Rozprawy doktorskie: „Australian background”

1

Partington, Geoffrey. "The significant past in Australian thought : some studies in nineteenth century Australian thought and its British background". Title page, preface and contents only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09php2732.pdf.

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Yousef, Areej. "Exploring Family Language Policies: A study of Australian Families of Arabic-Speaking Background". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/368006.

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Despite a general expectation for immigrants to Australia to shift quickly to the use of English, new Australians families of Arabic-speaking backgrounds demonstrate strong affiliations with Arabic as their heritage language. However, there is little research which has explored how such families preserve their heritage language while simultaneously becoming proficient in the use of English. More specifically, few studies have examined family language policy and bilingualism among Arabic-English families in Australia. The study aimed to fill this gap by exploring the linguistic perceptions and practices of four recently arrived immigrant mothers of Arabic-speaking background as they negotiate their new language reality. The study aimed to discover whether they chose to raise their children bilingually, and, if so, how they accomplished this challenge. The study found that the participating mothers perceived bilingualism as a source of pride and a means of improving their families’ future prospects; however, they also acknowledged that raising children bilingually could be challenging and stressful. The mothers employed a range of strategies for developing their children’s bilingualism. These strategies included using the minority language at home, travelling back to the family’s country of origin, using the mixed language strategy to allow children the free alteration between Arabic and English, reading stories in Arabic and English, and using television shows as an educational tool. However, several mothers used these strategies primarily to facilitate the use of Arabic in an effort to counteract the dominance of English in the family environment. A key finding was that the mothers’ limited proficiency in English restricted their ability to communicate effectively in the wider Australian society and thus had adverse effects on their integration. The study concludes by recommending a set of strategies that may assist the mothers in raising their children bilingually with a view to assisting their integration and successful settlement in their adopted country.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School of Education and Professional Stuidies
Arts, Education and Law
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3

Afzal, Bushra. "Better integration of NESB (non-English speaking background) teachers in the Australian education system". Thesis, Afzal, Bushra (2021) Better integration of NESB (non-English speaking background) teachers in the Australian education system. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/61547/.

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In Australia, communities who speak minority languages are referred to as ‘NESB’ (non-English speaking background) or CALD (culturally and linguistically diverse). In the 1980s Australian immigration experienced a sharp turn in preference towards skilled migrants. Among those skilled migrants, a huge number of intakes consisted of professionals from non-English speaking backgrounds (Colic-Peisker, 2009). Like other skilled professionals, more teachers began arriving from non-English speaking countries, and by 1992-93 they comprised 87% of teacher arrivals (Inglis & Philps, 1995). NESB teachers are an important community, especially in a culturally diverse country such as Australia where the workforce should also be reflecting that diversity. Inclusion of NESB teachers in the Australian workforce is particularly important in mathematics and science areas which are experiencing a shortage of teachers from the local market. I am a NESB high school science teacher who migrated to Australia from Pakistan in early 2006 and experienced many barriers to resuming and continuing teaching in the new country. Based in large part on my personal experiences, in this study I investigate problems faced by NESB teachers in Australian schools that have hindered them from being successful and integrating into the Australian education system. I also explore the strengths and behaviours of NESB teachers who have been successful in their journey, with the aim of seeking solutions and making recommendations for achieving better integration. For this research, I combine the paradigms of interpretivism, criticalism and post-modernism. A powerful hybrid epistemology emerges from this integration that enables me to explore key problems experienced by NESB teachers and to seek solutions. An auto-ethnographic writing methodology frames the inquiry, and critical reflections, focused interviews and narratives provide me with the necessary research tools. The quality of the research is governed by the qualitative criteria of trustworthiness, authenticity, emergence, pedagogical thoughtfulness, critical reflexivity and verisimilitude. Due consideration is given to ethical issues to protect everyone associated with this study, including myself. In the thesis, I present the rich contexts of my own learning and teaching journey in the largely collectivist society of Pakistan in which I evolved as a teacher. Then, I present a clear comparison with my teaching experiences as an NESB teacher in the largely individualistic society of Australia, identifying the major obstacles to resuming my teaching practice. Voices of other NESB teachers in similar situations highlight that lack of information, language difficulties, lack of cultural understanding, covert racism, lack of permanent employment, little collegial support and personal efficacy are major obstacles for NESB teachers. Next, from the perspective of Katz’s (1972) developmental stages of teaching, I present narrative accounts of the lived experiences of NESB teachers who appear to have successfully integrated into the Australian education system. I explore the strengths that enabled them to survive and thrive as ‘culturally different others’ in markedly different classroom/school environments. The key strengths I uncover are: good English language skills (not accent), existing network to help initiate entry into the teaching profession, good classroom management skills, better communication with colleagues and parents, collegial support, constant learning/training, excellent interpersonal skills, and workplace resilience. Next, I discuss the role of ‘cultural transition’ in NESB teachers’ success, in particular, and in migrants’ lives, in general. From my own perspective, at first, I experienced a sense of loss, dislocation, alienation and isolation, which led to a process of acculturation (Bhugra, 2004). Then, slowly and gradually, I started moving from acculturation to integration. It appears to be important that when individuals attempt to move from a collectivistic society to an individualistic society they face a significant challenge to achieving cultural transition. The transition can be divided into stages of honeymoon, cultural shock, recovery and adaptation. Some NESB individuals seem to be more capable than others at reaching the adaptation stage, which significantly contributes to success in their personal and professional lives in the new culture. I reveal how I came to understand that cultural integration, which is very different to cultural assimilation, is critical for the success of NESB teachers. It is a process of cultural exchange in which one group assumes the beliefs, practices and rituals of another group without sacrificing the characteristics of its own culture. I explore how extended exposure in the classroom, developing cultural intelligence and the courage to be assertive, and length of stay in Australia can positively increase chances of integration. Our native colleagues and the second generation of migrants can be of immense help to us (i.e., first-generation migrants) in this process. Cultural integration also appears to be closely linked to an individual’s sense of cultural identity, which is better understood as fluid rather than static. This understanding leads me to realise that, by embracing the concept of fluid identity, the process of cultural integration can become far less demanding. I conclude that, as a result of this auto-ethnographic inquiry, I have achieved growth in my personal and professional competencies. Both my personal reflections and my participants’ experiences helped me to develop professional skills to survive and thrive. While exploring the issue of cultural transition I grew as a migrant in an unfamiliar land. I didn’t just learn a new set of values; I also learned how to reconcile them with my older set of values, thereby paving the way to my own cultural integration. This study proved to be a medium of therapeutic catharsis that helped me to heal from previously unidentified pain, setting me free from possible intergenerational trauma. I also benefitted by growing as a ‘writer’; I learned the art of looking in the mirror and describing what I see and reflecting on how it can help to assess myself and my way of thinking and functioning. The findings of this study have the potential to help my fellow NESB teachers to grow in their personal, professional and cultural lives, leading the Australian education system towards better retention of NESB teachers, thereby avoiding essential skill wastage.

