Myths, mysteries and mates : the experiences of culturally diverse early childhood student teachers.

An initial finding of a PhD study to explore the experiences of culturally diverse early childhood student teachers was that participants found the first year of study the hardest, with peer friendships being critical to success. Through narrative interviews, recent early childhood teacher education graduates reported that making friends proved to be an important survival strategy, restoring a positive sense of self. Vartuli (2005) highlighted the importance of positive self-perception in student teachers, linking this to ongoing teaching practice. This paper discusses the importance of student friendships in relation to successfully completing the first year of teacher education.

Is it myth or dilemma to construct and negotiate identities in an increasingly changing and diverse global context?

Identity is complex and it is difficult to come to terms with one’s identity when challenged by cross-cultural and migration transitions and the pressures of globalisation. From such perspectives, I define the terms ‘identity’, and ‘representation’ and how I situate the ‘self’ within such transitions and experiences. Discourses from cultural theorists such as: Zygmunt Bauman, Edward Said, Stuart Hall, Homi Bhabha, Arjun Appadurai and Edward Soja frame notions that support my arguments. My narratives and artworks make reference to my historical legacies, cultural and Diasporic inheritances, sense of belonging from home country and migration transitions. This journey underscores subjectivities in constructing my identities. I describe my own experiences and process of migration transitions to happen within a ‘liminal space,’ as I negotiate and adapt to new social and cultural structures. Through my discussion, I describe how it becomes important to “know who you are” and how to define new ‘spaces’ and parameters of identification and representation. The shifts in ‘spaces’, places’ and new social interaction, I argue indicates hybridity and ambivalences in situating the ‘self’. My arguments extend to reflect on how identity matters, and why it is significant to make it seem present and less as ‘dilemma’ or ‘myth’ in an increasingly diverse, changing and challenging global context.

Collecting diversity: the changing relationships between museums and culturally diverse communities

 Much of the focus of scholarship around cultural diversity and museums has taken the advent of multiculturalism in 1973 as a starting point. However, public museums also collected and exhibited items relating to culturally diverse communities from the time they were set up from the 1850s onwards, and my research seeks to produce a pre-history of contact between museums, governments and culturally diverse communities and individuals. By using objects and collections life histories from the time they enter the museum for collection and/ or exhibition purposes, I will analyse the way that these relationships have changed over time. One case study is of the gamelan Digul, parts of which are currently on display in the Australian Journeys gallery at the National Museum of Australia. The gamelan Digul first entered the collection of the National Museum of Victoria in 1946 when the museum accepted the donation of these musical instruments from Indonesians who were being deported after World War II. The gamelan remained in this collection until 1976 when it was deacessioned to Monash University who restored and exhibited it in 1999. The National Museum of Australia borrowed some instruments from the gamelan in 2009. Some of the questions I will explore are: What were the motivations behind the former political prisoners/ Indonesian citizens in donating the gamelan Digul to the National Museum of Victoria and why did the museum accept it? Why was the gamelan Digul deaccessioned to Monash University?  How does the display of these instruments at the NMA represent the historical Indonesian communities in Australia which was deported? 

Plasma research at Deakin University : diverse applications and team spirit

A new plasma laboratory has been established in the Institute for Frontier Materials (IFM) at Deakin University, Geelong. The two major research themes are (1) tailoring of surfaces/interfaces with new functionality, and (2) fabrication/doping of nanomaterials. The aim is to meet the challenge of better performing materials in applications ranging from energy, biomedicine and nanotechnology to composites, transport and textiles. Plasma technology offers an alternative to conventional approaches and its success depends on an improved understanding of the underlying mechanisms. We promote a team spirit in which different experts harmoniously work together. More than thirty PhD studies and collaborative projects have been undertaken and proposed since 2009 - within IFM, across the University and with outside research organisations nationally and internationally.

