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.

Diversity and thermal comfort in outdoor places

Sustainable cities should be livable cities where people from different backgrounds and with different aspirations can meet and interact with each other. Public places being the urban stages where the social interactions happen are considered important parts of cities (Thompson, 2002; Varna, 2009). They can contribute to enhance the quality of life within cities, or contrarily increase isolation and social exclusion (Lo et al., 2003). As a consequence of globalization and the development of global cities, the level of international migration has been growing in the last decades creating a plurality of different cultures in global cities and inspiring in such cities a multicultural nature (O'Byrne, 1997; Short and Kim, 1999; Hawkins, 2006). This created new challenges in urban planning or the management of the coexistence of different people that are having different characteristics that shape their unique identity and needs in the shared spaces (Sandercock, 2004). Ideally, in order to invite a diversity of users, urban outdoor places should provide significant functional and physical qualities, and accessibility to them, which induce the fulfillment of physiological, psychological and social needs (Carr et al., 1992; Jacobs, 1993; Sandholz, 2007). Users’ state of comfort as stated by researchers gives a good indication for how successful is the public outdoor places (Rosheidat et al., 2008; Kwong et al., 2009; Aljawabra and Nikolopoulou, 2010). In order to create a successful open space usable by all members of a community, urban designers need to satisfy their comfort needs in its wider meaning according to a variety of different ages, genders and cultural backgrounds (Knez and Thorsson, 2006; Thorsson et al., 2007). The main aim of the research is to examine the influence of culture and environmental attitude on participants’ thermal requirements in outdoor public places. The paper explores the variables that constitute a successful multicultural design, issues of cultural complexity, and the measuring comfort in specific outdoor public place. Qualitative analysis of a case study provides the main research methodology of the research. The conclusion will provide a set of criteria that guide future design and development of a successful shared outdoor public places.

Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen garden program

Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a culturally diverse school, the program enhanced the school’s capacity to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity. Research limitations/implications – Assessing the program’s impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants’ views on important changes to schools associated with the program. Thus, the quantitative component of the evaluation did not assess the extent of this program impact and further research is recommended. Practical implications – The program may have particular value in culturally diverse schools, providing benefits in terms of engagement of children and families and potentially, in the longer term, associated improvements in learning outcomes. Social implications – These findings suggest that the program can help to promote social equity and inclusion for culturally diverse groups. Originality/value – This paper highlights critical equity implications associated with school-based programs’ capacity to include culturally and linguistically diverse groups.

Genetic diversity and translocation in the marron, Cherax tenuimanus (Smith): implications for management and conservation

Approximately 440 base pairs (bp) of the mitochondrial 16S ribosomal ribose nucleic acid (rRNA) coding region were sequenced from 13 marron, Cherax tenuimanus (Smith), samples from six locations and samples of two additional Cherax species from Western Australia. The results indicated that, with the exception of the Margaret River, no variation was found within or between marron populations. In contrast, marron from the Margaret River were found to be polymorphic for two divergent haplotypes (2.76% divergence). These findings were consistent with allozyme data that highlight the general lack of genetic variability within and between populations of this species apart from the Margaret River stocks. The genetic polymorphisms in the Margaret River stocks contrasted with earlier studies and indicated the recent translocation and mixing of genetically differentiated stocks within this river system. The implications of these findings for the conservation and management of genetic diversity within marron are discussed.

Preparing early childhood professionals to work with parents: the challenges of diversity and dissensus

This article examines how early childhood staff in diverse circumstances negotiate relationships with parents. It draws on interviews with staff in two rural and three urban communities in Australia, who were asked about their parent communication practices, their experiences of these practices, and their preferences within these practices. Their responses were analysed in the light of international research showing the importance of creating strong interpretive communities between staff and parents but consistent staff anxiety about their relationships with parents. The paper explores the extent to which staff's different approaches to communicating with parents can create sustainable interpretive communities between them, and it highlights some implications for staff training and development around parent involvement.

Acknowledgement of client diversity and oppression in social work student supervision

An enduring theme of social work literature and education has been the need for workers to recognise and challenge oppressive structures and develop competence in working with diverse client groups. This paper reports the findings of a qualitative research project where student and field educator supervision sessions were recorded, with the view to examining how oppression and diversity were addressed in these sessions. The authors have used the term 'difference' to describe the breach between the student and client experiences. Examples of anti-discriminatory practice were identified in the recordings, however on occasions supervisors had difficulty in assisting students to acknowledge diversity and oppression in supervision. Four factors that related to addressing diversity emerged from the supervision material. These were: the struggle to unmask subtle themes of oppression; the use of questioning to raise student awareness and development of self-knowledge; using student biography to facilitate learning on 'difference'; and field educator use of self-disclosure during discussions on diversity. Successful approaches to anti-oppressive practice and responding to diversity are outlined.

Defining diversity and its relation to the local and global: a question of methodology

This paper emerges from research to define the dimensions of diversity and difference within a local Melbourne, Australian school and the requirement to understand these changes in times of increasing globalisation.

Using mitochondrial nucleotide sequences to investigate diversity and genealogical relationships within common carp (Cyprinus carpio L.)