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Choo, Lay Hiok, i n/a. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051114.154210.

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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.

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5

Choo, Lay Hiok. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365667.

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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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au, lasko2nd@yahoo com, i Tomaz Lasic. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.

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Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia. This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals. Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments. The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.

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Lašič, Tomaž. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school /". Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.

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Lasic, Tomaz. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Thesis, Lasic, Tomaz (2007) Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school. Masters by Research thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/145/.

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Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia. This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals. Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments. The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.

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Lasic, Tomaz. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Lasic, Tomaz (2007) Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school. Masters by Research thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/145/.

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Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia. This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals. Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments. The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.

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Suominen, Keiju, i n/a. "The migration experiences of non-English speaking background children". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061109.112910.

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This study examines the migration experiences of non-English speaking background children. The research was conducted at the Southside Primary Introductory English Centre in the A.C.T. An ethnographic approach was employed enabling the researcher to participate in the setting in order to develop an in depth understanding of the children's experiences. The data was collected using observation and key informant interviewing. The participants were encouraged to freely reflect on their past and present experiences to enable them to make a comparative analysis of their experiences in Australia and in their country of origin. The data has been faithfully recorded to represent the children's point of view. The data was then organised into taxonomies. These were used as a basis for the analysis of the data in relation to the pertinent literature. The three major categories examined were culture, interaction and feelings. This analysis has been used to draw implications for the education of migrant children in the A.C.T.

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Tynan, R. W. "Stocking limits for South Australian pastoral leases : historical background and relationship with modern ecological and management theory". Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09AS/09ast987.pdf.

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Mbano, Noah T. "The perceptions of African refugee background students : their schooling in WA and their adjustment to the Australian cultural context". Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1759.

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This study reports on an investigation into the perceptions of African Refugee Background students about their schooling in WA and their adjustment to the Australian cultural context. The recent cohort of African refugee children and young adolescents arriving in WA schools presents unique challenges to teachers because many of these refugees have a history of trauma, multiple displacements, extended stays in refugee camps and severely disrupted schooling. There is clearly a need for further studies into the settlement of this vulnerable group in WA.The present study is a perception study based on a qualitative approach. In total 180 participants were involved. Data was collected by way of focus group discussions and individual interviews. Classroom observations were also undertaken. The data was analysed thematically, and in addition case studies were developed to illustrate the evidence that emerged.The findings show that participants are generally happy and have settled well in Australia. However, they do have concerns related to the issues of culture and acculturation, their transition into Australian classrooms, and their social and self-identity. In fact, some African Refugee Background students are experiencing an identity crisis as a result of their migration to Australia. Despite this, many are highly motivated to learn English, to achieve their academic, social and long term goals and to integrate into the Australian community. Together these factors have important implications for pedagogy.While the current study has gone some way towards highlighting issues that are impacting on African Refugee Background students, there is still a need for further research to explore ways to assist African Refugee Background students to deal with the demands of their new context in WA.

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Sebastian, Gina Ann. "“Do you see what I see?” – The critical reception of television advertising among Western Australian homemakers". Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/170.

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This thesis investigates the relationship between Western Australian (WA) homemakers, media literacy and television advertising. Employing both qualitative and quantitative research methodologies; it focuses on how their educational background, especially with regards to media education, predisposes their understanding and critical reception of television advertising. WA homemakers were chosen as the subjects of this research because they represent a group of people who potentially make purchasing decisions for the household as well as for three different groups of consumers; female adults, male adults and children. Thirty-five participants took part in this study, recruited by snowball sampling. The findings are indicative that they have developed their own media education, supported in part from their media education in school and their life experiences, and are ‘media literate’ by these standards. They use this education in their relationships with television advertising. On the whole, the findings indicated that the WA homemaker is quite different to and more media literate than the popular stereotype of traditional housewives and modern homemakers would suggest.

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Secombe, M. J. "Cultural interaction in the experience of some "mainstream" Australian graduates of Anglo-Celtic cultural background : a humanistic sociological study /". title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs445.pdf.

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Jones, Barclay Cameron Edwards. "Australian based international pathways to higher education: Associations between learning environment and primary language, cultural background, age, sex, program of study and attitude". Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/399.

