Teaching the teachers Aboriginal studies : illuminating successful strategies

The study was commissioned by the Department of Education, Science and Training (DEST) under its Indigenous Education Strategic Initiatives Programme (IESIP). The project goals were supported by the New South Wales Aboriginal Education Consultative Group Inc.; New South Wales Teachers Federation, New South Wales Primary Principals' Association; New South Wales Department of Education and Training (NSW DET); the national Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper reports on the qualitative component of the study (Craven, Halse, Marsh, Mooney & Wilson-Miller, in press a, in press b). The qualitative component of the project consists of in-depth interviews with Heads of Schools, Directors of Aboriginal Education Units and teacher educators and includes three Case Studies. Fifteen institutions in Australia offer Aboriginal Studies as a core, perspective or elective program in Primary Teacher Education Courses in Australia. Of these institutions seven institutions from four States responded to the invitation to participate in the study. From these institutions three were engage to submit a case study of their institution as they had demonstrated that they had successfully introduced core Aboriginal Studies teacher units in their course. This paper presents the findings and discusses teaching Aboriginal Studies, its inclusion in curriculum and its worth for fostering reconciliation between Aboriginal and non-Aboriginal Australians within universities, schools and the wider community.

Case studies in human rights education and critical educational science

This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

Postgraduate teachers' commitment to teach Aboriginal studies in Australian schools

This study was commissioned by the Department of Education, Science and Training (DEST) under its Education Innovation Program (EIP). The project goals were supported by the NSW Teachers Federation, NSW Primary Principals' Association; NSW Department of Education and Training (NSW DET); NSW Aboriginal Education Consultative Group Inc.; the Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper presents the findings emanating from the qualitative component of the study. The qualitative component of this project followed and elaborated on the quantitative study which aimed to: a) critically evaluate the impact of preservice primary teacher education Aboriginal Studies courses on practising teachers' self-perceived abilities to appreciate, understand and effectively teach Aboriginal Studies, Aboriginal perspectives, and Aboriginal children in Australian schools; b) compare and contrast the self-perceptions of teachers who had undertaken a core or elective course in Aboriginal Studies in their initial teacher education course with the self-perceptions of teachers who had not undertaken such courses; c) characterise participating teachers' initial teacher education courses in relation to the Aboriginal Studies content covered; and d) identify teachers' perceptions of useful structure and content to consider including in future teacher education courses. The responses from telephone interviews with teachers in schools and responses to open-ended questions in surveys are discussed. The findings identify congruence and dissonance in the areas of: the contribution of preservice teacher education; benefits of preservice Aboriginal Studies for students in schools; the place of Aboriginal Studies in schools and the curriculum; Aboriginal Studies and student ethnicity; strategies for teaching Aboriginal Studies; and the content of preservice courses.

Cultural, religious and political contestations: the multicultural challenge

This book examines the foundations of multiculturalism in the context of émigré societies and from a multi-dimensional perspective. The work considers the politics of multiculturalism and focuses on how the discourse of cultural rights and intercultural relations in western societies can and should be accounted for at a philosophical, as well as performative level. Theoretical perspectives on current debates about cultural diversity, religious minorities and minority rights emerge in this volume. The book draws our attention to the polarised nature of contemporary multicultural debates through a well-synthesised series of empirical case studies that are grounded in solid epistemological foundations and contributed by leading experts from around the world. Readers will discover a fresh re-examination of prominent multicultural settings such as Canada and Australia but also an emphasis on less examined case studies among multicultural societies, as with New Zealand and Italy. Authors engage critically and innovatively with the various ethical challenges and policy dilemmas surrounding the management of cultural and religious diversity in our contemporary societies. Comparative perspectives and a focus on core questions related to multiculturalism, not only at the level of practice but also from historical and philosophical perspectives, tie these chapters from different disciplines together. This work will appeal to a multi-disciplinary audience, including scholars of political philosophy, sociology, religious studies and those with an interest in migration, culture and religion in contemporary societies.

Engaging students in authentic science through school - community links : learning from the rural experience

There is an increase in school-community linked initiatives in school science. A substantial proportion of these involve rural schools. This article asks the question: In what ways do these initiatives offer possibilities for better engaging rural students with school science? The paper draws on information from a number of school-community linked science initiatives in rural areas, including exemplars from the recent Australian School Innovation in Science, Technology and Mathematics (ASISTM) project, which were obtained primarily through interviews with participants. The initiatives are analysed in terms of an 'innovation framework', concerning the ideas and purposes underlying them, the knowledge and pedagogies used, and the experiences of the participants in the initiative. The paper concludes that these initiatives differ in significant respects from traditional school science, and offer the possibility of productive future directions. The authors discuss the challenges and policy directions that need to be pursued to represent these practices in mainstream curricula.

