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Ansari, Mahsheed. "Muslim Student Associations (MSAS) and the Formation of the Australian Ummah." Australian Journal of Islamic Studies 3, no. 3 (February 14, 2019): 99–116. http://dx.doi.org/10.55831/ajis.v3i3.143.
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The evolution of Australian immigration policies led to the development of two key phases in the 20th century that changed the entry and settlement of Muslim migrants to Australia. Besides the phasing out of the White Australia Policy, the overlooked impact of the Colombo Plan and its correlation with the Muslim Youth Movement of Australia has not yet been considered. Moreover, the role of international students in universities led to the formation of Muslim student associations across Australian campuses from the 1960s. These associations and societies provided ground-breaking opportunities and safe spaces for the upward mobility, activism and communal development of their members. While the newly arrived Muslims were trying to find means to settle and lay the foundations of their communal life, the university associations were advancing into amalgamated national bodies, which through their activities soon became a referential establishment in national and international relations. This article traces the foundations and development of Muslim student associations in Australia, which shed light onto the Islamic revival euphoria that was prevalent at the time. This subsequently encouraged the Islamisation of the student associations as they became more focused on Islamic activism that contributed to the creation of the Australian ummah.
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Budi Hapsari, Twediana. "INDONESIAN MUSLIM WEBSITES PICTURING AUSTRALIA." Humanities & Social Sciences Reviews 7, no. 4 (October 6, 2019): 991–96. http://dx.doi.org/10.18510/hssr.2019.74135.
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Purpose: The relations between the neighbors Indonesia and have become interesting over the last several decades.
Methodology: We have shown the important role of blended learning in the maintenance and development of the subject-subject model of interaction between students and teachers. The implementation of subject-subject interaction was considered on the example of the discipline "General and professional pedagogy", the electronic course of which is presented on the Moodle platform.
Result: As the largest religious group in Indonesia, Indonesian Muslims play significant roles in shaping public opinion within society. Since the Bali Bombing 2002, there has been intense attention devoted to Australia and Indonesian Muslim issues. This paper explains how five different Indonesian Muslim websites (Arrahmah.com; hti.com; dakwatuna.com; nu.or.id & republika.co.id) portrayed Australia from 2011 to 2013.
Applications: This research can be used for the universities, teachers and education students.
Novelty/Originality: The ‘up and down’ tension between the ‘up and down’ tension between these countries, is influenced not only by their governments but also their citizen’s perceptions, about the other country.
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Kabir, Nahid Afrose. "Are Young Muslims Adopting Australian Values?" Australian Journal of Education 52, no. 3 (November 2008): 229–41. http://dx.doi.org/10.1177/000494410805200302.
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Recently politicians in Australia have raised concerns that some Muslims are not adopting Australian values to a sufficient extent. In this paper I explore the notion of Australian values with respect to immigrant youth. By analysing interviews with 32 Muslim students who are 15-18 years of age and of diverse backgrounds in two state schools in Sydney, I focus on the extent to which these young people seem to be adopting Australian values. I discuss the factors that hinder the adoption of Australian values, and whether such hindrance can lead to a possible jihadi threat. This paper relies on oral testimonies and secondary sources, including international literature.
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Ozalp, Mehmet, and Tamana Daqiq. "Muslim Student Expectations From Islamic Studies Courses in Australia." ICR Journal 7, no. 4 (October 15, 2016): 509–26. http://dx.doi.org/10.52282/icr.v7i4.232.
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In 2009, the Islamic Sciences and Research Academy of Australia (ISRA Australia) partnered with Australia’s Charles Sturt University to establish the Centre for Islamic Studies and Civilisation (CISAC). From 2011, CISAC began offering undergraduate and graduate courses combining traditional higher Islamic learning with the modern quality standards of tertiary-level education. Since the opportunity to study Islam in an Australian university is rare, CISAC has attracted students from a diversity of age, ethnic and educational backgrounds, and with wide-ranging academic skills and motivations. While such diversity sets a unique opportunity, it also poses challenges for educators in terms of course design, approaches to learning and student services. For this study, we surveyed 360 students from CISAC to determine their motivations for undertaking undergraduate and postgraduate degrees in Islamic Studies and the expectations they had from those courses. It was found that, by providing a holistic Islamic higher education within a structured and measured university model, CISAC has filled a unique gap. Also, whilst the vast majority of students seek to gain a well-rounded Islamic education, a small number undertake CISAC courses with the aim of pursuing further study. In that context, we concluded that CISAC needs to supply supplementary traditional scholarly programmes for those students who wish to go further. The study also highlights the importance of student engagement and feedback as a means of adequately meeting the demands of those students pursuing Islamic Studies in the West.
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Abu-Rayya, Hisham M., Maram H. Abu-Rayya, Fiona A. White, and Richard Walker. "Comparative Associations Between Achieved Bicultural Identity, Achieved Ego Identity, and Achieved Religious Identity and Adaptation Among Australian Adolescent Muslims." Psychological Reports 121, no. 2 (August 3, 2017): 324–43. http://dx.doi.org/10.1177/0033294117724448.
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This study examined the comparative roles of biculturalism, ego identity, and religious identity in the adaptation of Australian adolescent Muslims. A total of 504 high school Muslim students studying at high schools in metropolitan Sydney and Melbourne, Australia, took part in this study which required them to complete a self-report questionnaire. Analyses indicated that adolescent Muslims’ achieved religious identity seems to play a more important role in shaping their psychological and socio-cultural adaptation compared to adolescents’ achieved bicultural identity. Adolescents’ achieved ego identity tended also to play a greater role in their psychological and socio-cultural adaptation than achieved bicultural identity. The relationships between the three identities and negative indicators of psychological adaptation were consistently indifferent. Based on these findings, we propose that the three identity-based forces—bicultural identity development, religious identity attainment, and ego identity formation—be amalgamated into one framework in order for researchers to more accurately examine the adaptation of Australian adolescent Muslims.
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Arifin, Win Listyaningrum. "Intercultural Communication Life of Transnational Indonesian PhD Muslim Female Students in the US and Australia." Hayula: Indonesian Journal of Multidisciplinary Islamic Studies 5, no. 1 (January 29, 2021): 93–110. http://dx.doi.org/10.21009/005.01.05.
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This study aimed at investigating the intercultural communication life of Indonesian PhD Muslim female students in the USA and Australia as transnationals. They face not only the language hardship but also the newest environments challenge both in academic and social setting. Stereotype, stigmatization, discrimination, and other forms of oppressions appear in relation to their visual identity. Applying Stella Ting-Toomey’ Identity Negotiation Theory, the study is to answer questions: (1) How far is the influence of the intercultural communication of these students living in a country? and (2) To what extent does intercultural communication competence influence the success of these students? This study is a qualitative descriptive based on the video/audio or diary tape of the respondents in the USA and Australia. To sum up, the video/audio or diary tape revealed that the success of intercultural communication on the these Indonesian Phd Muslim women students is influenced by knowledge, motivation, and skill obtained from the challenges in daily experiences both in academic and social life. Later, those three elements are very essential components in the ‘mindful/effectiveness intercultural communication’. Those elements become competence for Indonesian PhD Muslim women students to form adaptive strategies to overcome their internal and external situation. The process of intercultural communication might be challenging. However, the competence reveal during their first year living in a new country will be solution in facing problems or minimizing difficult situations in future years ahead.
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Yustina, Luli Sari, Syayid Sandi Sukandi, and Nurkhairat Arniman. "Islamic Indonesian EFL students’ responses on English-speaking countries." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 63. http://dx.doi.org/10.22373/ej.v9i1.9399.
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EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.
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Simpson, Steve, Christine Clifford, Kaz Ross, Neil Sefton, Louise Owen, Leigh Blizzard, and Richard Turner. "Sexual health literacy of the student population of the University of Tasmania: results of the RUSSL Study." Sexual Health 12, no. 3 (2015): 207. http://dx.doi.org/10.1071/sh14223.