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The purpose of this first and unique study into Australian based international pathway learning environments was to develop an International Questionnaire on Teacher Interaction (IQTI) to investigate associations between teacher-student interpersonal behaviour and student cultural background, sex, age, program of study and attitude. The new instrument was found to be valid and reliable. This study found that associations do exist between student perceptions of teacher-student interpersonal behaviour and the factors investigated in this study.

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Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College i School of Psychology. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney". THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.

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The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sides
Doctor of Philosophy (PhD)

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Nielson, Pam, i n/a. "A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth funding". University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060824.132257.

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The study investigates the nature and extent of provision of English as a Second Language (ESL) programs and services for students of non-English speaking background (NESB) in government school systems in the six Australian states and two territories and the interrelationship of state/territorial education authority provision and levels of commonwealth funding. The study further examines perceptions of state/territorial service providers of where the onus of responsibility for ESL provision lies. The study is limited to examination of ESL provision at the school level in government education systems only and does not address services for adult NESB learners or provision in the non-government sector. The study is set in the context of the impact of commonwealth immigration policies on the nature of Australia's multicultural society and on the evolution of provision of appropriate programs and services for NESB students in Australian government schools. The major findings to emerge from this study which bear on the issues identified in the literature and which are of significance for the future of ESL service delivery are: · the existence of overall commonality of definition of NESB students and identification of such students for ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial systems which falls short of standard practice and renders comparative measurement of perceived shortfalls in provision difficult; · variation in definition of intensive programs which renders comparison of provision difficult; · strong commonality in overall provision of both programs and services across all schooling sectors, with limited local variation in service delivery; an increasing commitment in all systems to the mainstreaming of ESL provision through language across the curriculum programs aimed at complementing specialist ESL provision by enabling mainstream teachers to accept responsibility for the language needs of NESB learners; · variation in degrees of dependence on commonwealth funding for provision of programs and services ranging from almost total dependence on commonwealth funding in two systems to significant local education authority provision in four systems; · commonality of opinion among local service providers of the commonwealth's responsibility for some degree of funding of ESL provision, but variations in perceptions of the extent of the commonwealth's responsibility in this area; · commonality of experience of initial identification of need at the local level, but dependence on commonwealth intervention to approach adequate provision to meet identified need; · a degree of tension between on the one hand, recognition of individual differences among systems and the concomitant need, or desire, for state/territorial autonomy in service delivery; and on the other hand, recognition of commonality of purpose and provision and the concomitant need for some standardisation of practice in the interests of efficiency and accountability of service delivery. The study concludes with an examination of the implications of these findings for policy for future ESL service delivery.

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Adhikari, Pramod Kumar Politics Australian Defence Force Academy UNSW. "Socioeconomic attainments and birthplace variations in Australia". Awarded by:University of New South Wales - Australian Defence Force Academy. School of Politics, 1996. http://handle.unsw.edu.au/1959.4/38641.

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Australia is home for immigrants from more than a hundred countries and in total almost a quarter of all Australians are overseas-born. A high proportion of immigrants in a society raises question about socioeconomic equality. The purpose of the thesis is to study the differences in socioeconomic attainments between immigrants and native-born workers. Using data collected from the Issues in Multicultural Australia Survey, conducted in 1988, and the ABS Census of Population and Housing, 1986 and 1991, the study finds that human capital variables such as education, language proficiency and experience largely explain the socioeconomic attainments of Australian-born workers. Among immigrant workers, however, these human capital variables have little or no effect on status attainments. The data also show that the lower socioeconomic status of immigrants may not be due only to the lower investment in human capital. Even second generation NESB immigrants are unable to obtain comparable rewards compared to longer established Australians with similar education and skills. The study indicates that there may be barriers in the Australian labour market operating against NESB immigrants. The study concludes that there are birthplace variations in workers??? socioeconomic attainments. When employers can hire Australian-born workers from a large pool of unemployed workers, immigrant workers will be excluded from employment. Immigrant workers will only be hired if the rewards for these workers are lower compared to Australian-born workers. In situations of high unemployment, especially, immigrant workers will find it difficult to be treated equally in the labour market.

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Chau, Dung. "Attitudes toward educational achievement among parents and students from Anglo-Australian and Vietnamese-Australian backgrounds /". Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09SPS/09spsd916.pdf.

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Meshkini, Majid. "A comparison of overall health between Asians and Australians from European backgrounds: A West Australian study of chronic disease, diet & metabolic syndrome risk factors". Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/1462.

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The current research study with a cross-sectional design evaluated cardiovascular risk factors amongst three ethnic groups including Europeans, Indians and Iranians living in Western Australia. The results indicated that different components of metabolic syndrome including general and central obesity, insulin resistance, dyslipidaemia and hypertension as well as serum biomarkers of hs-CRP, E-selectin and adiponectin are affected by ethnicity. These findings support the hypothesis that ethnicity plays a significant role in developing metabolic syndrome in populations.

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Zainuddin, Efendi. "A study of background radiation in the environment in Perth, Western Australia". Thesis, Zainuddin, Efendi (1992) A study of background radiation in the environment in Perth, Western Australia. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/51650/.

