Reporting and the politics of difference : (non) disclosure on ethnic minorities

This article is based on two related research questions. First, what is the level of disclosure on ethnic minorities in the two sectors of the U.K. economy that historically have employed the most ethnic minorities: the banking and retail sectors? And secondly, what influences the (non)disclosure? It specifically investigates the level of disclosures from 1935 to 1998 and situates them within the changing social, political and economic context of this period. It is contended that the changing pattern of disclosure during this period can be understood with reference to changes in the political strategies for managing the threat of racism adopted by successive governments. The article provides some tentative theoretical reflections on the nature of the racism problematic and the way in which power may be seen to operate through (non)disclosure in this particular instance.

Bad habits and prosthetic performances : negotiation of individuality and embodiment of social status in Australian shark fishing

Anthropological discussion of individuality, as a component of masculinity, has tended to focus on either the performance and championing of autonomy in the West (e.g., Kapferer) or the manner in which people in non-Western contexts become explicitly manifest through relationships with others (e.g., Strathern). In this paper, I consider an atypical example of masculine identity by describing intimate interpersonal relationships between Australian commercial shark boat skippers and their young deckhands. As in other Western fisheries (e.g., Icelandic), economic success and physical safety are promoted through synergism among fishers. In the Australian case, however, the degree of corporeal cooperation is so extreme that deckhands resemble living prostheses of their skipper, embodying their peripheral socio-productive status. I consider this bond in the context of the Australian ethos of masculinity, in which displays of "individuality" are key. However, for young deckhands, their prosthetic role can compromise their passage into manhood.

Making sense of difference? Teaching identities in postmodern contexts

How do teachers make sense of ethnic and classed differences? Frequently students from non-mainstream cultures and of lower socio-economic status are constructed in the literature and through practice as ‘deficit’ and consequently become marginalised. A range of short-term, ‘quick fix’ policy and curriculum approaches have aimed to address the ‘problems’ of those ‘othered’ from the mainstream due to their perceived difference. These have had little effect on improving educational results for students of specific ethnic and/or class backgrounds whose outcomes remain below the national average.

Poststructural theories offer opportunities to think about how teachers are positioned within discourses of identity. Our research (and others’) suggests the need for teachers to interrogate their assumptions about class and culture and how these are played out in their pedagogical relationships with students.

In this paper we report on a small research project that investigates the professional practices and personal beliefs of teachers. Empirical data from this study will build knowledge about how difference is constructed and diversity is ‘taken up’ by teachers as they engage with secondary students who have Language Backgrounds Other Than English and who are economically disadvantaged.

Democracy at risk : the cultural negotiation of hatred, rights and freedom

The idea for this panel emerged from a research project being undertaken at the Institute for Globalisation and Citizenship, Deakin University, Australia, – Moving On ›Cultural Negotiation‹ in Theory and Practice for the 21st Century.

How shall we know them? Capturing the diversity of difference in Australian doctoral candidates and their experiences.

Although there is general agreement that doctoral students and their experiences are diverse, in what respect this is true is in question. Most institutional practices in the collection of data in this regard have been established to satisfy government reporting requirements and concerns, such as funding, participation and equity, and efficiency. Missing is more detailed and nuanced quantitative data and analysis, complementary to those of qualitative studies, to illuminate the nature and extent of doctoral student diversity and the effects on the quality of their candidacy. Drawing on select data and findings from a national survey of Australian doctoral candidates conducted in 2005, the article questions the utility of commonly used categories for quantitative data collection and analysis, and their use as the basis of (sub)groupings to represent doctoral diversity. In so doing, it presents a more complex picture of doctoral candidature that depicts the idiosyncrasy of the individual experience, as well as generic characteristics. Central to the argument is that doctoral candidates are diversely different, bringing varying goals, expectations, career histories and family and community responsibilities beyond the academy, that shape their engagement with their candidacy.

