Hyphenated Australia : putting intercultural identity on the conceptual map

Interculturality and intercultural identity is a local effect of the global movement and mixing of people, and those of intercultural identities constitute the fastest growing sector of the Australian population. In an age of globalisation and diversification, what does identity mean for those situated in-between governing notions of racial/ethnic formations, and how is intercultural identity experienced? For those informed by (at least) two cultures, what does multiculturalism, ethnicity and 'Australianness' mean, and where are these individuals positioned in relation to these structures? These questions have critical implications for the Australian nation. Within Australian discourses, interculturality and intercultural identity, in particular, has historically been excluded, rendered invisible. This dissertation is, therefore, one of facilitating visibility. Using the hyphens as a conceptual tool, I argue that in this age of accelerating globalisation the hyphens both makes visible and is made visible by interculturality. The hyphens is that grey and fluid site of intersection between structures of identity and is characterised by liminality - contestation, uncertainty, fundamentally ambivalence. Experiences of liminality, however, dissolve in any given time, opening up new terrain for creativity. Some of these emerging and creative forms of identity, as instigated by interculturality, are explored. Based on interviews with 20 daughters (and their mothers) from intercultural unions, this dissertation places intercultural identity on the Australian conceptual map and analyses the unique position occupied by those with an intercultural identity in their relationship with governing discursive formations of race/ethnicity, embodiment, nation and culture. In essence, the dissertation is concerned with examining the ways in which discursive identity structures intersect with subjective experience, and with the ways in which those with an intercultural identity negotiate those structures and their social relations. This examination raises the fundamental question: is the modernist notion of the material realities of individual lives reconcilable with the poststructural notion of identity as always located in discourse. This modernist/postmodernist tension permeates the dissertation.

Does Australia's treatment of non-citizens accord with its international human rights obligations? with specific reference to the treatment of on-shore refugees

The son of immigrants, I was motivated to write a paper addressing the issues of alienation and discrimination which confronts non-citizens upon arriving in Australia. Apart from descendants of Australia's indigenous population, the common bond shared by all citizens and permanent residents of Australia is that they are either themselves immigrants or are descended from immigrants. In this paper I will look at whether Australia's law and practice meets its international human rights treaty and convention obligations vis-a-vis non-citizens. To investigate this issue I trace the history of immigration to Australia and look at the political policies which influenced the treatment of non-citizens from 1788 to present times. In 1958 when my parents stepped upon Australian soil as displaced persons, Australia was a very different place from Australia in the 1990s. At that time Australia was still firmly under the influence of the 'White Australia Policy' which openly encouraged discrimination against non-anglo saxons. Since those times Australia has advanced to become one of the most culturally diverse nations in the world where multiculturalism is encouraged and a non-discriminatory immigration program is supported by both Australia's major political parties. However, notwithstanding the great social advances made in Australia in recent decades the traditional legal sources of law, namely, judicial pronouncements, statutes and the Commonwealth Constitution have not kept pace and it is my submission that Australia's body of law inadequately protects the rights of non-citizens when compared to Australia's international human rights convention and treaty obligations. This paper will consider these major sources of law and will investigate how they have been used in the context of the protection of the rights of non-citizens. It will be asserted that the weaknesses exposed in the Australian legal system can be improved by the adoption of a Bill of Rights1 which encompasses Australia's international human rights treaty and convention obligations. It is envisaged that a Bill of Rights would provide a framework applicable at the State, Territory and Federal levels within which issues pertaining to non-citizens could be resolved. The direction of this thesis owes much to the writings, advice and supervision of Dr. Imtiaz Omar who was always available to discuss the progress of this work. Dr. Omar is a passionate advocate of human rights and has been a tremendous inspiration to me throughout my writing. I owe a debt of thanks to the partners of Coulter Burke who with good nature ignored the sprawl of books and papers on the boardroom table, often for days at a time, thus enabling me to return to my writing from time to time as my inspirational juices ebbed and waned. Thanks also go to my typists Julie Pante, Vesna Dudas and Irene Padula who worked after hours and on weekends always without complaint, on the various versions of this thesis. My final acknowledgement goes to my wife Paula who during the years that I was working on this thesis encouraged me during my darker moments and listened to all my frustrations yet never doubted that I would one day complete the task successfully. I wish to thank her wholeheartedly for her motivation and belief in my abilities. The law relied upon in the thesis is as at the 30th June, 1998. Bill or Charter of Rights 'are taken to be enactments which systematically declare certain fundamental rights and freedoms and require that they be respected'. See Evans, G. 'Prospect and Problems for an Australian Bill of Rights' (1970) 3 Australian Year Book of International Law 1 at 16. Some such notable exception is the New Zealand Bill of Rights Act 1990, contained in an ordinary statute.

Interrupted cadence : the mismatch of the school music curriculum and the intercultural understandings of pre-service teachers in Victoria, Australia

In Victoria, Australia, the curriculum framework for schools, Victorian Essential Learning Standards (VELS) stipulates multiculturalism as an integral part of the education of students. This encompasses knowledge, skills, values and behaviours (Victorian Curriculum Assessment Authority, 2009). In this curriculum framework, teachers must consider ‘intercultural understanding’. It seems logical that, to teach this, preservice teacher education students should be able to embrace this idea. VELS addresses multicultural understanding and the development of thinking skills. The Arts domain specifically provides diverse opportunities for students to “develop aesthetic and critical awareness … of arts works from different social, historical and cultural contexts”. In this research, undertaken between 2005 and 2008, semi-structured interviews were completed with final year pre-service music education students about their intercultural understandings in music education. Interpretative phenomenological analysis of the data showed that, although many feel confident including music of other cultures, having had some experience in their tertiary education, some have pursued other ways to inform themselves about music of other cultures. There appears to be a mismatch between curricular expectations and the limited time and resources available in tertiary education programs for music. The disparity between the school music curriculum framework and the preparation of teachers requires attention and resolution.