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The aim of this project is to develop and apply simple and inexpensive techniques for assessing the total environmental radiation dose for residents of the Perth Metropolitan Area. This dose is assumed to come from a variety of sources including indoor Rn(222) and Rn(220) daughters, radioactivity of building materials, soils and drinking water. Techniques were developed to assess the contribution from each of these sources and a survey was carried out in the Perth Metropolitan Area to determine the annual effective dose equivalent from environmental radiation to members of the public. To measure indoor Rn(222) and Rn(220) daughter working levels, a flexible version of the two count method was developed and adapted for use with a simple " Radon Sniffer " based on a low speed pump and alpha counter. Before applying this method to analyse field data, it was calibrated and tested using standard samples prepared in the laboratory. A computer program has been written to analyse integrated observed alpha counts after sampling, based on the mathematical analysis in this study. The modified version of liquid scintillation technique developed by Prichard (1977) was used to determine the activity of radon, radium and other solid isotopes in groundwater collected from different parts of the Perth Metropolitan Area. Results of indoor Rn(222) and Rn(220) daughter measurements and radioactivity in water indicate that there is a significant correlation between indoor Rn(222) and Rn(220) daughter concentration and radioactivity in groundwater with the geological structure and composition of soils and rocks. The specific activity of building materials was measured by gamma spectrometry using a 2x2 cm Nal(TI) detector. From 8 different kinds of building materials measured, it appears that the radium and thorium contents are within the ranges found in other countries. Most of these materials have a radium equivalent within the standard limit. However red mud (bauxite processing residue) had a radium equivalent above the normal limit. This material is not commonly used as a building material in Perth. Based on the results of measurements of six radiation sources, the average total estimated annual effective dose equivalent for residents from these sources in the Perth Metropolitan Area was 2.3 mSv. Background gamma radiation could add another 0.5 to 3 mSv per annum. This is much more than the public limit for artificial sources (1 mSv) recommended by the ICRP (1990). 76 % of the average total dose is contributed by indoor Rn(222) and Rn(220) daughters with Rn(222) daughters contributing 47.4 % (1.2 mSv) and Rn(220) daughters 28.4 % (0.6 mSv) of the average total dose. Radioactivity of local building materials contributed approximately 19 % (0.4 mSv), while radon, radium and solid isotopes in groundwater contributed only 3 % (0.07 mSv), 0.3 % (0.006 mSv) and 2 % (0.04 mSv) to the average total annual effective dose equivalent respectively. The average total annual effective dose equivalent from all sources in this study could be overestimated since the sampling procedure was not truly random. Many of the samples of indoor Rn(222) and Rn(220) daughters were obtained from an area which contains granite and laterite rocks.

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Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /". Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.

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Byrne, Alex, i n/a. "Online searchers in Australia : backgrounds, experience, attitudes, behaviours, styles and satisfaction". University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060622.145158.

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Online searchers in Australia were studied through six sets of variables: backgrounds, experience, attitudes, behaviours, styles and satisfaction. A mailed questionnaire attracted a response rate of 84.5 per cent. Respondents were drawn equally from academic and special libraries. Those in special libraries tended to be more satisfied with their searches, and favoured adaptability but not preplanning. Those whose organisations levied charges appeared to search less often and to have less faith in controlled vocabularies. A minority with computational backgrounds tended to have more searching experience. Many respondents searched infrequently and had conducted low total numbers of searches. Those searching more often were less cost conscious, and more in favour of trial-and-error and reviewing retrieved titles. Searchers who had conducted more searches favoured trial-and-error , browsing and reviewing retrieved titles. Controlled vocabularies, adaptability (related to a disinclination to review retrieved titles), trial-and-error and browsing were favoured . Fidel's conceptualist style tended to be adopted by those favouring trial-and-error. Her operationalist style was considered routine and positively related to perceived user satisfaction with searches. Some concern about cost was related to a tendency to plan alternative strategies.

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Evans, Heather M. "A study of students' cultural background and teacher-student interpersonal behaviour in secondary science classrooms in Australia". Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1258.

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This thesis examines the cultural background of students and investigates differences in the way teachers interact with students of different cultural backgrounds. The study comprises three parts. Firstly, it validates the new classroom environment measuring instrument, the Cultural Learning Environment Questionnaire (CLEQ). This instrument is used for the first time to assess the cultural factors that students bring to their classrooms. Secondly, as well as providing validation data for the use of the Questionnaire on Teacher Interaction (QTI), it investigates associations between students' cultural background and their perceptions of student-teacher interactions. The third part of the study looks at whether the students' cultural background affects their attitudes and achievement. This study is significant because teachers in multicultural classrooms need to be informed about how cultural factors interact with student perceptions of their preferred student-teacher interpersonal behaviours. As a result of this study, a tool is now available that can be used by teachers to monitor what is occurring in their own classrooms and to guide improvements in their teaching, thereby leading to improved learning among students.

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Fry, Anne J., University of Western Sydney, College of Social and Health Sciences i of Nursing Family and Community Health School. "Understanding attempted suicide in young women from non-English speaking backgrounds: a hermeneutic and narrative study". THESIS_CSHS_NFC_Fry_A.xml, 2002. http://handle.uws.edu.au:8081/1959.7/643.

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This study seeks to attain understanding of attempted suicide in young women from non-English speaking backgrounds, constructing meaning(s) of attempted suicide and eliciting information about sociocultural influences and guided by philosophical hermeneutics and narrative inquiry using life story methods. Thematic analysis was used to explicate from the text 30 sub-themes, five themes (being in a gap between cultures and creating space for themselves, being traumatised and diminished by abuse, surviving dangerous relationships, suffering psychic pain, expressing the self by attempting suicide), and a meta-theme (paradoxically asserting the indefinite self). Interpretation was predicated on the belief that life stories are statements about self-identity, and represent coming into being through the interaction of coherence (the ability to establish connections between events, unifying themes, frames of reference and goal states), continuity (a longitudinal and sequential perspective on life) and connectedness (intrapersonal, interpersonal and transpersonal relationships). The paradox is that being unable to overcome the uncertainties of incoherence, discontinuity and problematic connectedness, participants were predisposed to act against self as a means of asserting agency. This understanding of attempted suicide represents a hermeneutic narrative reconceptualisation of the phenomenon, which places it outside discourses that sanction the language of psychopathology and provides a basis for developing alternative nursing theory and informing education and practice
Doctor of Philosophy (PhD)

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26

Evans, Heather M. "A study of students' cultural background and teacher-student interpersonal behaviour in secondary science classrooms in Australia". Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11765.

