Community museums and the creation of a ‘sense of place’: Holocaust Museums in Australia

Community museums have traditionally focused on a particular geographical location. This proximity between museums and the focus of their collection give them a unique opportunity to make connections between objects, the museum building, landscape, and community. These linkages are one of the key strengths of local museums due to their potential to tell inclusive stories of people and place. Australian Holocaust museums are displaced from this geographical proximity and situated at great distance from the events they commemorate. Due to the intense involvement of survivors in their inception and development, however, such museums have been driven, indeed, defined by communal imperatives. This paper examines the connections between community and place constructed through these museums. Further, it asks how community, place and the local are defined, and how and in what way the community museums examined make connections between here and there, then and now.

This paper takes as its focus two Holocaust museums in Australia: the Jewish Holocaust Centre in Melbourne and the Sydney Jewish Museum. After briefly exploring the origins of the respective institutions and the motivations of those involved, the paper discusses how the museums construct ideas of community and place, focusing particularly on the complex imaginative geography that creates intimate, emotional connections between different times and places.

Writing groups, change and academic identity: research development as local practice

The development of the research potential of university staff has been given less attention than many other aspects of professional development, particularly teaching development. Yet there is an important need for the development of staff in the research role in the light of growth of higher education and changes to the organisation of the sector in many countries. This article examines one strategy for research development: the use of writing groups. It argues that writing is best seen as a starting point, rather than an endpoint, of the research process and hence that fostering academic writing is a useful place to do research development work. The article provides details of the use of a number of writing groups over three years in a particular faculty and explores the responses of leaders and participants. It identifies factors important in the use of this strategy and focuses on the contextual conditions required for initiatives of this kind to be effectively implemented.

Mobile teachers, teacher identity and international schooling

Mobile Teachers, Teacher Identity and International Schooling focuses on the increased mobility of teachers and curriculum and what it means for the expansion of international schooling. In the early 21st century, educational institutions have been transformed by technological innovation and global interconnectivity. The demographic, ideological, economic and cultural flows that integrate local and global interconnections have consequences for the ways in which educational policy, theories and practice can be understood and take place locally. The everyday lives of practitioners, parents and students; the institutions in which they are educated and work; and the sociocultural and ideological contexts in which they work, are all consequently changing. The manifestation of these changes – as evident in the work and lives of teachers within specific cultural contexts and education systems; in their implications for educational theory and methodology; and their consequences for policy, programs, practice and research in education – are the focus of this book.This book explores the mobility of curriculum, pedagogies, ideas and people that represent and mediate the impact of Global uneven flows and movements through, in, and for school education, and the concepts and practices which frame that transformation. The particular focus of the book is on how these flows inform the ways individuals negotiate their identities, cultures and languages in different national and educational contexts. Education systems and the educational experiences offered by schools are being reconfigured due to multiple pressures. What do these moves to mobilise and to work transnationally mean in terms of educational provision, possibilities and practice?

Ships, planes and automobiles – the perils and pluses of place - making in an outer Melbourne suburb

Building a new suburb is increasingly seen as creating a “place” as well as a set of houses and neighbourhoods. Developers view “place-making” as a way to differentiate one estate from another and to capture a market segment; planners see the practice as the basis of good master planning. Local governments too support the concept to give residents a sense of pride and identity. While usually seen as a contemporary exercise, imprinted on the blank slate of greenfield sites, the experience of at least one outer suburb suggests that place-making is as much historical as contemporary and may be both a welcome element of a community and a focus of disaffection. The example of Point Cook in Melbourne’s west offers a range of iconic “places” – historical and contemporary markers of identity and difference – which have formed both the basis of local pride but also tension. Thus the RAAF base, Point Cook Homestead and Werribee Mansion long pre-dated the expansion of the city but they have been embraced as centres of pride, historical achievement and as tourist attractions. In contrast, a massive pirate-ship playground built in the centre of a park by a developer as a marker of difference and centre of community attraction was widely appreciated before being burned to the ground! This paper will report on a sample of resident experiences of place-making in outer suburban Melbourne which highlights some of the local complexities of place-making.

