Zebra crossing : walking in two continents sharing and celebrating difference through music

I use the metaphor zebra crossing in my reflective narrative to describe my plight and struggle as a non-white person growing up and working in Johannesburg, South Africa, during the apartheid era. This article considers and compares the notions of culture, diversity and identity as I now work in a tertiary institution in Melbourne, Australia. I reflect on my teaching of African music and position myself as ‘the other’ at zebra crossings, as I create a space in multicultural Australia. By engaging in meaningful dialogue with music and culture, I contend, we do have opportunity to explore, experience and express music making and sharing globally. The inclusion and embracing of non-western music can serve as a dais for understanding and celebrating cultural difference not as distant experiences but as integral aspects of our daily lives.

Cosmopolitanism : religion and kinship among young people in south-western Sydney

Debates about globalization have been accompanied by considerable critical assessment of the notion of cosmopolitanism. The upsurge in travel, trade, communication, and resettlement among non-elite individuals and groups has raised questions about the nature and form of ‘bottom-up’ or ‘vernacular’ cosmopolitanism. This article explores the ways in which the experiences of a group of young people (12–15 years of age) in south-western Sydney contribute to shared practices of membership in a culturally differentiated society. On one level, these young people display a de facto vernacular cosmopolitanism through familial experiences of migration. However, the article shows how these young people often move within socially and culturally bounded communities defined by ethnicity, language, socio-economic status, shaped by desires for safety, support and belonging, and maintained by propinquity, religion and the persistence of traditional expectations and patterns around gender and inter-marriage.

Multicultural thought in Australia : the legacy of Jerzy Zubrzycki

This paper redresses common misconceptions concerning the origins of Australian Multiculturalism by returning to the thought of Jerzy ‘George’ Zubrzycki (1920–2009). Zubrzycki’s view of multiculturalism is based on Durkheimian sociology, and thus needs to be conceived as a philosophy and policy of effectively managing integration, the goal of which is the minimizing of anomie. The concern with building a well integrated and cohesive society around a pluralist cultural framework was paramount to Zubrzycki. I see an understanding of Zubrzycki’s thought as essential to an understanding of the way the policy has been articulated by successive governments. However, this paper also points to the need to move beyond the theoretical framework and concepts used by Zubrzycki in directions that can better respond to new social challenges and realities. Section One gives a description of the central intellectual features underpinning Zubrzycki’s thought. Section Two then looks at Zubrzycki’s original conception of multiculturalism and the features that remain relevant to contemporary policy and public debates. Section Three moves beyond Zubrzycki’s more conservative thought in order to conceive of a cultural pluralism more responsive to and inclusive of the increasingly non-Western demographic changes in Australian society.

Tertiary literacy on the cusp

This paper outlines some of the recent concerns regarding a perceived decline in literacy standards in Australia, with reference to changing literacy abilities and standards in tertiary education. It presents a summary and critique of the current discussions on changes in literacy expectations and contemporary notions of literacy. It concludes with a summary of three important 'agents of change': economic rationalism, multiculturalism and computerisation.

Cultural diversity in Australia : promoting the teaching and learning of South African music

Australian society is increasingly multicultural, and this article provides some theoretical perspectives on multiculturalism, cultural diversity and the teaching and learning of African music. It identifies the need for teachers, practitioners and artists to jointly work together to create a community of practitioners where pedagogy meets practice. Through reflection and interview data of an artist in schools, a primary music specialist and a tertiary music educator, the 'how' and 'why' about teaching South African music and culture is discussed through pedagogy. Whilst this article discusses a particular culture and music, it has implications for education within a wider sphere and calls for further investigation when using different music from diverse cultures.

Every day's a festival!

Despite their ubiquity and cultural prominence, the academic study of arts festivals has long been neglected. The burgeoning festivals industry is, however, firmly embedded in both the arts funding and weekly calendar of European cities, and there is no doubt that festivals are fast becoming a defining feature of urban life in the twenty-first century. Understanding their nature and their potential impact is now more pressing than ever before. The contributors to this volume explore the modern urban festival and the difference it makes to the experience and management of diversity in the city. Their research reveals an unsettling coupling of the celebration of local diversity with institutional amnesia, in which the memory of a festival hardly ever outlasts its funding. This book documents a key phenomenon of our time, the supplanting of community-based remembering with the repetitive structures of events whose historic and interpretative depth is lost amid a spiraling velocity of "festivalization."

Multifaith initiatives in Victoria

Following crisis events - including September 11, and the Bali and London bombings - religious communities in Australia increasingly initiated multifaith activities to dispel negative stereotypes promote and to understanding between people of diverse faith traditions. In Victoria in particular culturally, religiously and linguistically diverse (CRALD) communities collaborated with the state, including the police, aiming to build positive community relations informed by the principles of multiculturalism.