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Background Evidence suggests a varied level of sexual health literacy (SHL) among university student populations, so we evaluated the SHL among students at the University of Tasmania. Methods: Students were invited to complete an anonymous online questionnaire during August/September 2013. SHL was assessed using the ARCSHS National Survey of Australian Secondary Students & Sexual Health (ARC) and the Sexual Health Questionnaire (SHS). Predictors of literacy scores were evaluated by linear regression. Results: The study recruited 1786 participants (8.2% of 2013 student population), of similar composition to the general university population. Female sex, older age, sexual education, and sexual experience were significant predictors of SHL. As hypothesised, students in medical/nursing disciplines had the highest SHL. Less expected were the significant differences by birthplace and religious affiliation, many of which persisted on adjustment for confounders. Compared with Australian/New Zealander students, overseas-born students had significantly lower ARC (–3.6%, P < 0.001) & SHS (–4.2%, P < 0.001); this was driven by Malaysian, Indian, and Chinese students. Compared with agnostic/atheist-identifying students, those of Buddhist (ARC: –5.4%, P = 0.014; SHS: –6.7%, P = 0.002), Hindu (ARC: –8.8%, P = 0.098; SHS: –12.2%, P = 0.027), Muslim (ARC: –16.5%, P < 0.001; SHS: –13.4%, P = 0.001) and Protestant (ARC: –2.3%, P = 0.023; SHS: –4.4%, P < 0.001) identifications had markedly lower SHL. Conclusions: This study, one of the first among university students in Australia, found a varied SHL by sex, age, sexual education and sexual experience, as well as by birthplace and religious affiliation. These findings have applications in orientation and education programs at Australian universities.
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Possamai, Adam, Kevin Dunn, Peter Hopkins, Faroque Amin, Lisa Worthington, and Jan Ali. "Muslim Students’ Religious and Cultural Experiences in the Micro-publics of University Campuses in NSW, Australia." Australian Geographer 47, no. 3 (June 30, 2016): 311–24. http://dx.doi.org/10.1080/00049182.2016.1191136.
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Brooks, Melanie C., and Miriam D. Ezzani. "“Being Wholly Muslim and Wholly American”: Exploring One Islamic School's Efforts to Educate against Extremism." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (June 2017): 1–32. http://dx.doi.org/10.1177/016146811711900601.
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Background/Context Current estimates show 2,500 Islamic State (IS) jihadists are from the United States, Australia, and Western Europe. How and in what ways formal schooling influences the radicalization process and the development of extremist worldviews is yet to be fully understood. There is little research that explores how religious schooling educates against radical thought and behavior and this article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity. Purpose/Objective/Research Question/Focus of the Study The purpose of this research was to explore one American Islamic school's efforts to counter religious extremism through the promotion and development of an American Muslim identity in its students. Two research questions guided this inquiry: (a) How does one American Islamic school attempt to develop and promote anti-extremist beliefs and behaviors through their development of an American Muslim identity in its students? (b) How is this reflective of Davies’ Critical Idealism XvX Model? Research Design For this qualitative case study, data were gathered and analyzed using Lynn Davies’ Critical Idealism XvX Model, which contrasts formal education that teaches anti-extremism to education that may teach extremist worldviews. Findings/Results The findings suggested that this Islamic school's focus on American Muslim identity reflected the components and values put forth in Davies’ framework that supported anti-extremist education and thereby thwarted extremist ideologies of single-truths, silencing, obedience, utopian excellence, political ignorance, and pure identities. Establishing a “good fit” for teachers, parents, and students were essential and parents with extremist or fundamentalist ideologies tended to disenroll their children. This study also suggested that Davies’ Critical Idealism XvX Model may be a useful framework for exploring religious education. Conclusions/Recommendations The school's administrators believed in the need to re-envision the American Muslim community—moderate in outlook, resonant with American values, participative with community, and supportive and welcoming of diversity. In doing so, the school delivered an anti-extremist education that promoted social integration, democratic values, and acceptance of diversity. This moderate outlook is counter to prevailing stereotypes and thus it is imperative that research continues to explore the role formal schooling plays in educating for or against extremism.
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Selim, Nadia, and Mohamad Abdalla. "Exploring Motivation and Engagement: Voices of Adolescent Non-Arab Muslim Learners of Arabic at Australian Islamic Schools." Religions 13, no. 6 (June 16, 2022): 560. http://dx.doi.org/10.3390/rel13060560.
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This article explores the motivation and engagement of adolescent non-Arab Muslim learners of Arabic (a-MLA) enrolled at Australian Islamic Schools (AIS). To this end, the ‘L2 Motivational Self System’ was used as a theoretical lens. This research gives ‘voice’ to learners and is dialogic, ‘speaking with’ rather than ‘speaking for’ learners in Islamic schools. It also responds to calls for the ‘renewal’ of Islamic Schools in the Western context, including in Australia, through a focus on Arabic learning. A basic interpretive qualitative approach was used, and data were collected from 40 participants using semi-structured interviews. The interviews were supplemented by classroom observations. In keeping with the emphasis placed on learners’ voices, the data presented focus on the students’ own words and perspectives. The findings suggest the presence of predominantly religious orientations to learning Arabic, but that a subset of other orientations also exists. The findings also indicate that several contextual factors can lead to disengagement and that the L2 Motivational Self System might not fully explain the situation of these learners. Nonetheless, these findings can inform the practice of teachers engaged with a-MLA and provide grounds for further research.
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Ata, Abe. "How Muslim Students’ Knowledge of Christianity Is Related to Their Attitudes to Mainstream Australia and Australians: A National Survey." Social Sciences 4, no. 3 (September 17, 2015): 800–805. http://dx.doi.org/10.3390/socsci4030800.
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Lessy, Zulkipli, Abd Rachman Assegaf, and Sangkot Sirait. "Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation." TARBIYA: Journal of Education in Muslim Society 8, no. 1 (September 20, 2021): 1–19. http://dx.doi.org/10.15408/tjems.v8i1.18992.
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AbstractThis study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.
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Ewart, Jacqui, Kate O’Donnell, and April Chrzanowski. "What a difference training can make: Impacts of targeted training on journalists, journalism educators and journalism students’ knowledge of Islam and Muslims." Journalism 19, no. 6 (July 14, 2017): 762–81. http://dx.doi.org/10.1177/1464884917718659.
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The problematic nature of news media framing of Islam and Muslims by Western news media has been well established by researchers. While research has focused on the ways such representations occur and to a lesser extent their effects on individuals and communities, we know little about why journalists frame Islam and Muslims in the Western news media in the ways they do. While studies point to a lack of knowledge about Islam and Muslims in non-Muslim populations, we know very little about how this translates to news media practitioners. This study draws from a far broader research project focused on encouraging more informed reporting of Islam and Muslims by the Australian news media. In this study, we establish the baseline knowledge of a purposive sample of Australian news media practitioners and journalism students about Islam and reporting stories about Islam and Muslims before and after targeted training. We find a relatively small investment in time significantly shifts this knowledge in both areas. Targeted training that includes a focus on basic facts about Islam as well as raising awareness of the resources that are now available to journalists may go some way towards improving reportage of Islam and Muslims.
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Goldsworthy, David. "Teaching gamelan in Australia: Some perspectives on cross-cultural music education." International Journal of Music Education os-30, no. 1 (November 1997): 3–14. http://dx.doi.org/10.1177/025576149703000102.
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Indonesian percussion orchestras (gamelan) have found a place in several Australian education institutions. Their presence and usage confronts music educators and students alike with a whole range of cross-cultural issues – social, ethical, pedagogical, and musical. Javanese gamelan is an ideal medium for introducing students to broader aspects of Indonesian society as well as to the musical principles and procedures of another culture. The educative value of gamelan studies also extends to musical insights and skills of a more general application in a student's music education. This paper examines some approaches to teaching gamelan in Australia, and discusses problems faced by students of this tradition in a cross-cultural situation.