Evil and the complexity of history : a response to Durston

Kirk Durston recently presented an argument aimed against evidential arguments from evil predicated on instances of suffering that appear to be gratuitous; ‘The consequential complexity of history and gratuitous evil’, Religious Studies, 36 (2000), 65–80. He begins with the notion that history consists of an intricate web of causal chains, so that a single event in one such chain may have countless unforeseen consequences. According to Durston, this consequential complexity exhibited by history negatively impacts on our grasp of the data necessary to determine whether or not an evil is gratuitous. He therefore concludes that our epistemic condition poses an insurmountable barrier towards the inference from inscrutability to pointlessness. By way of reply, I contend that Durston's argument is flawed in two significant respects, and thus the evidential argument emerges unscathed from his critique.

Laptop computers as a mediating tool between teacher beliefs and pedagogy

This study focused on teachers of senior secondary classes and the impact on pedagogy of the use of laptop computers. It was found that in schools operating a mature laptop program, pedagogy was influenced by teacher beliefs, prevailing school culture, and the assessment requirements of students in their final year.

Deep in the desert: merging the desert and the spiritual through 4WD tourism

Our paper positions four-wheel drive (4WD) travel into the Australian desert by veteran or dedicated travellers as a spiritual experience in three ways: by considering the desert itself as a sacred space; the experience of such a journey as a form of ‘nature religion’; and by viewing the actual journey itself as pilgrimage. Our argument is informed by interviews with expert 4WDers to the desert. Our study might be useful in designing sustainable strategies for 4WD desert tourism, as well as for scholars from a variety of disciplines such as sustainability and environment studies, religious studies and tourism studies, to name a few.

Muslim active citizenship in the West

Muslim Active Citizenship in the West investigates the emergence and nature of Muslims’ struggle for recognition as full members of society in Australia, Great Britain and Germany. What actions have been taken by Muslims to achieve equal civic standing? How do socio-political and socio-economic factors impact on these processes? And how do Muslims negotiate their place in a society that is often regarded as sceptical – if not hostile – towards Muslims’ desire to belong? This book sheds new light on Muslims’ path towards citizenship in Australia, Great Britain and Germany. Existing research and statistics on Muslims’ socio-economic status, community formation, claim-making and political responses, and the public portrayal of Islam are systematically examined. These insights are tested ‘through the eyes of Muslims’, based on in-depth interviews with Muslim community leaders and other experts in all three countries. The findings offer unique perspectives on Muslim resilience to be recognised as equal citizens of Islamic faith in very different socio-political national settings. Pursuing an interdisciplinary and comparative approach, this book examines the country-specific interplay of historical, institutional, political, and identity dimensions of Muslims’ active citizenship and will be invaluable for students and researchers with an interest in Sociology, Religious Studies and Political Science.

Echoes of the past: the influence of spiritualism on contemporary belief

At once controversial and intriguing, Spiritualism has spread from the United States to become a global movement. Bringing together perspectives from within the movement and without, this unique collection treats readers to insights about Spiritualism's history, belief, and practice.Based on the belief that the dead can communicate with the living through mediums, Spiritualism touches concepts as timelessly fascinating as human mortality and the continuing existence of the soul beyond bodily death. This comprehensive work will help readers parse the mysteries of this uniquely American religion through three thematically organized volumes: Spiritualism in the U.S. and Globally, Evidence and Beliefs, and Cultural and Social Issues. Drawing on fields as diverse as psychology, sociology, religious studies, anthropology, history, ethnic and gender studies, literature, and art, this broad-based collection frames Spiritualism through the views of a team of international scholars.Among the many things that separate Spiritualism from mainstream religions is the involvement of women in central leadership roles. Such cultural and political elements of the movement are one aspect of this study. Of equal interest to believers and skeptics alike will be the work of scholars who have devoted themselves to examining the claim that communication through mediums proves the existence of life after death.

Animals and urban informality in sacred spaces: bull-calf trafficking in Simhachalam Temple, Vishakapatnam

Religion and Urbanism contributes to an expanded understanding of 'sustainable cities' in South Asia by demonstrating the multiple, and often conflicting ways in which religion enables or challenges socially equitable and ecologically sustainable urbanisation in the region. In particular, this collection focuses on two aspects that must inform the sustainable cities discourse in South Asia: the intersections of religion and urban heritage, and religion and various aspects of informality.

This book makes a much-needed contribution to the nexus between religion and urban planning for researchers, postgraduate students and policy makers in Sustainable Development, Development Studies, Urban Studies, Religious Studies, Asian Studies, Heritage Studies and Urban and Religious Geography.

Religion, urbanism and sustainable cities in South Asia

Religion and Urbanism contributes to an expanded understanding of 'sustainable cities' in South Asia by demonstrating the multiple, and often conflicting ways in which religion enables or challenges socially equitable and ecologically sustainable urbanisation in the region. In particular, this collection focuses on two aspects that must inform the sustainable cities discourse in South Asia: the intersections of religion and urban heritage, and religion and various aspects of informality.

This book makes a much-needed contribution to the nexus between religion and urban planning for researchers, postgraduate students and policy makers in Sustainable Development, Development Studies, Urban Studies, Religious Studies, Asian Studies, Heritage Studies and Urban and Religious Geography.