'You're no-one if you're not a netball girl' : rural and regional living adolescent girls' negotiation of physically active identities

Despite the widely articulated health implications of physical inactivity, declines in youth participation levels, particularly for adolescent girls, have fuelled social and moral panics about the importance of regular physical activity. Recent attempts to explain these participation trends have focused on the institutional and cultural discourses that are drawn on to construct particular identities and social practices connected with sport, physical education and leisure interests. In this paper we report on the findings of data collected through interview and focus group sessions with 138 females ranging from 14 to 16 years of age across six rural and regional communities in the state of Victoria, Australia. Adopting a feminist poststructuralist methodology and drawing on the work of Foucault, we explore the impact that dominant discourse-power relations operating in the context of rural and regional sport and physical education can have in the negotiation of physically active identities for adolescent girls.

In/exclusion: the politics of difference

The inclusion debate has raised issues in relation to ascertainment, the labelling of 'special' needs, the distribution of human and physical resources and the placement of students on individualized education programmes. This paper contends that the inclusion debate, however, has not addressed critical issues pertaining to the politics of representation and difference. That is, the normative struggles over rights and social justice for the disabled have largely elided differing cultural constructions of disability and the question of who speaks for and represents whom.

Beyond eurocentrism? Heritage conservation and the politics of difference

There is a long-standing debate concerning the suitability of European or ‘western’ approaches to the conservation of cultural heritage in other parts of world. The Cultural Charter for Africa (1976), The Burra Charter (1979) and Nara Document on Authenticity (1994) are notable manifestations of such concerns. These debates are particularly vibrant in Asia today. This article highlights a number of charters, declarations and publications that have been conceived to recalibrate the international field of heritage governance in ways that address the perceived inadequacies of documents underpinning today’s global conservation movement, such as the 1964 Venice Charter. But as Venice has come to stand as a metonym for a ‘western’ conservation approach, intriguing questions arise concerning what is driving these assertions of geographic, national or civilisational difference in Asia. To address such questions, the article moves between a number of explanatory frameworks. It argues declarations about Asia’s culture, its landscapes, and its inherited pasts are, in fact, the combined manifestations of post-colonial subjectivities, a desire for prestige on the global stage of cultural heritage governance and the practical challenges of actually doing conservation in the region.

Belonging and the uses of difference: young people in Australian urban multiculture

This paper examines how young people of migrant background in Australia make meaning of cultural, ethnic and racial difference to work out belonging in times of super-diversity. It asks what functions difference still has for a generation growing up within conditions of proliferating diversity that demand and accommodate competing constructions of cultural identities. It suggests that young people's narratives about difference depend on the space of belonging, and explores how young people use difference differently depending on whether they are articulating membership in the local community, the nation or youth culture.

Book review: An Appreciation of Difference: WEH Stanner and Aboriginal Australia, edited by Melinda Hinkson and Jeremy Beckett, xvii + 293 pp, Aboriginal Studies Press, Canberra, 2008, ISBN 9780855756604 (pbk), $39.95

An Appreciation of Difference: WEHStanner and Aboriginal Australia is a tribute nearly 30 years after his death to one of the lost esteemed anthropologists who worked in Indigenous Australian contexts. It is also a reflection on what Stanner achieved in his lifetime and what his work contributes to current Indigenous issues and Indigenous studies in Australia today.

Educational administration and social justice

This paper argues that social justice is central to the pursuit of education and therefore should also be central to the practice of educational administration. Social justice in education, as elsewhere, demands both distributive justice (which remedies undeserved inequalities) and recognitional justice (which treats cultural differences with understanding and respect). But, given that cultures are always in the process of change, education is a key agency for negotiating cultural change through the exploration and negotiation of difference. Educational administration as a field can no longer escape the consideration of such issues as they are brought to the fore by the recognition of the failure of schools and school systems to ameliorate injustice in the distribution of resources and to recognise and celebrate difference as a means to social and cultural progress. We still need a model of educational administration centered around the problem of the justice and fairness of social and educational arrangements. Given the renewed interest in such issues, perhaps what was impossible twenty five years ago might now be achieved.