Advancing Australian 'shared security' : secular-religious peacebuilding networks

The role of religious leaders in promoting social cohesion and ‘shared security’ is increasingly being examined by scholars, as is the growing multifaith movement. The VIIIth World Assembly of Religions for Peace first proposed the notion of ‘shared security’ and the importance of religious leaders’ role in advancing such a concept in Kyoto 2006. A recent study, Managing the Impact of Global Crisis Events on Community Relations in Multicultural Australia (Bouma et al. 2007) has documented the impacts of international crisis events and discourses of exclusion on religiously diverse communities in Australia, in particular rising Islamophobia, migrantophobia and attacks on multiculturalism. Religious communities have been far from passive in their responses to the impact of these events initiating dialogue and educational activities to dispel negative stereotypes and attitudes. State actors, including police, have prioritized engagement with religious leaders resulting in a rise of state supported multifaith and secular-religious peacebuilding activities. This paper argues that, in response to global risks of terror and exclusion, secular-religious networks including religious leaders, state actors, educators and the media have the potential to advance ‘shared security’ in multifaith societies, by drawing on Australian experiences documented in the Global Crisis Events study.

With guarded optimism? Evidence from focus groups of ‘mainstream’ Australians’ perceptions of Muslims

Studies of Australian perceptions of Muslims and Islam tend to be based on research into media representations of these themes. Additionally, most research on attitudes pertaining to social cohesion and security in the post-9/11 environment concentrates on the opinions of minority groups on these matters. The following study is drawn from materials extracted from focus group discussions relating to Islam, multiculturalism and security that took place with 119 Australians from so-called ethnic and religious majority groups (European descended, and identifying with Judaeo-Christian traditions or having no religious affiliation) in selected metropolitan and rural/regional centres of the state of Victoria in 2007–2008. This article is guided by the following research questions: How can ‘mainstream’ Australian attitudes towards Muslims be categorized? What concerns ‘mainstream’ Australians most about Muslims? Can these attitudes be considered to be Islamophobic? If not, how else may we classify these attitudes? Although some participants voiced very strong, critical and at times unflattering and potentially antagonistic opinions of Muslims, most contributors were guardedly optimistic that current tensions with and controversies surrounding Australia’s Muslims would subside, and that Muslims would soon become well established within Australian society, as previous generations of migrants have since World War II.

Countering Islamophobia : Muslim participation in multifaith networks

In recent years a heightened awareness of global risks has produced an unprecedented interest in global peace and security initiatives. This article discusses the impact of international crisis events on religiously diverse communities in Australia, in particular rising Islamophobia, migrantophobia and attacks on multiculturalism. Religious communities have been far from passive in their responses to the impact of these events, initiating dialogue and educational activities to dispel negative stereotypes and attitudes. In addition, state actors, including police, have prioritized engagement with religious leaders, and this has resulted in a rise of state supported multifaith peacebuilding activities. The article argues that, in response to global risks of terror and exclusion, multifaith movements and multi-actor networks, including religious leaders, state actors, educators and the media, have the potential to advance common security. In response to conflicts both local and global, these examples of cooperation between religious and non-religious actors in Australia can be instructive to other increasingly multifaith societies.

Multicultural arts education : attitudes and perceptions of Australian tertiary students

Through social interaction the Arts connects communities and brings people together where both contemporary and traditional arts can be preserved, protected and promoted. In multicultural Australia, the Arts provides a space in teaching and learning that enables students the opportunity to engage, create and imagine both individually and collectively. The ‘Arts’ in the wider community fosters empathy, acceptance and appreciation of difference where diversity is celebrated between people of different cultures, languages, religions, and ethnicities. Through a discussion of multiculturalism, teacher education and multicultural education, I argue that the Arts can be seen as an agent of social change, a powerful dais to alter perceptions, attitudes and beliefs. This paper situates itself in Melbourne (Australia) through the lens of celebrating our rich multicultural arts. Through questionnaire data collected in October 2010 from Arts Education final year students at Deakin University, I present a snapshot of their understandings of multiculturalism: what they value, believe and understand as agents of change in education. By experiencing multicultural arts, both new and different hybrid art forms can be explored in schools and the wider society. Through such connections, the Arts can foster a positive experience that promotes diversity and enhances intercultural and cross-cultural understanding in our multicultural Australian society.

Sharing ownership in multicultural music : a hands-on approach in teacher education in South Africa

South Africa prides itself in a rich and colorful array of the Arts where music plays a significant role in social regeneration, unity and reconciliation. Little research has been undertaken in teacher education courses in South Africa regarding the inclusion of African music within multicultural music practice. Using the theoretical frameworks of understanding multiculturalism, I report on the teaching and learning of multicultural music at Pretoria University. My narrative highlights what I had learned and reports on the interview data with the tertiary music educator in October 2010. Using Interpretative Phenomenological Analysis, two themes are discussed: the need for multicultural music and the inclusion of students as indigenous culture bearers. Lessons learnt at Pretoria University can be replicated elsewhere in Australia where the sharing of ownership in multicultural music as a hands-on approach is viewed positively, promoting understanding and respect in a shared space and place.