‘On the influence of the scientific societies of New Zealand on the character of the nation’ - Collecting and identity at the Hawke’s Bay Philosophical Institute museum, 1874–1899

This paper explores the collection and collecting activity of the Hawke’s Bay Ph ilosophical Institute of Napier, New Zealand. It examines the development of the Institute’s museum and considers the motivations, intentions and interests of the collectors and their activity within the broader scientific and museum context. The work of two significant collectors is examined in detail: William Colenso, FLS, FRS, missionary, explorer and enthusiastic botanist, who engaged in over fifty years of correspondence and botanical exchange with Sir Joseph Hooker at Kew Gardens; and Augustus Hamilton, the curator of the museum who later became Director of New Zealand’s national collection at the Colonial Museum in Wellington. Through consideration of the Institute’s activities during the period 1874 to 1899, it is proposed that within the collection, the emergence of a distinct local identity can be discerned, during the early colonial period of Hawke’s Bay.

Effect of gender on thermal comfort in multicultural public places

The city and the urban environment became extremely important in the daily lives of the increasing number of urban populations across the world. Urban research acknowledges that planning urban places should be responsive to the diversity of population. The aim of this paper is to analyse the results of thermal comfort study in the outdoor urban places. The location has been monitored regarding standard comfort variables: air temperature, humidity, wind speed, and globe temperature. The quantitative assessment of comfort conditions was combined with a questionnaire of pedestrians’ thermal comfort perception. In this paper, the analysis of observed thermal sensation with regard to gender and cultural background concerning the sensitivity of different groups to heat and cold is presented.

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.

A missing peace? The role of religious actors in countering terrorism

Despite the surge of scholarly interest in terrorism and counter-terrorism in the post-9/11 world, surprisingly little attention has been paid to the role of religious actors (especially faith communities and faith leaders) in combating the threat of terrorism. However, the resurgence of religiosity in contemporary politics should not be viewed as an inherently dangerous force. As Appleby has argued, a new secular-religious model of inter and intra-state diplomacy looms as a development with significant potential to resolve conflict and deny terrorist groups access to communities of support. By drawing on an Australian example, we argue that in societies that have a strong multicultural and multifaith character secular-religious diplomacy pitched at the national and sub-national level can play an important role in the formation of a flexible long-term counterterrorism strategy.

Blended learning in a higher education multicultural environment

This thesis has two outcomes. First, it provides a detailed analysis of how international computing students experience a blended learning environment, identifying their perceptions of the new environment, perceptions of the use of ICT in their studies, preparedness and experiences in using ICT tools, and effective participation in ICT-mediated activities as critical aspects of teaching and learning environments that warrant particular attention by teachers of these students. The second outcome of this thesis is a set of pedagogical principles for the design and development of blended learning, contextualised in local and broader educational challenges typical of a multicultural student body, consistent with a globalised world.

Techno-literacy and learning in blended, multicultural course environments

For the last two decades, higher education institutions have been actively engaged in the use of online technology with the aim of transforming the way we teach and learn to improve students’ learning experiences and outcomes. However, despite significant investment in infrastructure and training and a wide-scale uptake of such technologies, the promised transformative effect on student learning is yet to be actualised outside of small pockets of innovation. In this paper, we argue that one of the factors contributing to lack of qualitative large-scale transformation is students’ lack of preparedness and experience in using online tools for learning purposes. Drawing on an ethnographic study of culturally diverse computing students and teachers within learning environments that blend online and face-to-face pedagogies, we argue that, although contemporary university students are largely operationally literate when using online learning tools, they often lack the cultural and critical skills required to use such technologies in a meaningful way to support powerful learning. We argue that, for online learning technologies to transform learning, students need to be supported to develop these higher order techno-literacy skills.

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.

Effect of personal and cultural diversity on outdoor thermal comfort perception

The urban squares are the gathering places where people interact with each other. Therefore, they are seen as important places contributing in the integration and social cohesion within societies. To ensure equality in urban places, designers are to take into considerations the need of the diverse nature of different users. This task is hard especially in global cities where populations are characterized by their cultural plurality. To ensure the creation of successful urban places, the designer is to take the comfort of users into consideration. However, the outdoor thermal comfort is not easily assessed as it examines the climatic and personal variables for users. This paper aims to contribute in assessing the thermal comfort for users of different personal and cultural background in Melbourne city, Australia as one of the global cities characterized by the diversity and plurality of its population due to migration. A case study approach is adopted to examine the users’ thermal comfort within the contextual variables of Federation Square. Multiple sources of evidence such as climate measurements, observations and questionnaires will be used to ensure the validity of results. The findings are to contribute in the quality and equality of design for outdoor urban places in multicultural cities.

Effect of thermal adaptation on outdoor comfort perception

Thermal comfort in outdoor places has proven to have a strong relationship with their users’ attendance and behaviour [1]. Creating comfortable places is therefore to be considered a crucial part of the design process, as taking it into consideration help increasing the social integration between people and therefore fosters sustainability within cities [2]. With the increasing number of migrants within global cities, a new challenge has been facing thermal comfort studies. This challenge is related to the different cultural and climatic origins of those migrants and how they can adapt to the new climatic conditions they are to move in. This paper aims to explore the impact of thermal comfort adaptation on users’ thermal perception in multicultural cities. Consequently, a quantitative field study is applied in Melbourne city, Australia in order to investigate peoples’ outdoor thermal comfort. The analyses were based upon the measurement of climatic parameters that were monitored simultaneously with a questionnaire to determine users’ thermal comfort perception in relation to their time spent in the city. The findings of thermal comfort investigations could be applied into improving the quality of urban areas within global cities and therefore promote the integration within individuals in those societies.

Moving to the rhythm of Africa : a case study of a tertiary educator's understanding of multicultural dance in teacher education

Australia is proud of its rich and varied array of the Arts depicting a range of cultural diversity formed by ongoing migration. Although the complex issues of dance, culture and identity are interconnected, forming a multicultural society in Australia, dance education is a powerful platform to transmit and promote togetherness where understanding and respect is shared in dance practice. The focus of this article is on dance education as part of multicultural arts education within teacher education courses at Deakin University (Melbourne) Australia. It forms part of my ongoing wider study that started in 2010 regarding Attitudes and perceptions of Arts Education Students: Preparing culturally responsive teachers across two continents (Australia and South Africa). In 2011, I interviewed the dance educator and will report on two themes from her interview data: multicultural dance and the inclusion of African dance within multicultural dance practice. I argue that the inclusion of innovative and immersive practice of dance where authentic teaching and learning can be facilitated is a powerful platform to share multicultural dance practice in tertiary education.