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This thesis examines the cultural background of students and investigates differences in the way teachers interact with students of different cultural backgrounds. The study comprises three parts. Firstly, it validates the new classroom environment measuring instrument, the Cultural Learning Environment Questionnaire (CLEQ). This instrument is used for the first time to assess the cultural factors that students bring to their classrooms. Secondly, as well as providing validation data for the use of the Questionnaire on Teacher Interaction (QTI), it investigates associations between students' cultural background and their perceptions of student-teacher interactions. The third part of the study looks at whether the students' cultural background affects their attitudes and achievement. This study is significant because teachers in multicultural classrooms need to be informed about how cultural factors interact with student perceptions of their preferred student-teacher interpersonal behaviours. As a result of this study, a tool is now available that can be used by teachers to monitor what is occurring in their own classrooms and to guide improvements in their teaching, thereby leading to improved learning among students.

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27

Asquith, Nicole, M. Dimopoulos i NSW Police. "Recruitment and Retention of Culturally and Linguistically Diverse Background Officers". Australasian Police Multicultural Advisory Bureau, 2005. http://hdl.handle.net/10454/3902.

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no
Implicit in the current dialogue on community policing in Australia and New Zealand, is the assumption that the people who comprise our policing organisations need to respond efficiently and competently to changing demographics, crime, terrorism, increasing community and government expectations. It is timely for Australian and New Zealand police jurisdictions to take a lead role in policy and practice of policing in a culturally, linguistically, politically and religiously diverse environment. In order to facilitate this, focus and organisational commitment must be given to developing leadership and recruitment and retention initiatives which enhance the internal diversity of our workforces.

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Steel, Zachary Psychiatry Faculty of Medicine UNSW. "Mental disorder amongst people of Vietnamese background: prevalence, trauma and culture". Publisher:University of New South Wales. Psychiatry, 2008. http://handle.unsw.edu.au/1959.4/40888.

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The role that culture and trauma plays in shaping mental health outcomes continues to dominate debate in the field of transcultural and post-conflict mental health. The broad aim of this thesis is to investigate key issues relevant to these two factors in relation to the Vietnamese. A meta-analysis of international epidemiological research indicated that countries of North and South East Asia appear to manifest low rates of mental disorder compared to English-speaking countries. A meta-regression analysis of research undertaken specifically with refugee and conflict-affected populations, confirmed a robust association between torture and general trauma and risk to mental disorder. The thesis then examines data from three population-based mental health surveys: 1,161 Vietnamese-Australian residents in the state of New South Wales; 3,039 Vietnamese resident in the Mekong Delta region of Vietnam; and 7,961 Australian-born persons drawn from a national survey. All surveys applied the Composite International Diagnostic Interview, with the Vietnamese surveys also applying the Phan Vietnamese Psychiatric Rating Scale, an indigenously-derived measure of mental disorder. The ICD-10 classification system yielded lowest rates amongst Vietnamese in the Mekong Delta, intermediate amongst Vietnamese in NSW; and highest rates amongst the Australian-born population. The Phan Vietnamese Psychiatric Rating Scale added a substantial number of cases in both Vietnamese samples. The findings suggest that sole reliance on a western-derived measure of mental disorder may fail to identify a cases of mental disorder across cultures. Trauma remained a substantial risk factor for mental disorder amongst Australian Vietnamese accounting for a substantial portion of the total burden of mental disorder in that population. The implications of these findings in developing a more refined model for understanding the mental health consequences of mass trauma across cultures are discussed.

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Parsafar, Sara. "A salutogenic approach to exploring dyadic well-being in Iranian couples from a forced migration background in Australia". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205852/1/Sara_Parsafar_Thesis.pdf.

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Employing a salutogenic framework and using an exploratory qualitative longitudinal design, this research investigated the wellbeing of Iranian couples who have undergone forced migration to Australia. Ninety-three semi-structured interviews were conducted, and analysed using Interpretive Phenomenological Analysis, the results of which revealed that, despite ongoing distress and challenges, rewards and posttraumatic growth are possible outcomes of forced migration. Implications can inform the Australian Government’s policy and practice around resettlement processes, provide mental health professionals with the opportunity to review the focus of current support programs, and assist NGOs and researchers with vital knowledge about the needs of forced migrants.

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Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.

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The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.

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Stamopoulos, Elizabeth. "The Professional Background And Perceptions Of Principals On Their Leadership Role In Preprimary". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1459.

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The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for administrative, managerial and educational leadership from the kindergarten director to the primary school principal. Several pre-primary teachers and specialists in Early Childhood Education have expressed concern that principals lack theoretical and practical background in early childhood, have not been provided with professional development assistance, are providing inadequate educational leadership to pre-primary teachers, and yet a responsible for appraisal of pre-primary teachers. Similar concerns have been expressed in the United States, and resulted in the swing towards early academics and acknowledgment of the significant differences between early childhood education and primary education. However, no study of these leadership issues has so far been conducted in Western Australia.

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Ku, Tan Kan. "Culture and stigma towards mental illness : a comparison of general and psychiatric nurses of Chinese and Anglo-Australian backgrounds /". Connect to thesis, 2007. http://repository.unimelb.edu.au/10187/8400.