Using mobile media to create a more diverse public sphere in marginalised communities : how to mojo

Mojo is a new mobile journalism project in isolated Indigenous communities providing skills and mobile technologies to empower Indigenous people to create locally produced user-generated stories (UGS), from their own perspective. This paper explores the degree to which these practices and technologies can help create a more diverse cultural voice in remote Indigenous environments. Diversity is a central component of the broader principle of a robust marketplace of ideas and a catalyst for greater democratic representation. A lack of diversity of opinion from and about marginalized communities in Indigenous Australia has led to underrepresentation in a highly mediated Indigenous public sphere. In the mid-1980s the deployment of AUSSAT—the Australian communications satellite—led to an influx of Western media into remote communities, creating even greater marginalization of content at the source. This resulted in an under representation of local views and culture and a lack of exposure. This paper describes the empirical study—the technical practices and outcomes of mojos recording, editing and publishing complete UGS directly from their iPhones to the Internet. This practice has the potential to create more diverse media skills, representation and new job opportunities in local media. A making of NT Mojo video can be viewed at the following URL: http://www.youtube.com/watch?v=jRmGACFJd Jo. Mojo stories can be viewed at the following URL: http://ntmojos.indigneous.gov.au

African culturally and linguistically diverse communities’ blood donation intentions in Australia: integrating knowledge into the theory of planned behavior

Background 

Context matters: SETE mapping of teacher education in diverse contexts

The Studying the Effectiveness of Teacher Education (SETE) project (2010- ) investigates, as a priority, how well equipped teacher education graduates are to meet the requirements of diverse school settings. This paper outlines notions of diversity as reflected in large-scale longitudinal data sets including quantitative teacher and principal surveys (n=5,000+), national audit of teacher education programs (n=500+), and analysis of data from intensive case studies which track 170 graduate teachers through the first three years of their teaching career.

Investigating the effectiveness of teacher education for early career teachers in diverse settings: analysis of large-scale survey data

‘As researchers and practitioners in the field of teacher education, we seem ill prepared to respond to critics who question the value of professional education for teachers with evidence of our effectiveness’ (Grossman, 2008, p.13). While there are many small-scale, nuanced case studies that speak about the particularities of specific teacher education practices, large scale, systematic, longitudinal studies that can provide rich and comprehensive data about the effectiveness of teacher education are limited (Cochran-Smith & Zeichner, 2005). In Australia, the Studying the Effectiveness of Teacher Education (SETE) project is addressing this gap by investigating the effectiveness of teacher education programs in preparing teachers for the variety of school settings in which they begin their careers. This three-year study utilises large-scale surveys and case studies to construct a deeper understanding of early career teachers’ experiences. It tracks all 2010/2011 teacher education graduates in Queensland and Victoria to investigate the effectiveness of particular characteristics of their teacher education programs in equipping them with the capacity to meet the learning needs of young people in a diverse range of Australian school settings.

This paper will discuss findings from the first of a series of online surveys completed by teacher education graduates in Queensland and Victoria (March-April 2012). Survey data includes teacher demographic information which form independent variables to inform inferential statistical analysis. Beginning teacher responses are mapped against key characteristics of participants' pre-service programs and framed in relation to the key themes of curriculum, pedagogy, assessment, behaviour management, and engagement with school stakeholders and local community. The findings will assist teacher educators design teacher education programs for effective beginning teaching in diverse settings and will also provide an evidentiary basis for policy decisions regarding teacher education and beginning teaching.

Adam Richards: diverse comedy with some mishits

Review of Adam Richard's Gayapocalypse for the 2014 Maelbourne Comedy Festival.

Dynamic and diverse ways of knowing in mental health occupational therapy

This study focused on evidence based practice in mental health occupational therapy. It investigated the theoretical, evidentiary and practical knowledge that occupational therapists use to support consumers and understand the relationship between occupation and health.

Reliability of the pictorial scale of perceived movement skill competence in 2 diverse samples of young children

The purpose was to determine the reliability of an instrument designed to assess young children's perceived movement skill competence in two diverse samples.