Whiteness studies and the memory of dispossession

Review of 'Unmasking Whiteness : Race Relations and Reconciliation.' By Belinda McKay, ed. Brisbane: Queensland Studies Centre, Griffith University, 1999.

On the edge of the desert : design and planning for Roxby Downs

The design and planning of settlements in arid Australia has long been wrought with difficulties because they are positioned in the extremes of environmental and social contexts. Historically many mining-related settlements in Western Australia (WA), South Australia (SA), Northern Territory (NT) and Queensland have struggled or failed in realising a quality design and plan, but also to sustain a robust and vibrant community who do not wish to escape to mainstream suburbia or simply operate as a fly-in fly-out employer commuter from this suburbia. Places like Mt Isa, Theodore, Moranbah, Broken Hill, Radium Hill, Leigh Creek, Roxby Downs, Paraburdoo, Shay Gap, Karratha are typical of these circumstances.

This paper reviews the design and planning origins of the villages at Olympic Dam, and critiques the future designs embedded in the Olympic Dam Expansion Environmental Impact Statement [EIS] (2009). These villages consist of Olympic dam village ( a fly-in fly-out dong-go containerised community accommodating some 500 workers) and Roxby Downs (a mixed Adelaide-template suburb with temporary village and caravan park insertions accommodation some 4,500 ‘permanent’ residents and some 200 fly-in fly-out ‘workers’). The scenario presented in the EIS is to demolish the former and establish a new village for some 10,000 workers, and expand Roxby Downs from 4,500 to near 20,000 although whether this later figure will occur is unclear but certainly the infrastructure and facilities have to be increased as well as increasing residential accommodation units).

Racialized urban America and Holocaust film : negotiating the limits of representation

Sidney Lumet’s influential film The Pawnbroker (1964) is one of the earliest films to consider the encounter between Holocaust narratives and low-income, urban American racial minorities. As much concerned with contemporary ‘race relations’ in the United States as it is with the Nazis’ persecution of Europe’s Jews, the film intertwines the story of Holocaust survivor Sol Nazerman with the social tensions of 1960s America, represented in his relationship with the young Puerto Rican shop assistant Jesus Oritz. The film stylistically juxtaposes raw footage of concentration camp existence with dismal images of New York slum life. Against these backdrops, the protagonist’s climactic ‘silent scream’ emblematically merges the repressed trauma of the survivor with the filmmaker’s interest in race relations, a theme that has undergone various transformations in a number of films since. One film that contemporizes this encounter is Richard LaGravenese’s Freedom Writers (2007). As opposed to the tragic outcome of the pawnbroker’s induction into urban America, here the Holocaust is a redemptive tool that permits inner-city Black and Latino youth to contextualize their own suffering. After reading The Diary of Anne Frank, this group of ‘at-risk’ sophomores to inspired to collaborate on an ultimately successful effort to bring Miep Geis, the woman who sheltered Anne Frank, to speak at their high school. Foregrounded by the 1992 Los Angeles riots, gentiles teacher Erin Gruwell and savior Miep Geis transform the Holocaust from an amplified parallel of American slums into an event that permits the children of American postcoloniality to triumph in spite of their socio-economic circumstances. Underlining the tension between the Jewish specificity and unprecedented nature of the Holocaust, and the need to generate Holocaust narratives that intersect with intrinsically racialized American narratives, such films have significant implications for how collective memories of suffering are constructed and contested.

Precocious egg development in the blowfly Calliphora vicina : implications for developmental studies and post-mortem interval estimation

The occurrence of precocious egg development in forensically important calliphorid species has previously been reported; however, the frequency of occurrence in both wild and captive colonies, and the consequent effects on developmental studies and post-m

Cultural studies and matters of faith: the case of dhammawheel.com

 This article begins with the premise that cultural studies has neglected questions about religion and faith. Through an analysis of a discussion in an online Buddhist forum whereby the participants debate the issue of faith vis-a-vis knowledge, the paper explicates how Buddhism negotiates dominant cultural formations and evolves against various contexts of social struggles. The analysis also reveals how the participants articulate a vernacular theory of faith to rethink the relationships between reason, religion, faith, knowledge, and ethics. The article demonstrates how an engagement with a religious discourse elucidates themes that are of interest to cultural studies’ critical project, and argues that cultural studies has an ethical responsibility to engage with religion and address matters of faith.