Paths of professional development in music therapy: training, professional identity and practice

Music therapy is listed as a profession in the EU Regulated Professions Database. This has assisted the next steps towards recognition in relevant countries and regions. The author’s experience as an academic leader in music therapy training over more than two decades is used to reflect on the profession of music therapy within Europe through interrogation of concepts underpinning professional identity, training, and professional practice. Potential tensions between recognition and regulation of healthcare professions are presented and discussed. As all practice takes place in context, balancing training needs between techniques and skills, systemic national and regional policy, and institutional knowledge is crucial. Achieving this balance is not easy but is key to successful growth of practitioner knowledge, seeding student’s curiosity about context and systems from the dawn of training.

The right place at the right time: the social contexts of combined alcohol and energy drink use

Aims: Little is known about the social and functional aspects of alcohol mixed with energy drink(AmED) consumption. Using a functional substance use perspective and via the lens of socialidentity theory, this paper aims to explore the role of AmED consumption amongst the milieuof nightlife and party culture. Methods: Twenty-five regular AmED consumers aged 18–33participated in semi-structured interviews. Qualitative thematic analysis of transcripts wasundertaken, with a focus on the social contexts and perceived functions of AmED consumption,group dynamics and social identity. Findings: Three main themes were identified: (i) AmED usewas restricted to specific social contexts, (ii) AmED use performed a social function and(iii) AmED users identified with a coherent and consistent social identity. AmED use was almostexclusively reported to occur within group drinking scenarios at parties and licensed venues,particularly nightclubs. AmED users identified with a clear and consistent social identity thatwas distinct from other alcohol consumers, typified by gregarious and extroverted behaviour.AmED use was seen to facilitate these ideals and strengthen group cohesion in appropriatecontexts. Conclusions: Future efforts aiming to elicit changes in AmED consumption practices must account for the fundamental importance of social contexts to AmED use.

Needlework and genteel identity in gold-rush Victoria

Needlework and Genteel Identity in Gold-Rush Victoria explores the ways in which different kinds of sewing were deployed in shifting expressions of the feminine, and concludes that needlework held a critical place for those who adapted to the dislocations and challenges of living in the colony.

Mol, science, religion and narrative identity

Significantly influencing the sociological study of religion, Hans Mol developed ideas of identity which remain thought-provoking for analyses of how religion operates within contemporary societies. Sacred Selves, Sacred Settings brings current social-religious topics into sharp focus: international scholars analyse, challenge, and apply Mol’s theoretical assertions. This book introduces the unique story of Hans Mol, who survived Nazi imprisonment and proceeded to brush shoulders with formidable intellectuals of the twentieth century, such as Robert Merton, Talcott Parsons, and Reinhold Niebuhr. Offering a fresh perspective on popular subjects such as secularization, pluralism, and the place of religion in the public sphere, this book sets case studies within an intellectual biography which describes Mol’s key influences and reveals the continuing import of Hans Mol’s work applied to recent data and within a contemporary context.

Politics, religion and morals: the symbolism of public schooling for the urban middle-class identity

Research points to sections of the middle-class repopulating the ‘ordinary’ urban public school and whilst there are key differences in how they are navigating public school choices, from ‘seeking a critical mass’ (Posey-Maddox, Kimelberg, and Cucchiara 2014) to resisting traditional methods of choice and going ‘against-the-grain’ (Reay, Crozier, and James 2013), or collectively campaigning for a brand new public school, the urban middle-class are developing contemporary methods to challenge the existing ways of thinking about middle-class choice. Drawing on this literature, this paper explores the symbolism of public schooling for relatively affluent choosers in the city of Melbourne, Australia. The positioning of public schooling as essentially secular and liberal indicates how the public school is valorised within the contemporary market place. Within a market that tends to under-sell the public school, the perceived lack of organized religion and progressivism may be the unique selling point for the cosmopolitan, globalized consumer.

At home/out of place: young people’s multicultural belongings

What does it mean to come of age in an era of anti-multiculturalism? How does such an environment shape the ways young people of diverse backgrounds come to feel “at home”-in the nation, in the city, in their neighbourhoods, and in their national identity? Discussing findings from a study of youth in the multicultural suburbs of five Australian cities, this chapter explores how the politics of belonging is lived through the spatial practices of everyday civic life for those who have grown up during the multiculturalism backlash of the 1990s and 2000s. It examines the contradictory picture that emerges of a new generation claiming a right to multicultural citizenship and forging productive diversity within the urban multiculture, and yet simultaneously positioned as “out of place” within civic life.