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OAM, Sev Ozdowski, and Joseph Zajda. "Access, Inclusion and Success: Muslim Students at Australian Universities." Political Crossroads 14, no. 1 (January 1, 2007): 33–35. http://dx.doi.org/10.7459/pc/14.1.03.
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Keskin, Zuleyha, and Mehmet Ozalp. "Islamic Studies in Australia’s Universities." Religions 12, no. 2 (February 1, 2021): 99. http://dx.doi.org/10.3390/rel12020099.
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Islamic studies is an in-demand discipline area in Australia, including both classical Islamic studies and contemporary Islamic studies. While the field of classical Islamic studies has evolved over the centuries alongside the needs of the societies it serves, it has, nevertheless, remained within a well-established Islamic framework. This type of knowledge is sought by many, especially Muslims. Contemporary Islamic studies also plays a critical role in understanding Islam and Muslims in the contemporary context. The higher education sector in Australia contributes to this knowledge base via the Islamic studies courses it offers. This article discusses the positioning of the higher education sector in fulfilling Islamic educational needs, especially in the presence of other non-accredited education institutions such as mosques and madrasas. Despite the presence of other educational institutions, the higher educational sector appeals to a large pool of students, as evidenced by the number of Islamic studies courses offered by fourteen Australian universities. The teaching of classical Islamic studies in the higher education sector is not without its challenges. These challenges can be overcome and have been overcome to a large degree by the Centre for Islamic Studies and Civilisation (CISAC), Charles Sturt University (CSU). CISAC was used as a case study, as it is the largest Islamic studies department offering the greatest number of classical Islamic studies focused courses with the highest number of Islamic studies students in Australia. This article, overall, demonstrates that there is an ongoing need for Islamic studies to be taught, both in a classical and contemporary capacity, in the higher education sector.
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Zabuska, Anna, Jane Ginsborg, and David Wasley. "A preliminary comparison study of burnout and engagement in performance students in Australia, Poland and the UK." International Journal of Music Education 36, no. 3 (January 19, 2018): 366–79. http://dx.doi.org/10.1177/0255761417751242.
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While there is a growing body of research concerning the well-being of music students, burnout and engagement remain largely unexplored. Likewise, cross-national variations in approaches to music education, and different educational experiences of men and women may influence burnout and engagement. This preliminary study aimed to inform further research by establishing the levels of, and exploring cross-national and sex differences in burnout and engagement in music performance students at conservatoires in Australia, Poland and the UK ( n = 331). Self-reported levels of burnout were, typically, low to moderate. Nevertheless, one in ten students reported symptoms such that they could be classified as burned out. Australian and UK students displayed more burnout than students in Poland, although Australian students reported lower levels of reduced sense of accomplishment than Polish and UK students. Self-reported engagement was, typically, moderate to high. Students in Poland reported higher levels of engagement than those in the UK. Women displayed higher levels of global burnout and emotional/physical exhaustion, while men reported lower levels of reduced sense of accomplishment. Further research on burnout and engagement could build on this investigation to gain a better understanding of their impact and the influence of the educational experience on students’ music-related well-being.
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Othman, Zulkeplee. "UNIVERSITY LIFE AND AUSTRALIAN HOMES: THREE CASE STUDIES OF INTERNATIONAL MUSLIM STUDENTS IN BRISBANE." Journal of Islamic Architecture 3, no. 2 (December 15, 2014): 69. http://dx.doi.org/10.18860/jia.v3i2.2527.
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<div style="left: 100.81px; top: 546.808px; font-size: 10.6639px; font-family: sans-serif; transform: scaleX(0.992902);">Despite a significant increase in enrolments of postgraduate international Muslim students within Australian universities, little is known about their perceptions of life within Australian homes while undertaking their studies. The aim of this study is to investigate the ways in which students’ cultural and religious traditions affect their use of domestic spaces within the homes in which they reside. The research found that participants faced some minor difficulties in achieving privacy, maintaining modesty and extending hospitality while able to perform their daily activities in Australian designed homes. The findings suggest that greater research attention needs to be given to the development of Australian home designs that are adaptable to the needs of a multicultural society. Australian society encompasses diverse cultural customs and requirements with respect to home design, and these are yet to be explored.</div>
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Alamri, Abeer Ahmed. "How Australian Female Muslim Students Interpret Challenges in High School Sports." Journal of Muslim Minority Affairs 35, no. 2 (April 3, 2015): 215–29. http://dx.doi.org/10.1080/13602004.2015.1051752.
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Bahfen, Nasya, and Alexandra Wake. "Media diversity rules: Analysing the talent chosen by student radio journalists covering Islam." Pacific Journalism Review : Te Koakoa 17, no. 2 (October 31, 2011): 92–108. http://dx.doi.org/10.24135/pjr.v17i2.353.
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The ethnic composition of the Australian population, coupled with the pursuit of a multicultural society at the official level (Ho, 1990) emphasises the nature of the audience for Australia’s media—an audience that is ethnically, culturally and religiously diverse. Yet the content and coverage of the mainstream media does not reflect that diversity particularly in relation to Arabs and Muslims. There are few guidelines for journalism professionals and despite attempts to increase the number of journalists from Muslim or Arab backgrounds in mainstream newsrooms there appears to have been no major paradigm shifts in the way newsrooms cover stories related to Islam. Journalism students at a university in Melbourne completed two newsroom production sessions for one of the city’s major community radio stations, as part of their assessment in a semester-long subject. The researchers examined the students’ choices of interviewee and coded all bulletins produced over a six week broadcast period in 2010. The data will be used to formulate a baseline for the future study of the diversity of talent used by journalism students in the subject, and to see what lessons may be contained for journalism educators, in the breakdown of stories chosen by students and the composition of interviewees contacted by the students.
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Hidayat, Didin Nuruddin. "Conversation Analysis and Its Implications to Language Teaching." TARBIYA: Journal of Education in Muslim Society 6, no. 2 (December 4, 2019): 197–209. http://dx.doi.org/10.15408/tjems.v6i2.15138.
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AbstractThe present study analyzed the use of Conversation Analysis in casual conversation and how it can serve as a potential means in language teaching. Casual conversation concerns the type of conversation that people do when they talk just for the sake of talking (Eggins & Slade, 1997). This includes daily conversations among people. Employing a qualitative research methodology, data were taken from a casual conversation taking place in Australia regarding a birthday party preparation between a husband and a wife whose native language is Bahasa Indonesia. Data were first transcribed in Bahasa Indonesia using CA conventions, and then were translated into English. The transcription of the conversation attempted to follow the guidelines proposed by Cook (1990) and Bailey (2008). The study found that turn-taking systems, adjacency pairs, overlaps, response tokens, and repairs were evident from the analysis of conversation. The conversation confirms the theories of CA: the occurrence of a large number of response tokens, such as mm hm or yes, various types of adjacency pairs, each speaker speaks one at a time even though there are several gaps and overlaps, and so forth. The study drew the implication of CA to language teaching. CA contributes to language teaching in terms of offering not only the authentic real-life communication, but also the authentic spoken interaction which will encourage learners to be able to produce authentic utterances. Also, CA can serve as a potential means to shape the students’ ability as active participants in the learning process.AbstrakStudi ini menganalisis penggunaan Analisis Percakapan (Conversation Analysis, selanjutnya CA) dalam percakapan kasual dan mengulas bagaimana CA dapat berfungsi sebagai sarana yang potensial untuk dipergunakan dalam pengajaran bahasa. Percakapan kasual diartikan sebagai jenis percakapan yang dilakukan orang ketika mereka berbicara dengan topik sehari-hari (Eggins & Slade, 1997). Penelitian ini menggunakan metodologi penelitian kualitatif dengan mengambil data dari percakapan kasual antara suami istri yang berlangsung di Australia mengenai persiapan pesta ulang tahun. Bahasa ibu para pembicara adalah Bahasa Indonesia. Data pertama-tama ditranskripsikan dalam Bahasa Indonesia menggunakan konvensi CA, dan kemudian diterjemahkan ke dalam bahasa Inggris. Transkripsi percakapan mengikuti panduan Cook (1990) dan Bailey (2008). Studi ini menemukan bahwa sistem turn-taking, adjacency pairs, overlaps, token response, dan repair terbukti dari analisis percakapan. Hasil penelitian mengkonfirmasi teori-teori CA: terjadinya sejumlah besar token response, seperti mm hm atau ya, berbagai jenis adjacency pairs, masing-masing pembicara berbicara satu per satu walaupun ada beberapa celah dan overlaps, dan sebagainya. Studi ini juga menggali implikasi CA terhadap pengajaran bahasa. CA berkontribusi pada pengajaran bahasa dalam hal menawarkan tidak hanya komunikasi kehidupan nyata yang otentik, tetapi juga interaksi lisan yang otentik yang akan mendorong peserta didik untuk dapat menghasilkan ucapan-ucapan otentik. Selain itu, CA dapat berfungsi sebagai sarana potensial membentuk kemampuan siswa untuk berperan aktif dalam proses pembelajaran.How to Cite: Hidayat, D. N. (2019). Conversation Analysis and Its Implications to Language Teaching . TARBIYA: Journal of Education in Muslim Society, 6(2), 197-209. doi:10.15408/tjems.v6i2. 15138.