Direct sequencing of mitochondrial DNA (mtDNA) D-loop (745 bp) and MTATPase6/MTATPase8 (857 bp) regions was used to investigate genetic variation within common carp and develop a global genealogy of common carp strains. The D-loop region was more variable than the MTATPase6/MTATPase8 region, but given the wide distribution of carp the overall levels of sequence divergence were low. Levels of haplotype diversity varied widely among countries with Chinese, Indonesian and Vietnamese carp showing the greatest diversity whereas Japanese Koi and European carp had undetectable nucleotide variation. A genealogical analysis supports a close relationship between Vietnamese, Koi and Chinese Color carp strains and to a lesser extent, European carp. Chinese and Indonesian carp strains were the most divergent, and their relationships do not support the evolution of independent Asian and European lineages and current taxonomic treatments.

Multicultural education and racism: the case of Arab-Australian students in contemporary Australia

This paper discusses the social and cultural dimensions of the educational experiences of Arab-Australian students. It seeks to explore the cultural attitudes and the social experiences of Arab-Australian secondary school students from two schools situated in Melbourne's northern region. The paper seeks to examine how Arab-Australian students and their families understand and construct their own social and educational experiences in relation to schools' initiatives as well as wider social discourses. The empirical findings presented in this paper suggest that there are critical links between Arab-Australian students' perceptions of belonging, identity and citizenship on the one hand, and their attitudes to schooling and educational experiences on the other. The study's findings show the need for current patterns of multicultural education research and practice to incorporate more systematically socio-political dynamics beyond the confines of school and family factors.

So much to do, so little time: multicultural practices and Australian school music

In this paper, the authors are concerned with the challenges, dilemmas and choices that teachers face when teaching multicultural music in classrooms in Australia in an already overcrowded curriculum. This paper considers the notion of changing and shifting cultures, looking at how teachers can break out of the familiar paradigms in which they were trained. There will be a consideration of the notion of cultural ownership questioning whose music is to be taught, how is it to be taught, and by whom. A discussion of how music is embedded in the culture that creates it is undertaken in relation to the concepts of authenticity and transmission. The authors contend that the exploration of other cultures enables the making of connections within and without the classroom and beyond the school into the local, national and global arenas. It is our position that teachers should not hesitate to explore other musics and cultures. It is noted that teachers need support to do this which can only enhance both their teaching and the learning of their students even though there is so much to do in so little time.

Technology and teachers in rural schools : diversity and similarity

This paper reports on a project situated in regional areas of Victoria in which 16 primary and secondary teachers participated in an intensive professional development program designed to assist them in embedding Information Communications Technology (ICT) into their classroom practice. The project provides some insight into the availability and use of current technological resources in the rural schools and examines the impact of an intensive professional development program on the implementation of ICT into the curriculum.

The results identified a large diversity of circumstances experienced by the schools in the project, not only in terms of ICT availability and use, and teacher experience, but also in more general issues of cultures of curriculum planning and integration, size, communication, and pedagogical presumptions. The successful integration of ICT into their pedagogical practice was influenced by a complex of factors including the availability of ICT resources, the teachers’ ICT skill level, the teachers’ ability and opportunity to integrate ICT in classroom, the level of support provided, both technical and pedagogical, and the curriculum requirements.

The results of the project have been positive with evidence of increased networking among the teachers, changes in teaching practice and increased teacher proficiency and awareness of ICT resources. The project has highlighted common difficulties that teachers experienced including frustrations with the unreliability of technology and a lack of time for necessary training and preparation. In response to the constraints, teachers have been resourceful and inventive in developing pedagogical strategies to aid the integration of ICT into their classroom practice.

Cultural diversity and mental health : the relationship between leisure experiences and wellbeing in an ageing Italian community in Australia

One of the population health implications for Australia’s ageing population is that a larger proportion of the Australian community will be retired and have more time for leisure pursuits. Meaningful leisure activities for this group are thought to be a factor in promoting positive mental health. However, a search of health literature revealed a paucity of research on how older adults make use of their leisure time, what meaning these pursuits have to them, and whether their chosen leisure activities are health enhancing and promote wellbeing. Australia’s population is diverse with many cultures represented. As the population ages, mental health workers will be called upon to provide culturally-appropriate mental health services to clients from a range of ethnic groups. Literature on how people of culturally diverse backgrounds understand leisure activities is also limited. This paper reports on a study carried out in an Italian community in a large regional centre. The participants were selected based on the following criteria; aged 65 years and over, born in Italy, independently living in the community, ambulant, and retired from paid workforce. This study explored how a well-elderly group from an ethnic community derived meaning from their leisure activities and how this impacted on their mental health. Establishing the relationship between leisure and mental health in an ageing ethnic community is important because it sheds light on potential intervention strategies that can be used to maintain the mental health of people living independently in the community. Participants were interviewed using semi-structured questions about their perceptions of leisure, the meanings they derived from these activities, and their perceived impact of these activities on their health. Participant observation was also used to add trustworthiness to the data. Themes arising from the interviews and participant observation will be related to the participants’ sense of health. Results also revealed how older Italians engaged in leisure activities. Implications of the research findings will be directed towards mental health practice with older ethnic clients in community settings. The promotion of healthy lifestyles and positive mental health for Australia’s ageing population will also be discussed.