledge international handbook of multicultural education research in Asia Pacific, 272–85. Routledge, 2018. http://dx.doi.org/10.4324/9781351179959-21.

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Conference papers on the topic "Multicultural education Australia"

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Tualaulelei, Eseta. "The benefits of creating open educational resources as assessment in an online education course." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0109.

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Abstract:
This paper reports preliminary findings of a pilot project at an Australian regional university where students in an online multicultural education course created open educational resources as an assessment task. Designed as action research, the project transposed early years educators’ concerns about professional learning and resources into an assessment task. Students created resources in response to the task, and these resources were collated into an open educational resource. Based on a range of project data, the paper presents preliminary findings that show the assessment task had many benefits for students including increased engagement, practical learnings and pride in sharing their work. The paper concludes with implications for practice and suggestions for related research.
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