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Selim, Nadia. "Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications." Religions 14, no. 1 (January 4, 2023): 71. http://dx.doi.org/10.3390/rel14010071.
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Recent research into Arabic learning at Australian Islamic schools presented evidence of non-Arab Muslim learners’ dissatisfaction with Arabic learning. This article explores the Arabic learning experiences of non-Arab Muslim learners of Arabic (a-MLA) at Australian Islamic schools (AIS). This research gave voice to students and used a basic interpretive qualitative approach. Semi-structured interviews were triangulated using supplementary classroom observations. The data presented draw from the analysis of 40 participants’ interviews. Findings suggest that students expected learning to yield the acquisition of all language macro-skills and a capacity to read with comprehension, but that experiences and outcomes fell short of expectations. This led to disengagement, disruptions, and overall disillusionment and attrition in senior secondary. Students revealed a general dissatisfaction with the way programs were structured and with core aspects of their learning experience. Repetitive lessons focused on reading, translating and grammar study were connected to disruptions. The motivational implications of these negative learning experiences are discussed.
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Handayani, Diah. "Political Identity, Popular Culture, and Ideological Coercion: The Discourses of Feminist Movement in the Report of Ummi Magazine." Jurnal Pemberdayaan Masyarakat: Media Pemikiran dan Dakwah Pembangunan 5, no. 1 (June 18, 2021): 185–210. http://dx.doi.org/10.14421/jpm.2021.051-08.
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This research examines the rise of Islamic populism in Indonesia and understands it as an instrument to clear a new pathway for populism movement into popular culture. Ummi magazine is one of the religious media used to be political vehicles of stablishing constituencies, especially for the Tarbiyah movement in the Soeharto era to the current tendency to popularize the Tarbiyah identity as a new lifestyle. Historically, The Tarbiyah movement in Indonesia is a social and political movement among Indonesian Muslimah students, especially activists in the Suharto period. Muslim middle class entrepreneurs launched a campaign of ‘economic jihad. This research uses a qualitative approach by interpreting and studying the data contained in Ummi Magazine. Media studies were carried out in the January 2017 to 2018 editions. The data obtained were described and associated with the magazine's transformation as an ideological medium and Muslim women's lifestyle today. The result shows that the magazine's transformation from ideology magazine to lifestyle magazine can influence readers because there are more new readers. Whether Ummi as a media for da'wah and a women's magazine, it is still perceived by the readers to apply ideological coercion or simply provide an alternative lifestyle or consumption where religious independence is the main characteristic of the magazine. We argue that Islamic populism is mainly a medium for coercion ideology to gain tracks to power, while the poor remain as ‘floating mass’, and entrapped in many so-called 'empowerment' projects. Populism can be interpreted as a communication style in which a group of politicians considers themselves to represent the people’s interests contrasted with elite interests. Nevertheless, the populism approach is gaining momentum. Abdullah, I. (1996). Tubuh, Kesehatan, dan Struktur yang Melemahkan Wanita. Kumpulan Makalah Seminar Bulanan. Pusat Penelitian Kependudukan UGM.Al-Abani, S. M. N. (1999). Jilbab Wanita Muslimah. Pustaka At-Tibyan.Ahmed, L. (1992). Women and Gender in Islam: Historical Roots of Modern Debate. Yale University Press.Al-Ghifari, A. (2005). Kerudung Gaul, Berjilbab Tapi Telanjang. Mujahid Press.Armbrust, W. (2000). ‘Introduction’, Mass Mediation: New Approaches to Popular Culture In The Middle East and Beyond. University California Press.Askew, K. (2002). ‘Introduction’, The Anthropology of Media: A Reader.Blackwell.Astuti, S. N. A. . (2005). Membaca Kelompok Berjilbab Sebagai Komunitas Sub Kultur. Universitas Gadjah Mada.BPS. (2017). Statistika Pendapatan. BPS Publication. Banet-Weiser, S. (2006). “I just want to be me again!”: Beauty pageants, reality television and post-feminism. Feminist Theory, 7(2), 255–272. https://doi.org/10.1177/1464700106064423Banna, H. (2011). Majmu’ah Rasail Al Iman As Syahid (Risalah Pergerakan Ikhawanul Muslimin. Era Intermedia. Barthel, D. (1976) . The Impact of Colonialism on Women’s Status in Senegal.Ph.D Dissertation, Harvard University.Barthes, R. (1977). Image, Music, Text. Fortana Press.Bertrand, I., & Hughes, P. (2005). Media Research Methods: Audiences, Institutions, Texts. Palgrave Mecmillan.Bordo, S. (1995). Unbearable Weight : Feminism, Western Culture, and The Body. University of California Press.Branner, S. (1995). Why Women Rule the Roost: Rethiking Javanese Ideologies of Gender and Self-Control. In Bewitching Women, Pioner Men. University of California Press.______. (1996). ‘Reconstructing Self and Society, Javannese Muslim Women and The Veil’. American Ethnologist.Bruneinessen, M. v. (2002). ‘Genealogies of Islamic Radicalism in Post-Suharto Indonesia’. South East Asian Research. Champagne, J. (2004). Jilbab Gaul. Bali. Latitudes, 46, 114-123.Damanik, A. S. (2000). Fenomena Partai Keadilan: Transformasi 20 Tahun Gerakan Tarbiyah di Indonesia. Mizan.Durkin, K. (1985). Television and Sex Role Acquisition I: Content’. British Journal of Social Psycology, 24, 102-113.Effendi, B. (2003). ‘Islam Politik Pasca Suharto’. Refleksi, 5(2).El-Guindi, F. (1991). Veil, Modesty, Privacy, and Resistance. Berg.Frederick, W. H. (1982). Rhoma Irama and The Dangdut Style: Aspects of Contemporary Indonesian Popular Culture. Indonesia, 34, 103-130.Featherstone, M. (2001). The Body in Consumer Culture. In The Body: Social Process and Cultural Theory. SAGE Publication.Foucault, M. (1981). The Order of Discourse. Routledge and Keagon Paul.Fukuyama, F. (2018). Against Identity Politics. Foreign Affairs, Sptember/October, 1-25.Gough, Y. A. (2003). Understanding Women Magazine. Routledge.Gautlett, D. (2002). Media, Gender, and Identity: An Introduction. Routledge.Geetzt, C. (1973). The Interpretation of Culture. Verso.Gill, R. (2009). Mediated Intimacy and Post Feminism: a Discourse Analytic Examination of Sex and Relationship advice in Woman’s Magazine. Discourse and Communication Journal, 3(4), 345-369. https://doi.org/10.1177/1750481309343870Gramsci, A. (1992). Selection from The Prison on Notebooks. International Publisher.Gorham, B. W. (2004). The Social Psychology of Stereotypes: Implications for Media Audiences. In Race/Gender/Media: Considering Diversity Across Audiences, Content, and Producers. Pearson.Hall, S. (1997). The Work Of Representation. In Representation: Cultural Representations and Signifying Practices. SAGE Publication.Handayani, D. (2014). Performatifitas Muslimah dalam Majalah Ummi. At-Tabsyir. Jurnal Komunikasi Penyiaran Islam, 2(1), 73-98. http://doi.org/10.21043/at-tabsyir.v2i1.461.Hanifah, U. (2011). Konstruksi Ideologi Gender pada Majalah Wanita (Analisis Wacana Kritis Majalah Ummi). KOMUNIKA: Jurnal Dakwah dan Komunkasi, 5(2), 199-220. https://doi.org/10.24090/komunika.v5i2.170Imdadun, R. (2005). Arus Baru Iislam Radikal: Transmisi, Revivalisme Islam Timur Tengah ke Indonesiaan. Erlangga.Itzin, C.