Multicultural places and the idea of home

Place identification in urban sociology has traditionally be associated with a sense of ‘being at home’ and connected to the formation of stable and fixed identities. The rise in transnational migration and the increasing number of refugees around the world has made particular regions and communities, within many western nations, culturally diverse. This has led to a re-conceptualisation and re-examination of the relationship between place and home. In light of this new paradigm I explore the existence of multicultural places and investigate the ways, if any, we can speak of ‘being at home’ in these diverse urban places. If home has been traditionally associated with order, sameness and identity while multicultural places are conceptualised in terms of fluidity, contingency, heterogeneity and difference then there seems to be an inherent tension between these two ideas. Are the ideas of home and multiculturalism mutually exclusive? I maintain that they are dialectically interwoven, especially when we acknowledge that otherness and home should not be conceived in binary terms. In order to examine this complex relationship the paper provides a brief discussion of home within the discourses of modernity and postmodernity and then links these discourses to phenomenological and sociological approaches to home. The concluding section demonstrates how home and otherness are expressed in intercultural moments where sameness and diversity rub against each other causing occasional friction but also moments of intercultural dialogue.

Opening the doors to multiculturalism : Australian pre-service music teacher education students' understandings of cultural diversity

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005-2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to 'opening the doors to multiculturalism and cultural understanding'. Pre-service teacher education courses should reflect the changing societies in which they are situated.

The institutional foundation of materialism in western societies

Studies of materialism have increased in recent years, and most of these studies examine various aspects of materialism including its individual or social consequences. However, understanding, and possibly shaping, a society’s materialistic tendencies requires a more complete study of the relationship between a society’s institutional patterns and the acceptance of materialism by its members. Consequently, the current study examines five of the institutional antecedents of materialism to understand better how and why it develops as a mode of consumption within a society. More specifically, a model relating materialism and a set of institutionalized patterns of social behavior referred to as the dominant social paradigm was developed and tested in a study of seven industrial, market-based countries. The results suggest that the economic, technological, political, anthropocentric, and competition institutions making up the dominant social paradigm are all positively related to materialism. The implications of the relationship are then discussed.

Different sounds, different musics, different teaching : an Australian case study in multicultural teaching and learning

This single case study is part of a wider ongoing research project, begun in 2005, entitled Intercultural attitudes of pre-service music education students from Deakin University and Monash University, Melbourne, Australia. One participant selected from the entire cohort and reinterviewed in 2009 as it was apparent that his experience and expertise outstripped all the others. This paper explores the tensions between authentic pedagogical practice, as understood by the interviewee, in community teaching and in a school. The data generated were analysed using interpretative phenomenological analysis. Three major themes were identified: benefits of community music making, authentic learning, and reality of class music practice. The data demonstrate that authentic socio-cultural understanding is achievable in community music teaching, particularly in the honoring of what individuals bring the sharing of expertise between ensemble players and valuing community arts practice. However, as this is a case study demonstrates, at least in some schools, there is a lack of understanding of how multicultural music could and should be taught. Australian schools should encourage teachers who bring different sounds, different musics and different teaching into the classroom thus resolving to some degree, the potential mismatches between culturally developed learning styles and music teaching methods.

Rethinking the spatiality of literacy practices in multicultural conditions

Moving beyond the limitations of the ‘space-as-container’ ontology (Gotham, 2003), this paper offers Bakhtinian (dialogical) perspective on the use of cultural-semiotic spaces, in particular with regard to the production of new transcultural meanings and hybrid literacy practices as a result of interaction between differences. From this perspective cultural-semiotic space is not a neutral backdrop against which literacy practices unfold, but rather it is in the constant process of change due to the struggle between centrifugal and centripetal forces that operate on the level of spatial and textual politics – that is, between the processes of cultural and textual uniformization and local fragmentation. Given the dialogical nature of space and its relations to cultural identities of migrant and minority students and their literacy practices, the paper argues for rethinking literacy studies in multicultural conditions. This task becomes more urgent in the current educational era of standards, accountability and classroom pedagogies that are not attuned to the particularities of students’ intertextual practices and emergent transcultural places in which they live.

Dialogical ethics in a global society : cultural difference and answerability

Debates about multiculturalism are common to many late-modern societies today. Globalization has triggered a massive flow of people across state borders, challenging and changing assumptions about national identities and cultural politics. How to deal with difference without reducing it to sameness is becoming one of the main issues discussed by policy-makers, researchers and educators. This paper argues for the importance of turning to dialogical ethics before developing and implementing largescale political strategies in managing differences. It draws on the ideas of Bakhtin and Levinas to transcend the notion of ‘caring at a distance’ that is embedded in the neo-liberal construction of moral selfhood. As an alternative, the emphasis is made on spatial proximity – on ‘face-to-face’ relations with alterity – to conceptualize the dialogical self who is both responsive to and responsible for the Other. Bakhtin’s philosophy of the act and Levinas’ ethics of responsibility are mutually enriching in thinking about the role of the dialogical self in building a pluralistic society. The paper concludes with the implications of dialogical ethics for multicultural education.

Engaging, exploring, and experiencing multicultural music in Australian music teacher education : the changing landscape of multicultural music education

ln multicultural Australia, the development of positive intercultural attitudes is essential in the creation of a harmonious society. Music education is a powerful medium to address cultural inclusivity. The 2005 National Review of School Music Education challenges Australian higher education institutions to prepare programs that explore multiculturalism to engender tolerance.This research explored how final year teacher education students at Monash University and Deakin University (Victoria, Australia) engage with music of other cultures and how this affects their understanding of cultural diversity in school music. From 2005 to 2008, teacher education students undertaking music methodologies were invited to participate in semi-structured interviews.The data collected from the interviews were transcribed and analyzed using interpretative phenomenological analysis, and from these data, we developed patterns of meaning that are reported thematically; student teachers' beliefs, attitudes, and understandings of multiculturalism and the classroom realities of multiculturalism.The findings contribute to how we, as tertiary educators, evaluate our role and programs.

Lay meanings and practices of medicinal use in a multicultural context : a qualitative study among Anglo-Celtic and Russian Australians in Melbourne

Describes medicinal use among Anglo-Celtic and Russian Australians. Cultural constructions of medicines are embedded in health beliefs; shaped by experiences with health care within socio-economic and political contexts. Cultural practices of medicinal use are best understood in the context of lay models of rationality and recognition of the conflict existing between the lay and expert models.

Research on school and community-based curriculum practice in aboriginal, multicultural and migrant education

This research studies some key problems in relation to curriculum reform in multicultural and migrant education: social concepts of multicultural education, divergent curriculum theories informing practice, the facilitation process in regard to project self-study and action research and the development of cultural perspectives in general curriculum pedagogy.