International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices

 Abstract:The disproportionate focus on classroom teachers and their instruction—teacher effectiveness—in order to confront and address under-achievement and disadvantage appears as a contemporary education policy theme in Australia. Phrases such as ‘high performing schooling systems’, ‘the best teachers’, ‘high performing countries’, ‘quality teaching’, ‘under-performing schools’, ‘the right change’, ‘operationally feasible’, ‘targeting of reforms’, ‘degrees of under-performance’, ‘educational drivers’, ‘teacher quality and improved teaching’ and ‘external standards and governance’ are constantly mentioned and given continual attention and prominence by policy-makers. The paper questions and critiques a policy-making direction that uses teacher effectiveness research to force and steer reform in education. The distinctive and narrow concern with teacher effectiveness works to the specific exclusion of breadth and scope concerning debate about broader education related issues and questions, for example, matters of student achievement, exclusion and disadvantage. This article uses a qualitative research approach informed by critical theory to examine three influential private sector reports on education and schooling: The McKinsey Report ( 2007 )—How the world’s best-performing school systems come out on top, The Nous Group ( 2011 )—Schooling Challenges and Opportunities and The Grattan Institute ( 2012 )—Catching up: Learning from the best school systems in East Asia. The article subjects the reports to close critical scrutiny and examination and finds that classroom teachers are positioned so that their specific and explicit instruction becomes the differentiating ‘variable’ in matters of student achievement and success.

Experimental studies and modelling of the deformation behaviour of multiple nanolayers

Microcompression tests were performed on monolithic Cu and Fe thin films and a Cu/Fe multilayer that had each individual layer of 200 nm thick, to understand the mechanical behaviour of multiple nanolayers. The micron-sized pillars were prepared by focused-ion beam (FIB) technique and compressed with a flat punch in a nanoindenter. The flow curves of the monolithic Cu and Fe thin films and Cu/Fe multilayer were extracted from the microcompression tests. The monolithic Cu thin film bulges in the top region of the pillar, while the Fe thin film cracks due to its columnar grain structure. For the Cu/Fe multilayer, the ductile Cu layers accommodate the majority of plastic deformation upon compression, while cracking in the Fe layers leads to the failure of the multilayer. Finite element models of microcompression tests were also developed to provide insights into the deformation behaviours of the multilayer and monolithic thin films. © 2012 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

The new heritage studies and education, training, and capacity-building

Over the last three decades, community and professional views of what constitutes significant cultural heritage have broadened in many countries around the world. Heritage practice has moved from a narrowly technical or fabric focus to a values-based approach engaging all stakeholders, including indigenous communities. While much Western heritage knowledge and practice remains indispensable, gaps can be filled in by drawing on other knowledge areas and ethical considerations, including links between heritage practice and human rights. These new directions require new approaches in the preparation of practitioners as well as others engaged in heritage processes. In addition to education and training, a third concept – capacity-building – is overarching and potentially powerful in reaching new heritage actors. The aim of giving heritage a valued role in the life of the community, which applies at global, national, and local levels, represents the greatest challenge for educators, trainers, and capacity-builders in the contemporary world.

Actors and agency in academic language policy and planning

Nearly two decades have passed since Kaplan and Baldauf [1997. Language planning from practice to theory. Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a boom in English-medium instruction policies in non-Anglophone tertiary institutions [Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council], LPP research remains relatively underdeveloped in higher education. We suggest that current understandings of academic language policy and planning in higher education would benefit from contextualised analyses of actors and agency [Chua, C. S. K., & Baldauf, R. B. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 936–951). New York, NY: Routledge; Zhao, S. H., 2011. Actors in language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 905–923). New York, NY: Routledge; Zhao, S. H., & Baldauf, R. B. (2012). Individual agency in language planning: Chinese script reform as a case study. Language Problems & Language Planning, 36(1), 1–24]. In order to address this gap, we conducted semi-structured interviews with 10 academic language program planners at different universities across Australia. We examined how the micro-level processes of program development and implementation were both constrained and enabled by the participation of different actor groups, operating at different levels (micro, meso, macro) and each with their own capacity to influence change. We conclude by arguing that coherent university-wide language policies, formulated by decision-making bodies representative of a variety of stakeholder groups and sensitive to program implementation needs at the micro level, represent a step towards improving the current situation.