(1986). Media Images of Women: The Social Construction of Ageism and Sexism. In Feminist Social Psycology: Developing Theory and Practice. Milton Keynes. Open University Press.Kailani, N. (2008). Budaya Populer Islam di Indonesia: Jaringan Dakwah Foru Lingkar Pena. Jurnal Sosiologi Reflektif, 2(3). Kellner, D. (1995). Cultural Studies, Identities and Politics Between The Modern and Postmodern. Routledge.Machmudi, Y. (2006). Islamizing Indonesia: The Rise of Jamaah Tarbiyah and The Presperous Justice Party (PKS). PhD Dissertation, Australia National University.Maulidiyah, L. (2014). Wacana Relasi Gender Suami Istri dalam Keluarga Muslim di Majalah Wanita Muslim Indonesia. Universitas Airlangga.Parihatin, A. (2004). Ideologi Revivalisme Islam dalam Majalah Perempuan Islam (Analisis Wacana pada Majalah Ummi). Universitas Indonesia. Qadarawi, Y. (2004). Al Islamu wal Fannu. Islam Bicara Seni. Era Intermedia. Qutb, S. (1980). Ma’alim fi Al Tariq (Petunjuk Jalan-Milestone). Media Dakwah.Rozak, A. (2008). Citra Perempuan dalam Majalah Wanita Islam UMMI. Jurnal Penelitian Agama. VXII(2), 332-354.Storey, J. (2010). Culture and Power in Cultural Studies: The Politics of Signification. Edinburg University Press.Ulfa, N. M. (2016). Dakwah Melalui Media Cetak (Analisis Isi Rubrik Mutiara Islam Majalah Ummi). Islamic Communication Journal, 1(1), 73-89.
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Rektiansyah, Rahmat Robbi, and Ilmiawan Auwalin. "Analisis Dampak Kesadaran Halal dan Label Halal terhadap Niat Beli Mie Instan Korea Pada Remaja di Sumenep Melalui Sikap." Jurnal Ekonomi Syariah Teori dan Terapan 9, no. 5 (September 30, 2022): 600–616. http://dx.doi.org/10.20473/vol9iss20225pp600-616.
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ABSTRAK Tujuan dilangsungkannya sebuah penelitian ini ialah untuk mengkaji pengaruh kesadaran halal dan label halal terhadap niat beli mie instan Korea pada remaja di Sumenep melalui sikap. Metode penelitian yang digunakan yaitu kuantitatif dengan menggunakan data primer. Sampel yang digunakan yaitu 100 responden yang belum pernah membeli mie instan Korea. Pengujian menggunakan analisis SEM-PLS dengan konstruk yang menunjukkan semua konstruk mempunyai hasil yang valid, sehingga dilanjutkan pengujian pada hubungan antar variabelnya. Secara langsung kesadaran halal berpengaruh signifikan terhadap sikap, namun kesadaran halal tidak berpengaruh signifikan terhadap niat beli. Label halal berpengaruh secara signifikan t atas niat beli, namun label halal tidak berpengaruh signifikan terhadap sikap, dan sikap berpengaruh secara signifikan atas niat beli. Secara tidak langsung, kesadaran halal berpengaruh signifikan terhadap niat beli jika melalui sikap, sedangkan label halal tidak berpengaruh signifikan terhadap niat beli jika melalui sikap. Penelitian ini hanya berfokus terhadap remaja generasi Z usia 13-23 tahun di Sumenep yang belum pernah membeli mie instan Korea. Adapun saran pada penelitian ini adalah remaja generasi Z di Sumenep diharapkan lebih memperhatikan dan peduli terhadap kehalalan suatu produk yang dikonsumsi, dan bagi peneliti selanjutnya diharapkan meneliti hal serupa dengan mengganti objek dan tempat penelitian. Kata Kunci: Kesadaran Halal, Label Halal, Niat Beli, Sikap. ABSTRACT The purpose of this research is to examine the effect of halal awareness and halal label on the intention to buy Korean instant noodles in adolescents in Sumenep through attitudes. The research method used is quantitative using primary data. The sample used is 100 respondents who have never bought Korean instant noodles. The test uses SEM-PLS analysis with constructs that show all constructs have valid results, so that testing continues on the relationship between the variables. Halal awareness directly has a significant effect on attitudes, but halal awareness has no significant effect on purchase intention. Halal labels have a significant effect on purchase intention, but halal labels have no significant effect on attitudes, and attitudes have a significant effect on purchase intentions. Indirectly, halal awareness has a significant effect on purchase intention if it is through attitude, while the halal label has no significant effect on purchase intention if it is through attitude. This study only focuses on Generation Z teenagers aged 13-23 years in Sumenep who have never bought Korean instant noodles. The suggestion in this study is that Generation Z teenagers in Sumenep are expected to pay more attention and care about the halalness of a product that is consumed, and for future researchers it is expected to examine similar things by changing the object and place of research. Keywords: Halal Awareness, Halal Labels, Purchase Intention. Attitudes. DAFTAR PUSTAKA Abd Rahman, A., Asrarhaghighi, E., & Ab Rahman, S. (2015). Consumers and halal cosmetic products: Knowledge, religiosity, attitude and intention. Journal of Islamic Marketing, 6(1), 148–163. https://doi.org/10.1108/JIMA-09-2013-0068 Adisumarto, H. (2000). Hukum perusahaan mengenai hak atas kepemilikan intelektual (Hak cipta, hak paten, hak merek). Bandung: Mandar Magu. Adiwarman, K. (2010). Ekonomi mikro Islam. Jakarta: PT. RajaGrafindo Persada. Ahaari, J. A. N., & Arifin, N. S. M. (2010). Dimension halal purchase intention: A preliminary study. International Review of Business Research Papers, 6 (4), 444–456. Aliman, N.K. dan Othman, M. N. (2007). Purchasing local and foreign brands: What product attributes matter? 