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A sample of 208 nurses (a response rate of 63%) participated in a study by responding to a questionnaire comprising of 170 items which examined nurses’ attitudes towards mental illness, and the association between contact, cultural values, general and practice stigma. General stigma refers to attitudes towards the mentally ill while practice stigma is informed from differential clinical practice approaches towards the care of two case vignettes describing a patient with mental illness and one with diabetes. Subjects were recruited using the snowballing technique and comprised of nurses (83 Anglo Psychiatric, 41 Anglo General, 49 Chinese Psychiatric and 35 Chinese General) currently practising in Victoria. Age ranged from 21 to 65 years. Principal components analyses were conducted on items to develop subscales related to individualism and collectivism, contact types, general and practice stigma. Analyses of variance and covariance were conducted to examine differences between nurse type and ethnicity and respectively, to account for possible differences in background, contact and in the case of practice stigma, general stigma.
The key findings revealed differences according to nurse type and ethnicity in several of the subscales. Psychiatric nurses endorsed a higher level of contact than general nurses with mentally ill people on the variables ‘Contact Through Work Situation’, ‘Patient Help Nurses’ and ‘External Socialisation with Patient’, but not on the variable ‘Relative With Mental Illness’. By virtue of more contact, psychiatric nurses also endorsed less general stigma than general nurses, assessed by results from analysing social distancing, but not by negative stereotyping of people with mental illness. With respect to practice stigma, while care and satisfaction did not differ according to patient type and nurse type, psychiatric nurses expressed less authoritarianism and negativity than general nurses towards the mental illness case than general nurses while lesser differences between nurse types were evident for the diabetes case. Chinese nurses when compared with Anglo-Australian nurses, endorsed more highly collectivist values measured by the variables ‘Ingroup Interdependence’ and ‘Ingroup Role Concern’ but there was no difference in individualist values. This may reflect acculturation towards Western values but also retention of Chinese values, interpreted in the light of other results on cultural affiliation, as a bicultural position. Chinese nurses endorsed more highly general stigma towards the mentally ill than Anglo nurses when statistically controlling for differences in background demographics and contact factors.
Nursing satisfaction did not differ in ethnicity and patient type. Chinese nurses endorsed more highly care and authoritarianism in their clinical practice approaches than Anglo-Australian nurses, although there was no significant interaction effect between ethnicity and patient type on care and authoritarianism. Chinese nurses endorsed more highly negativity than Anglo-Australian nurses for the mental illness case than the diabetes case, an effect later shown to be mediated by differences in general stigma between the two ethnic groups. Within the Chinese sample, higher contact was associated with lower differential negativity for the mental illness than the diabetes case. Several path analyses suggested Chinese values influenced differential negativity, mediated by general stigma and prior diversified contact with people having a mental illness.
It may be concluded from these results that practice stigma is related to cultural values but the relationship is mediated by general stigma and contact. What aspect of the Chinese values specifically correlates with general stigma remains a question for further research, but several possibilities are discussed.

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Charry, Marroquin Angela Janneth. "Critical discourse analysis of news media representations of people from refugee backgrounds participating in music in Australia". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230264/1/Angela%20Janneth_Charry%20Marroquin_Thesis.pdf.

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This research used critical discourse analysis to explore the ways people from refugee backgrounds’ participation in music is constructed in the Australian news media. Using Fairclough’s three-dimensional framework, findings revealed that, while the media ostensibly tells stories of hopefulness derived from the joy of music, the workings of racialised power within the discourse remain deeply intertwined. Social tropes which often accompany music intersect with deficit and othering discourses surrounding people from refugee backgrounds. This research emphasises the need for a critically reflective social work practice to resist and challenge dominant discourses that disempower people seeking refuge.

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Harwood, Georgie. "What is the meaning of sport for young people from refugee backgrounds? A case study of a state high school in Brisbane, Queensland". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132321/4/Georgie%20Harwood%20Thesis.pdf.

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This thesis was an ethnographic case study exploring the meaning of sport for young people from refugee backgrounds within a state high school in Brisbane, Australia. The findings showed the field of sport reduced bi-cultural stress and simultaneously, caused cultural tensions for some young people. Sport was a platform on which some young people from refugee backgrounds could acquire capital that was not as freely attained in other areas of the educational setting. The study makes a significant contribution to understanding the sporting experiences of young people from refugee backgrounds in addressing resettlement challenges within a school setting.

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Anaman, Judith Akworkor. "Barriers to and facilitators of cervical screening practice among African immigrant women from refugee and non-refugee backgrounds living in Brisbane". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/92791/1/Judith%20Akworkor_Anaman_Thesis.pdf.

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This thesis investigated and compared barriers and facilitators of cervical screening among African-born refugee and non-refugee women living in Brisbane. Refugee women were more likely to have limited or no knowledge about cervical cancer and the screening test and also less likely to use Pap smear services than non-refugee women. The analysis identified belief systems, lack of knowledge about cervical cancer and screening practices, and lack of culturally appropriate screening programs as major barriers. In the context of health promotion interventions, these findings will contribute to addressing major differential screening needs among African immigrant refugee and non-refugee women.

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36

Azordegan, Jennifer M. "School-family relationships in diverse Australia: A sociological case study of the connections between a school community and parents from an Afghan refugee background". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/136522/1/Jennifer_Azordegan_Thesis.pdf.

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This theory-led case study investigated how a Queensland primary school is engaging parents from an Afghan refugee background. Employing sociologist Pierre Bourdieu's comprehensive approach to researching social fields, this research draws from interviews with school staff and parents to explore how parent engagement was approached and perceived by the participants, and how it was influenced by external forces. This study sheds light on the complexities of forging effective school-family relationships in increasingly diverse societies. Amongst the study's contributions are a 4-pillared ethical approach to cross-cultural research and a new sociological template for equitable parent engagement in culturally diverse schools.

