Reading race, aboriginality in Australian children`s literature

This text looks at the ways in which Australia's indigenous peoples have been, and continue to be, represented in books for children. These varying representations have helped to colour the attitudes, beliefs and assumptions of different generations of Australians.

The quick and the dead : Stawell and its race through time

Examines the history of the Stawell Easter Gift from its beginnings in 1878 and, in doing so, tells the story of an Australian country town, its inhabitants, its visitors, its troubles and its traditions.

Race as political strategy by US presidential candidates: a case study

Race has played an important part in US presidential politics in contemporary history. Different political parties and candidates have followed covert strategies playing on the prejudices of white voters both cognitively and emotionally by linking racerelated issues to the majority's individual and group interests. This elite discourse carried to the public by the mainstream media, along with media's practices of stereotyping, priming, framing and agenda setting, help to justify racial prejudice, discrimination against minorities and their marginalized status, while maintaining the status quo. Taking the social constructionist position, this case study examines the opinions expressed by a sample of undecided voters selected from different geographic locations at various stages of the 1992 US presidential campaign under the themes 'Candidates' racial prejudice' and 'Race is used as political strategy by candidates.'

Speaking of race and ethnic identities : exploring multicultural curricula

New demographic patterns as well as new communication and information technologies and administrative and marketing practices have irrevocably altered schools in Australia's large cities. This study examines the ways that teachers and parents in one urban school speak about race and ethnicity in the midst of these changes. Beneath the ironic relationship between difference and sameness which underpins multicultural debate are different understandings that determine ways some belong and some do not belong within the school community. This paradoxical relationship persists, despite increasingly post-modern definitions of identity that underpin the field of this debate. I conclude that the examination of multicultural curricula must include the normalized ways of knowing and 'being' identity, which underpin conversations about race and identity.

Race, identity and education achievements among Arab-Australian students

This paper discusses the challenge of managing cultural diversity in secondary schools, focusing on key structural, ideological, cultural, attitudinal and identity factors affecting the educational experiences and outcomes of Australian students from Arabic-speaking background (ASB). Recent research indicates that there are complex processes at play that hinder the ability of non English-speaking background (NESB) students to access constructive and meaningful education, and that such processes need further systematic investigation. It has also been argued that Australian schools are failing the test of social equity and that the dominant approach to curriculum and pedagogy does not meet the needs of the growing numbers of students from divergent cultural and socio-economic backgrounds. This paper focuses on identifying the social, cultural and attitudinal factors that affect the educational achievements of ASB students within a broad multidimensional approach to multicultural education. By linking thorough empirical research and innovative theory with practical, tested plans of action, this study proposes an in-principled approach to multicultural education that is extendable to a variety of schooling contexts while retaining its core focus on effecting positive learning outcomes. The key objectives of the larger study upon which this paper is based are to (a) address the disadvantages and barriers faced by NESB young people, particularly ASB young people, in achieving positive educational outcomes; (2) increase their chances for better life opportunities and self fulfilment; and (3) develop a good practice model for diversity management in Victorian schools. This latter objective will complement Victorian Government policies on cultural diversity and multicultural education.

Strange reading: Keith Windschuttle on race, Asia and White Australia

In his recently published book, The White Australia Policy, Keith Windschuttle accuses academic historians of errors of fact and judgement in their accounts of white Australia. This article examines these claims of exaggeration and distortion with particular reference to the nature and meaning of race, racism and representations of Asia in Australian history. The article rejects Winschuttle's sweeping claim that academic historians have sought to make Australia appear a much more racist society than the historical record would suggest.

Legacies of White Australia : race, culture and nation

The White Australia policy continues to haunt Australia. Here, leading Australian scholars provide an informed debate on the essential issues of race, identity and nation that will determine our attitudes to immigration, multiculturalism and Australian-Asian engagement in the twenty-first century.

Food and move project, promoting healthy eating & physical activity in a secondary school setting, pat 1: baseline data, interventions and future recommendations

The Food and Move project was a collaborative project with the students, staff and parents from four Warrnambool secondary colleges which focussed on promoting healthy eating and physical activity in secondary schools and built capacity for ongoing health promotion to address overweight/obesity.

The project aimed to:

1. Increase awareness amongst students, parents and staff of the links between regular physical activity and good nutrition to achieve optimal health.
2. Increase awareness amongst students, parents and staff of childhood/adolescent obesity and its implications for future health.
3. Improve the opportunities for students to access healthy food at their school canteen.
4. Improve the opportunities for students to access physical activity at recess and lunchtime.
5. Prepare a resource package of initiatives for use in secondary colleges to support the provision of opportunities for healthy eating and physical activity at Warrnambool secondary colleges.
6. Support the development of appropriate physical activity and nutrition curricula.

Claiming the (n)either/(n)or of 'third space': (re)presenting hybrid identity and the embodiment of mixed race

As a multiracial artist, I am interested in how people of mixed race have been represented in popular culture and how mixed race image-makers can redress popular representation and facilitate a movement beyond the dichotomy, which seeks to reduce us to the sum of our parts. In the footsteps of Evelyn Alsultany I advocate the creation of a new cartography—a space that is inclusive and beyond existing notions of race. To this end I embarked on a project of exploration of the representation of multiracial identity, drawing from Homi K. Bhabha’s notion of Third Space.

Race, ethnicity and education in globalized times

"This book broaches what has become a noisy silence whereby conversations about race and ethnic relationships are understood as unbalanced, irrelevant or as too dangerous to speak about. It is concerned with the ways that race and ethnic relationships are spoken about in contemporary western societies such as Australia and the changed and confused debates that underpin those discussions. Parents and teachers at one State secondary school in Melbourne, Australia speak about race and ethnic relationships as their school community is increasingly altered by globalising, technological and population change. Newspapers and public policy debates avoid discussions about race relationships even as discussions about national identity and direction are crucial themes. This book argues that race and ethnic relationships must be understood in new ways; that the analytical frameworks provided by constructivist thought and post-colonial writing must be interrogated to provide more comprehensive methodological resources to examine these relationships."