13th astutiAsia Pacific Management Conference, Melbourne, Australia, 400–411. Ambali, A. R., & Bakar, A. N. (2014). People’s awareness on halal foods and products: Potential issues for policy-makers. Procedia - Social and Behavioral Sciences, 121(September 2012), 3–25. https://doi.org/10.1016/j.sbspro.2014.01.1104 Astuti, Y., & Asih, D. (2021). Country of origin, religiosity and halal awareness: A case study of purchase intention of Korean food. Journal of Asian Finance, Economics and Business, 8(4), 0413–0421. https://doi.org/10.13106/jafeb.2021.vol8.no4.0413 Awan, H. M., Siddiquei, A. N., & Haider, Z. (2015). Factors affecting Halal purchase intention – evidence from Pakistan’s halal food sector. Management Research Review, 38(6), 640–660. https://doi.org/10.1108/mrr-01-2014-0022 Azam, A. (2016). An empirical study on non-Muslim’s packaged halal food manufacturers . Journal of Islamic Marketing, 7(4), 441–460. https://doi.org/10.1108/jima-12-2014-0084 Aziz, Y. A., & Chok, N. V. (2013). The role of halal awareness, halal certification, and marketing components in determining halal purchase intention among non-Muslims in Malaysia: A Structural equation modeling approach. Journal of International Food and Agribusiness Marketing, 25(1), 1–23. https://doi.org/10.1080/08974438.2013.723997 Aziz, Y. A., Vui, C. N., Yuhanis, A. A., & Chok, N. V. (2012). The role of halal awareness and halal certification in influencing non-Muslims’ purchase intention. In Proceedings of the 3rd International Conference on Business and Economic Research (3rd ICBER 2012), March, 1819–1830. BPS. (2021). Hasil sensus penduduk 2020 jumlah penduduk Kabupaten Sumenep (Issue 01). Briliana, V., & Mursito, N. (2017). Exploring antecedents and consequences of Indonesian Muslim youths’ attitude towards halal cosmetic products: A case study in Jakarta. Asia Pacific Management Review, 22(4), 176–184. https://doi.org/10.1016/j.apmrv.2017.07.012 Garg, P., & Joshi, R. (2018). Purchase intention of “Halal” brands in India: the mediating effect of attitude. Journal of Islamic Marketing, 9(3), 683–694. https://doi.org/10.1108/JIMA-11-2017-0125 Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis: A global perspective. Pearson Education Hasan, H. (2016). A study on awareness and perception towards halal foods among Muslim students in Kota Kinabalu, Sabah. Australia-Middle East Conference on Business and Social Sciences, 803–804. Hendradewi, S., Mustika, A., & Darsiah, A. (2021). Pengaruh kesadaran halal dan label halal terhadap minat beli mie instan Korea pada remaja sekolah di Jakarta. Jurnal Ilmiah Pariwisata, 26(2), 204–212. https://doi.org/10.30647/jip.v26i2.1510 Izzuddin, A. (2018). Pengaruh label halal, kesadaran halal, dan bahan makanan terhadap minat beli makanan kuliner. Jurnal Penelitian Ipteks, 3(2), 100–114. https://doi.org/10.32528/ipteks.v3i2.1886 Kotler, P. (2008). Manajemen pemasaran (Edisi terjemahan). Erlangga: Jakarta. Mukhtar, A., & Butt, M. M. (2012). Intention to choose Halal products: The role of religiosity. Journal of Islamic Marketing, 3(2), 108–120. https://doi.org/10.1108/17590831211232519 Nisrina, D., Widodo, I. A., Larassari, I. B., Rahmaji, F., Kinanthi, G., & Adi, H. (2020). Studi tentang pengaruh budaya Korea pada penggemar K-Pop. Jurnal Penelitian Humaniora, 21(1), 78–88. Rambe, Y., & Afifuddin, S. (2012). Pengaruh pencantuman label halal pada kemasan mie instan terhadap minat pembelian masyarakat Muslim (Studi kasus pada mahasiswa Universitas Al-washliyah, Medan). Jurnal Ekonomi dan Keuangan, 1(1), 14866. Rangkuti. (2010). Pengaruh labelisasi halal terhadap keputusan pembelian produk makanan dalam kemasan (Snack merek Chitato) pada mahasiswa fakultas hukum Universitas Muhammadiyah Sumatera Utara). Skripsi tidak dipublikasikan. Medan: Universitas Sumatera Utara. Rochmanto, B. Al. (2014). Pengaruh pengetahuan produk dan norma religius tehadap sikap konsumen dalam niat mengkonsumsi produk makanan dan minuman halal. Diponegoro Journal of Management, 4(1), 280-291. Sarwono, S. ., & Meinarno, E. . (2009). Psikologi remaja. Surabaya: Raja Grafindo Persada. Schiffman, L. G., & Wisenblit, J. (2019). Consumer behavior. Harlow, United Kingdom: Pearson Education Limited. Setiawati, L. M., Chairy, C., & Syahrivar, J. (2019). Factors affecting the intention to buy halal food by the millennial generation: The mediating role of attitude. DeReMa (Development Research of Management): Jurnal Manajemen, 14(2), 175. https://doi.org/10.19166/derema.v14i2.1738 Shafie, S., & Othman, M. N. (2008). Halal certification: An international marketing issues and challenges. http://www.ncbi.nlm.nih.gov/pubmed/12568103 Shim, D. (2006). Hybridity and the rise of Korean popular culture in Asia. Media, Culture and Society, 28(1), 25–44. https://doi.org/10.1177/0163443706059278 Sudarsono, H., & Nugrohowati, R. N. I. (2020). Determinants of the intention to consume halal food, cosmetics and pharmaceutical products. Journal of Asian Finance, Economics and Business, 7(10), 831–841. https://doi.org/10.13106/jafeb.2020.vol7.no10.831 Sugiyono. (2006). Metode penelitian bisnis. Bandung: CV. Alfabeta. Windiana, L., & Putri, D. N. (2021). Pengaruh logo halal terhadap sikap dan minat beli konsumen UMM Bakery. Jurnal Ekonomi Pertanian dan Agribisnis (JEPA), 5, 1206–1216. https://doi.org/10.21776/ub.jepa.2021.005.0224. Yuliani, F. (2021). Pengaruh label halal dan citra merek terhadap keputusan pembelian produk kosmetik wardah pada rahmah cosmetic Banjarmasin (Studi kasus pada konsumen loyal produk wardah di Banjarmasin Selatan). Skripsi tidak dipublikasikan. Banjarmasin: Universitas Islam Kalimantan MAB.
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Alamri, Abeer Ahmed. "Participation of Muslim Female Students in Sporting Activities in Australian Public High Schools: The Impact of Religion." Journal of Muslim Minority Affairs 33, no. 3 (September 2013): 418–29. http://dx.doi.org/10.1080/13602004.2013.853980.
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Nuraryo, Imam. "SOCIAL NETWORKING SITES USE AND CROSS CULTURAL ADAPTATION OF MUSLIM INDONESIAN STUDENTS IN AUSTRALIAN UNIVERSITIES: VALUING CULTURAL DIVERSITY." Jurnal Komunikasi 8, no. 2 (April 15, 2014): 103–22. http://dx.doi.org/10.20885/komunikasi.vol8.iss2.art1.
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Haque, Amber. "Attitudes of high school students and teachers towards Muslims and Islam in a southeastern Australian community." Intercultural Education 12, no. 2 (July 2001): 185–96. http://dx.doi.org/10.1080/14675980120064827.
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Russell, Deirdre. "Music is Fun." British Journal of Music Education 5, no. 2 (July 1988): 157–63. http://dx.doi.org/10.1017/s0265051700006495.
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This is a report on the Music Curriculum course units in a primary teacher-training programme held at the Macarthur Institute of Higher Education, Sydney, Australia. It attempts to give an overview of the attitudes of starting students to music and their experiences of music teaching in the Primary School. These are generally negative, and the students are very hesitant about the idea of being expected to teach music when they graduate. Course content is examined along with changes in attitudes, skills and knowledge of the students.
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Sanjakdar, Fida. "‘Teacher talk’: the problems, perspectives and possibilities of developing a comprehensive sexual health education curriculum for Australian Muslim students." Sex Education 9, no. 3 (August 2009): 261–75. http://dx.doi.org/10.1080/14681810903059086.
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Zhukov, Katie. "Exploring the content of instrumental lessons and gender relations in Australian higher education." British Journal of Music Education 25, no. 2 (June 11, 2008): 159–76. http://dx.doi.org/10.1017/s0265051708007900.