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Hayes, Ali. "“Here, there is the opportunity to choose a different path.” Cultural identity, supportive networks and higher education participation of refugee-background students in Australia". Thesis, Hayes, Ali (2021) “Here, there is the opportunity to choose a different path.” Cultural identity, supportive networks and higher education participation of refugee-background students in Australia. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/63500/.

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With his theories on habitus and social and cultural capital, Bourdieu posited a relationship between an individual’s social origin and their educational achievements. Therefore, this thesis uses Bourdieu’s theory of practice as a lens to understand the way discrimination, cultural identity and family and institutional supports influence the access of higher education of people from a refugee background. Facilitating the integration of refugees and asylum seekers in societies of resettlement is very important as countries are confronted with continued global refugee crises. While many people from a refugee background hold qualifications which are not recognised in Australia and do not possess the social capital required to confer them with upward social mobility, this thesis began with the assumption that people from a refugee background are disadvantaged in attaining a higher education in Australia. This thesis also uses Elias’ concept of figurations to better understand the social relationships of people from a refugee background and how it influences their access to higher education. Bourdieu’s and Elias’ social theories are used as lenses to analyse interview data with the aim of addressing these questions. The qualitative research methods used in this thesis found that cultural identity has a varied influence on the access that refugee-background people have to higher education in Australia; the existing supports provided by universities are generic but helpful; and discrimination has a marginal effect of causing some refugee-background people to feel ambivalent towards higher education and feel concerned about being subjected to popular or institutional discrimination. The findings complement existing research by identifying the social and cultural factors which influence the access that refugee-background people have to Australian higher education. In-depth interviews were conducted with twenty participants in Western Australia who all come from a refugee background. The gender of participants were 55% (11) females and 45% (9) males. The largest proportion of participants came from Somalia (30%), Afghanistan (20%), South Sudan (15%) and Iraq (15%). Most participants (85%) were enrolled in a university program or had completed a university degree in Australia. This thesis aims to build on existing literature by focusing on the influence of discrimination, cultural identity and support on the higher educational aspirations and experiences of people from a refugee background. This thesis complements existing literature in finding that individuals from a refugee background are not necessarily disadvantaged in gaining a higher education despite their seemingly incompatible habitus, and social and cultural capital.

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38

Kwak, Ki-Sung, i n/a. "Aspects of the Korean ethnic press in Australia 1985-1990 : an analysis of the backgrounds of editors and publishers and news content". University of Canberra. Communication, 1991. http://erl.canberra.edu.au./public/adt-AUC20060815.103805.

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The present study examined the role of the Korean ethnic press in Australia with special reference to the ways in which their professional backgrounds shaped the construction of the news content of their newspapers. The study sample consisted of six Korean ethnic newspapers produced in Sydney. Both intrinsic and extrinsic factors relevant to the role of journalists were identified in interviews with the editors and publishers. The overall news content was analyzed through quantitative and qualitative content analysis. The principal finding of this study was that none of Shoemaker's (1987) theoretical statements about how economic factors shape news content could be applied to the Korean ethnic press in Australia. Despite their reliance on commercial sources for their economic survival, all six papers devoted more space to issue oriented news than to event-oriented news, and were not responsive to their readers and advertisers in Shoemaker's terms. Journalistic professionalism as discussed by Henningham (1989) also was treated as a less important factor by Korean ethnic newspaper staff. Rather the professional identity of the ethnic press editors and publishers was grounded in the culture of their local community instead of in the mainstream standards of It is concluded that Korean ethnic newspapers in Australia have more pragmatic criteria both for the selection of their news content, and for the professional standards of their newspaper staff.

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Nursey-Bray, Rosemary. "Getting the message across : theatre as a medium for instruction and a strategy to influence social change: historical background, current examples and select practices in South Australia /". Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09ARM/09armn974.pdf.

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Forget, Gilles. "Being a father in my new society: A phenomenological study of the migration journey of fathers of refugee backgrounds living in south-east Queensland, Australia". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/105935/1/Gilles_Forget_Thesis.pdf.

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This thesis investigates the lived experience of 19 fathers from refugee backgrounds from 11 different countries settling in South-East Queensland. Through in-depth interviews and an interpretative phenomenological analysis, it describes their migration journey and the challenges and changes they faced while being a father in a new society. The analysis outlines the barriers to their social inclusion and the acculturation challenges faced as they revisit the meaning of fatherhood, experience the transition from manhood to fatherhood, and embrace their father involvement. Policy, practice and research avenues are proposed to better support their settlement in Australia.

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Macauley, Peter Duncan, i kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy". Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.

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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.

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42

Will, Louise Maree. "Australian non-English speaking background immigrants' income adjustment". Phd thesis, 1997. http://hdl.handle.net/1885/145749.

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Partington, Gordon Geoffrey. "The significant past in Australian thought : some studies in nineteenth century Australian thought and its British background / by Gordon Geoffrey Partington". 1989. http://hdl.handle.net/2440/18991.

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Typescript (photocopy)
Bibliography: leaves 779-813
xiv, 813 leaves ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--Dept. of Politics, University of Adelaide, 1990

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Secombe, M. J. (Margaret Joyce). "Cultural interaction in the experience of some "mainstream" Australian graduates of Anglo-Celtic cultural background : a humanistic sociological study / Margaret J. Secombe". 1997. http://hdl.handle.net/2440/19033.

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Bibliography: leaves 330-350.
vi, 350 leaves ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
The aim of this study is to carry out a qualitative investigation of the experience of cultural interaction from the perspective of members of the mainstream group in Australia. Memoir methodology is adopted as the means of gaining an in-depth understanding of individual respondents' experience of cultural interaction and their attitudes towards cultural pluralism. The memoirs are analysed in relation to two questions, relating to the writers' experience of cultural interaction and their attitudes to cultural pluralism.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1997

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Secombe, M. J. (Margaret Joyce). "Cultural interaction in the experience of some "mainstream" Australian graduates of Anglo-Celtic cultural background : a humanistic sociological study / Margaret J. Secombe". Thesis, 1997. http://hdl.handle.net/2440/19033.

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Bibliography: leaves 330-350.
vi, 350 leaves ; 30 cm.
The aim of this study is to carry out a qualitative investigation of the experience of cultural interaction from the perspective of members of the mainstream group in Australia. Memoir methodology is adopted as the means of gaining an in-depth understanding of individual respondents' experience of cultural interaction and their attitudes towards cultural pluralism. The memoirs are analysed in relation to two questions, relating to the writers' experience of cultural interaction and their attitudes to cultural pluralism.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1997

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46

"Aspects of the colonial novel : the background and context of Olive Schreiner's 'The story of an African farm' and Miles Franklin's 'My brilliant career' as representatives of South African and Australian literature". Thesis, 2015. http://hdl.handle.net/10210/14456.

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M.A.
This study approaches a special area of comparative literature in English which has not been researched in any great detail to date. Olive Schreiner's The Story of an African Farm, first published in 1883, had an Australian counterpart in Miles Franklin's My Brilliant Career, first published in 1901. Both novels stemmed from a deep-rooted discontent with Colonial society and, specifically, with the status of women in that society. Both these novelists were early Colonial writers whose works proved to be watersheds in the development of the literary output of their respective countries. Both novelists have a similar status in their respective literature, and their novels show many comparable attributes ...

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Kim, Wansik. "Job satisfaction and life satisfaction : the effects of demographic background, objective job conditions and psychological dispositions in Australia". Phd thesis, 1989. http://hdl.handle.net/1885/128791.

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Theories and research on social stratification and inequality show that some structural dimensions of work are closely related to work rewards and life situations outside work; and that individuals wi t h different demographic background are more or less likely to enter certain jobs and to experience differing lives outside work. Other social and psychological theories and research suggest that some dispositions significantly affect individuals ' perceptions and interpretations of their life situations. This study examines the extent to which sets of background variables, objective job conditions and dispositions influence the subjective quality of work and nonwork life, and the well-being of Australian workers. Analysing data from a national representative survey for adult population in all areas of Australia , I assess the effects of the three sets of variables on satisfactions with specific I I j ob rewards as well as overall job satisfaction, satisfaction with nonwork domains , and subjective well - being. The results confirm that an individual ' s subjective quality of life is jointly determined by his/her social positions and psychological dispositions. However, it seems that social positional variables affect specific satisfactions differently; psychological dispositions also have differing effects on specific satisfactions; and many variables interact with gender . In the workplace , various background variables and job conditions substantially affect intrinsic and extrinsic satisfactions . Away from the workplace , background variables differently affect different domain satisfactions, but objective job conditions and family income affect only material satisfaction . For Australian workers , achieved socioeconomic rank matters for the quality of working life and material life, but their effects on subjective well-being are weak because job satisfaction and material satisfaction make positive but partial contributions to subjective well-being.

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Konno, Rie. "Lived experience of overseas-qualified nurses from non-English-speaking backgrounds in Australia". Thesis, 2008. http://hdl.handle.net/2440/41889.

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The globalisation of the world has facilitated the international movement of the nursing workforce. Along with other immigration destination countries, Australia is now accepting nurses from more diverse national and educational backgrounds than ever before, in order to secure adequate staffing for its nursing workforce. This thesis reports on a research project which investigated the lived experiences of overseas-qualified nurses (OQNs) from non-English-speaking backgrounds (NESB) in coming to, and working in, Australia. The study used a qualitative design informed by the philosophy of Hermeneutic Phenomenology of Heidegger and Gadamer. The researcher individually interviewed a total of 24 OQNs of NESB from all over the world using a semi-structured interview method. The data were analysed by the case studies and thematic analysis method. From the analysis, a total of four important themes emerged that structured the lived experiences of the OQNs from NESB. 1) From the Past to the Future is concerned with Heidegger's notion of temporality (lived time). The two sub-themes are: the Past which describes the cultural, social and linguistic backgrounds of the OQNs which brought them to their present experiences in Australia, and the Future, which refers to future possibilities which have been opened up by their experiences in Australia. The past and the future co-exist within the OQNs' understanding of their present moment. 2) New Environment is concerned with Spatiality (lived space). The OQNs’ felt working environment in Australia is described. 3) Living in the English Language considers the notion of ‘lived body’ in relation to English-learning when working as nurses in Australia. 4) Shared World is concerned with Heidegger's notion of Shared World; the OQNs from NESB’s needs for a supportive inter-subjective environment is described and discussed. By using Parse’s phenomenological synthesis method, these four themes were then conceptualised into a core structure of phenomena that describes the core nature of the participants: “The lived experience of OQNs from NESB working in Australia is the process of obtaining a new identity in the English language, while actively formulating reality through interplay with new surroundings”. In conclusion, recommendations for improved support for OQNs from NESB derived from the study are presented.
Thesis(Ph.D.)-- School of Population Health and Clinical Practice, 2008

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Pallotta-Chiarolli, Maria. "Negotiating ethnicity, sexuality and gender : the personal identities of lesbians from non-English-speaking backgrounds". Thesis, 1991. http://hdl.handle.net/2440/115067.

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Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds / Justine Dandy". Thesis, 2000. http://hdl.handle.net/2440/19598.

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