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This observational study analysed the lesson content of 24 instrumental lessons (piano, strings and winds) using a gender-balanced sample (equal numbers of male/female teachers and students) from five Australian higher education institutions to ascertain the priorities of topics in advanced applied music lessons in the Western Classical tradition. The results were analysed according to gender to determine differences of approach between male and female teachers and male and female students. Same-gender and different-gender pairings were also considered. Technique was found to be of the greatest importance, followed by Articulation and Expression. Some gender differences have emerged between the teachers, with the male teachers tending towards a more analytical approach and the female teachers adopting more balanced lesson content. The treatment of students showed some divergence, with greater emphasis on Expression in the lessons of female students, whereas the male students studied more Structure. The results demonstrate stereotypical gender behaviour among the teachers and towards their students not previously observed in this educational setting.
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Ben-Moshe, Danny, and Anna Halafoff. "Antisemitism and Jewish Children and Youth in Australia’s Capital Territory Schools." Social Inclusion 2, no. 2 (August 20, 2014): 47–56. http://dx.doi.org/10.17645/si.v2i2.166.
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Issues pertaining to religion and Australian schools have generated a significant amount of controversy and scholarly attention in recent years, and much of the attention in the religion and schools debate has focused on Muslim and non-religious children’s experiences (Erebus International, 2006; Halafoff, 2013). This article, by contrast, explores the manifestations of antisemitism as experienced by Jewish children and youth in Canberra schools. It considers the characteristics of antisemitism; when and why it occurs; its impact on the Jewish children and young people; and also the responses to it by them, the schools and the Jewish community. Based on focus groups with the Jewish students and their parents, the study reveals that antisemitism is common in Canberra schools, as almost all Jewish children and youth in this study have experienced it. The findings from this study suggest that there is a need for more anti-racism education. Specifically there is an urgent need for educational intervention about antisemitism, alongside education about religions and beliefs in general, to counter antisemitism more effectively and religious discrimination more broadly in Australian schools.
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Joseph, Dawn. "Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing." British Journal of Music Education 36, no. 02 (July 2019): 183–96. http://dx.doi.org/10.1017/s0265051719000159.
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AbstractMusic is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.
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Forbes, Melissa. "The value of collaborative learning for music practice in higher education." British Journal of Music Education 37, no. 3 (August 26, 2020): 207–20. http://dx.doi.org/10.1017/s0265051720000200.
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AbstractThis article presents evidence of the value of collaborative learning for students working in small heterogeneous groups within first year music practice courses in an Australian university popular music program. Wenger, Trayner, and de Laat’s framework for promoting and assessing value creation in communities and networks was used to gather and analyse data from students throughout one academic year. Collaborative learning created value for students through peer-to-peer learning which cultivated new skills and improved performance, causing students to reframe their criteria for musical and personal success. The value of collaborative learning promotes its use both within and beyond popular music degree programs.
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Stevens, Robin S., Gary E. McPherson, and Graham A. Moore. "Overcoming the ‘tyranny of distance’ in instrumental music tuition in Australia: The iMCM project." Journal of Music, Technology and Education 12, no. 1 (August 1, 2019): 25–47. http://dx.doi.org/10.1386/jmte.12.1.25_1.
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Instrumental and vocal music students in regional and remote areas of Australia are often significantly disadvantaged in their development by the lack of local teachers who specialize in the instrument being learned. The current rollout of National Broadband Network (NBN) across Australia offers the potential for overcoming this geographical disadvantage by providing specialist online tuition through videoconferencing. This article reports on an investigation of technical and pedagogical issues associated with synchronous online instrumental tuition. The outcomes from laboratory- and field-based trials included identification of optimal hardware and software delivery systems and pedagogical considerations for optimizing online instrumental learning.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.
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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
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Coady, Christopher, and Michael Webb. "Resisting Best-Practice in Australian Practice-Based Jazz Doctorates." British Journal of Music Education 34, no. 1 (October 25, 2016): 71–80. http://dx.doi.org/10.1017/s0265051716000310.
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Recent research on practice-based doctorates in Australia has revealed an institutional preference for ‘theorised’ research approaches aimed at situating studies of practice within established academic paradigms. In this article we examine how the aim of communicating with artistic peers steers the research design and the production of text-based artefacts for a group of practice-based doctoral students working on jazz topics (n = 11) away from theorised approaches and towards what is commonly referred to as a ‘commentary’ approach. This finding reveals the extent to which the values of an artistic community can influence the scope of what is discussed within practice-based doctorates and highlights the need for ongoing discussion related to how such values might best interface with what institutions view as best-practice research frameworks.
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Brand *, Manny. "Collectivistic versus individualistic cultures: a comparison of American, Australian and Chinese music education students' self‐esteem." Music Education Research 6, no. 1 (March 2004): 57–66. http://dx.doi.org/10.1080/1461380032000182830.
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Joseph, Dawn, and Jane Southcott. "‘Opening the doors to multiculturalism’: Australian pre-service music teacher education students’ understandings of cultural diversity." Music Education Research 11, no. 4 (December 2009): 457–72. http://dx.doi.org/10.1080/14613800903390758.
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Lee, Juyoung, Amanda E. Krause, and Jane W. Davidson. "The PERMA well-being model and music facilitation practice: Preliminary documentation for well-being through music provision in Australian schools." Research Studies in Music Education 39, no. 1 (April 12, 2017): 73–89. http://dx.doi.org/10.1177/1321103x17703131.
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The aim of this study was to consider how we can invest in music-making to promote well-being in school contexts. Web-based data collection was conducted where researchers identified 17 case studies that describe successful music programs in schools in Australia. The researchers aligned content from these case studies into the five categories of the PERMA well-being model: Positive emotions, Engagement, Relationships, Meaning, and Accomplishment, in order to understand how each well-being element was realised through the music programs. The results indicate that the element of the PERMA well-being model that relates to relationships was described most often. Collaboration and partnership between students, teachers, and staff in schools, and local people in the community such as parents, local entrepreneurs, and musicians were repeatedly identified as a highly significant contributing factor in the success of the music program. The school leaders’ roles in providing opportunities for students to experience musical participation and related activities (engagement) and valuing these experiences (meaning) were also crucial in the facilitation of the music programs. The findings of this study indicate that tailored music and relationship-centred music programs in schools not only increase skills and abilities of the students, but also improve the psychosocial well-being of the students and the community.
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Waters, Megan. "The perceived influence of the one-on-one instrumental learning environment on tertiary string students’ perceptions of their own playing-related discomfort/pain." British Journal of Music Education 37, no. 3 (August 26, 2020): 221–33. http://dx.doi.org/10.1017/s0265051720000236.
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AbstractThis article draws on qualitative data collected over a five-year period as part of a longitudinal mixed methods research project at a tertiary music institution in Australia. Forty tertiary string students consistently identified factors specific to the one-on-one instrumental teaching environment as influencing their perceptions as to the nature and causes of their playing-related discomfort pain. Student perceptions of individual teacher’s attitudes to pain and injury, experiences with regards to asking and receiving advice and the perceived influence of the first instrumental teacher are discussed using six examples. The paper concludes with several recommendations for instrumental music teachers and music institutions.
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Carey, Gemma, and Catherine Grant. "Teacher and student perspectives on one-to-one pedagogy: practices and possibilities." British Journal of Music Education 32, no. 1 (April 1, 2014): 5–22. http://dx.doi.org/10.1017/s0265051714000084.
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This paper explores teachers’ and students’ perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness and challenges of one-to-one learning and teaching. Four key themes emerged: customising teaching to the learner, the teacher–student relationship, negotiating issues of student dependency versus self-sufficiency, and situating one-to-one in a broader institutional context. Aside from an undisputed view that one-to-one is essential to students’ learning and development, findings indicate diverse perceptions, including discrepancies between intentions of teachers and their pedagogical practice, and between teacher practice and student expectations. By drawing on voices ‘from the inside’ to characterise one-to-one practice, the study contributes to evidence-based research about learning and teaching in the conservatoire environment.
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Freer, Elisabeth, and Paul Evans. "Psychological needs satisfaction and value in students’ intentions to study music in high school." Psychology of Music 46, no. 6 (October 20, 2017): 881–95. http://dx.doi.org/10.1177/0305735617731613.
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A major issue concerning music educators is declining participation in music over the school years. This study aimed to explain why students choose to study music at school. The theoretical lens of self-determination theory was used to examine how the satisfaction of basic psychological needs might lead to students valuing music and choosing to study it at school. Participants were 204 male students in an Australian high school. A structural equation model was evaluated, with elective intentions predicted by value, psychological needs satisfaction, and instrumental experience. The hypothesized model was supported and explained 65% of variance in elective intentions and 50% of variance in students’ valuing of music. Students with higher psychological needs satisfaction and value for music had stronger intentions to continue studying music. Psychological needs satisfaction explained a considerable proportion of why students valued music. Students with more experience learning an instrument were also more likely to choose music, but psychological needs satisfaction and value were far more influential. These findings extend existing research on Self-Determination Theory(SDT) in educational and music contexts, and suggest implications for teachers wishing to increase participation in school music education.
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Crawford, Renée. "Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students." Research Studies in Music Education 42, no. 2 (June 28, 2019): 248–69. http://dx.doi.org/10.1177/1321103x19843001.
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As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.
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Devenish, Louise, Cecilia Sun, Cat Hope, and Vanessa Tomlinson. "TEACHING TERTIARY MUSIC IN THE #METOO ERA." Tempo 74, no. 292 (March 6, 2020): 30–37. http://dx.doi.org/10.1017/s0040298219001153.
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AbstractOver the past two decades significant changes in approaches to gender equity have taken place in the fields of contemporary music and music research. However, women in music are still disadvantaged in terms of income, inclusion and professional opportunities. In Australia a national approach to improving gender equity in music has begun to emerge as once-controversial strategies trialled by four tertiary institutions have become established practices. This article discusses successful inclusion strategies for women in music, including the commitment to gender-balanced programming across all concerts at Queensland Conservatorium of Music by 2025, the introduction of mandatory quotas in recital programmes at Monash University, mentoring programmes for women composers at Sydney Conservatorium of Music, and the development of coursework devoted to women in music at The University of Western Australia, as well as other initiatives that have emerged from them, both within and beyond the institution. Each approach is examined in the context of broader global discussions around gender and feminism. The public willingness to engage in discussions over sexual harassment, sexual assault and gender discrimination in the workplace that has resulted from the #MeToo movement is cited as key in influencing the engagement of students and professionals with these strategies and subsequent influence on performance practices, project development and presentational formats in new music.
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Daniel, Ryan, and Julia Bowden. "The intermediate piano stage: exploring teacher perspectives and insights." British Journal of Music Education 30, no. 2 (April 3, 2013): 245–60. http://dx.doi.org/10.1017/s0265051713000041.
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While many piano students successfully progress beyond beginner status to reach what is commonly referred to as the intermediate stage, there is minimal research specific to this area of practice. This is despite the fact that there is a high drop-out rate at this stage. This research study therefore set out to develop an in-depth understanding of the key issues of relevance from the perspective of the teachers who work with intermediate piano students. In order to develop a substantial body of data and therefore increase the validity of the findings, a comprehensive e-survey was developed and distributed to practitioners in the UK, USA and Australia, with 583 practitioners participating in the research. The findings highlight some of the key challenges teachers face when working with intermediate students, one of which is the priority students place on their piano studies, with teachers arguing that external commitments have a negative impact on commitment and progression in piano lessons. The data also reveal that repertoire is a major factor of relevance, with teachers citing popular music styles as of more interest to most students than traditional Western art repertoire, yet it is the least studied area in lessons. Given the impact that these two issues have on teachers' experiences of working with piano students and relevant drop-out rates at this stage, it is clear that there is a significant need for further research by engaging other key stakeholders, in order to develop a more comprehensive understanding of the complexities involved in this area of music education.
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White, Rachel, and Jim Coyle. "Cryptozoologica: Developing the Child as Performer." Journal of General Music Education 36, no. 2 (December 15, 2022): 28–33. http://dx.doi.org/10.1177/27527646221139438.
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Music, movement, and imaginative play are essential for young children to explore and understand the world around them. It is important for educators of early primary students to consider how they can facilitate meaningful learning experiences that are practical, engaging, and allow children to investigate unfamiliar musical ideas in supportive, fun environments. This article introduces Cryptozoologica, a new work for flute, viola, and cello with Storyteller by Australian composer Jim Coyle, and describes how educators of young children can use music from a range of cultures and genres, including Western art music, to teach students to physically, cognitively, and imaginatively engage with sounds and stories. It includes the full score of Cryptozoologica and five lessons that encourage listening, movement, and play as a means of embodying musical understanding and knowledge.
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de Bruin, Leon R., Paul Williamson, and Emily Wilson. "Apprenticing the jazz performer through ensemble collaboration: A qualitative enquiry." International Journal of Music Education 38, no. 2 (December 11, 2019): 208–25. http://dx.doi.org/10.1177/0255761419887209.
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The one-to-one teacher–student relationship is a common learning configuration within jazz education. However, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities with esteemed jazz performers are rare classroom environments the tertiary jazz music institutions offer. This qualitative study examines ‘real-world’ jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects. Bandura’s Social Cognition Theory is utilized to elucidate an ecological system of musical development, where learning occurs in a social context within dynamic, reciprocal interactions between learners, environment and students’ adaptive behaviours that are bounded by context, culture and learner history. Findings from pre- and post-participation interviews reveal student and educator perspectives of engaging in authentic experiential learning situations. A stratum of positive influences impacting students included metacognitive, behavioural, emotional affordances, as well as the cultivation of a wider social, environmental and cultural/creative confidence and an expanding collaborative community influencing individuals’ learning decisions. Students and educator participants expressed professional-level expectations, real-world outcomes, and a deeper musical connection and understanding by students of the guest artist/composers’ intention, musical aesthetic and expert band direction. The authors maintain that inclusion of experience-based education and embedding of authentic professional industry experience and creative music-making contexts within educational settings enhance the learning of students and potentially enculturate richer musicianship in students and their developing creative communities.
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Carroll, Christine. "‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms." British Journal of Music Education 36, no. 02 (July 2019): 155–71. http://dx.doi.org/10.1017/s0265051719000196.
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AbstractThis article examines curriculum and practice in Australian secondary classroom music education, in order to trace the inclusion of, and provision for, students with learning orientations based on popular music forms. A 60-year period of curriculum reform, matriculation statistics and literature is surveyed with a focus on the state of New South Wales (NSW), where the ‘non-literate’ student musician was first acknowledged in curriculum documents dating from the late 1970s at the senior secondary level (Music Syllabus Year 11 and 12: New 2 Unit A Course. Draft Document). Three overlapping eras frame discussion. The first discusses the original post–World War II school curriculum established for Western art music (WAM); the second discusses the period of curriculum reform beginning in the 1960s and 1970s, which leads to the inclusion of popular music at junior secondary levels; and the third is the present era from roughly 1980 onwards, where separate pathways of instruction are maintained for WAM and students with interests in popular and contemporary musics. Legitimation Code Theory (LCT) from the sociology of education is employed, with analysis unveiling a series of historic code shifts and clashes with implications for present practice. An unveiling of these codes explains the cause of ongoing tensions surrounding the inclusion of popular music and musicians in Australian music classrooms and provides foundation for much-needed curriculum development in the NSW context, and potentially elsewhere, where similar dynamics underpin practice in secondary classrooms.