Many layers of meaning : multicultural music education in Victoria, Australia

This paper explores music education viewed through lenses of cultural identity and the formation of personal identity in contemporary, multicultural Victoria, Australia. The people of this state come from more than 280 countries, speak more than 240 languages and follow more than 120 faiths. Our population diversity is constantly changing which challenges music educators to respond to classroom demographics and as tertiary educators we prepare our pre-service students to become culturally responsive teachers. As music educators, we occupy and are situated in multiple identities that shape the ways in which we experience and understand music and its transmission. As Australian tertiary music educators, we explore pre-service teacher cultural identity, attitudes and values about the inclusion of multicultural music in the classroom where cultural dialogue provides a platform for the construction of meaning. While marginalization and diversity occurs within multifaceted forms, we question: What music do we present in contemporary Victorian schools? Why do we make these choices? How do we present this music? This consideration, contextualized within the curricular framework, addresses issues of access, equity and community engagement. The making of meaning in shared cultural experiences contributes to the formation of identity which is a fluid and multilayered construct.

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.

Post-war migrant built heritage in Melbourne : from assimilation to multiculturalism

If place identities are created by ascribing subjective meaning to sites and buildings it follows that diverse groups will consider place meaning differently. This poses a challenge for the selection and interpretation of heritage sites in plural societies where notions of architectural significance are likely to conflict. Basing heritage policy on the premise of a shared heritage is particularly challenging when the cultural traditions of the past underlie definitions of architectural significance in a more culturally diverse present. This paper presents an introduction to research exploring the inclusion of twentieth century migrant built heritage in Australia. Through selected examples of recently recognised heritage sites in Melbourne, the paper considers how migrant heritage is included and what this reveals about the cultural traditions underlying Australian heritage discourses. The inclusion of migrant places suggests that there is an initial shift in heritage discourses where notions of architectural significance have expanded to include the history of post-war migration. However, the examples raise questions about the nature of cultural inclusivity in heritage frameworks.

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.

The development and consequences of multiculturalism : as exemplified by the Polish diaspora intelligentsia

This study analyses the way intellectuals within the Polish Diaspora or Polonia in Australia use writing as a means to integrate the community within the host society whilst creating a distinct ethnic community identity. By interviewing authors and analysing the relationship between the evolving characteristics of Polish writing and social policy this study brings to light the shortcomings of multiculturalism. The controversial policy experiment of multiculturalism has lost support as it failed to redress central issues of social equity and as I will show created new social problems which have yet to be overcome. The central argument of the study is that multiculturalism created a reactive social environment which encouraged Diaspora ethnocentrism in a way that has been detrimental to national unity. I show how and why this policy has failed to foster inter-culturalism and why a move towards integration can lead to greater social cohesion and equity in Australian society. I also explore the extent to which Diasporas such as the Polonia have been agents of social change rather than recipients.

A governance of denial: hate crime in New Zealand and Australia

In Australia and New Zealand, the strategies employed by governments to remedy prejudice, intolerance and hatred occur on a continuum; ranging from global mission statements about multiculturalism/ biculturalism, through to the enactment of civil anti-discrimination and anti-vilification legislation. In some jurisdictions, these civil remedies have been extended to criminal codes and sentencing legislation, and enshrined in human rights charters. In the place of a comprehensive outline of each of the nine jurisdictions, case studies from throughout the region are presented as exemplars of the strategies employed and barriers faced in reducing prejudice-related violence.

The differences between the Australian and New Zealand jurisdictions belies a common theme that frames the delay in developing legislative responses to hate crime and the paucity of cases to reach the point at which they begin to establish an agreed set of norms and values about the abhorrence of prejudice and hatred. At most turns—whether political or public rhetoric, or legislative and policy development - there is a frontier denial, minimisation and negation of prejudice and hatred.

Tertiary educators' voices in Australia and South Africa: experiencing and engaging in African music and culture

Music tertiary educators can foster positive experiences that promote diversity, enhance intercultural and cross-cultural understanding through our teaching. Through findings of interview data of tertiary music educators’ understandings of multicultural music practice at two South African universities and at an Australia university, I used interpretative phenomenological analysis to analyse the data. Two major themes emerged: why is it important to teach multicultural music like that of Africa, and what are some of the effective ways of preparing students to best teach it? The data provides insights into an appreciation of and respect for music and cultural diversity. In multicultural societies educators cannot deliver courses based solely on one’s own identity and cultural perspective. I argue that music education may be seen as an agent of social change where music teaching and learning can occur through exploring, experiencing, expressing and engaging in the music of our own culture and that of others.

Global perspectives on the politics of multiculturalism in the 21st century: a case study analysis

Multiculturalism is now seen by many of its critics as the source of intercultural and social tensions, fostering communal segregation and social conflicts. While the cultural diversity of contemporary societies has to be acknowledged as an empirical and demographic fact, whether multiculturalism as a policy offers an optimal conduit for intercultural understanding and social harmony has become increasingly a matter of polarised public debate.
This book examines the contested philosophical foundations of multiculturalism and its, often controversial, applications in the context of migrant societies. It also explores the current theoretical debates about the extent to which multiculturalism, and related conceptual constructs, can account for the various ethical challenges and policy dilemmas surrounding the management of cultural diversity in our contemporary societies. The authors consider common conceptual and empirical features from a transnational perspective through analysis of the case studies of Australia, Canada, Columbia, Germany, New Zealand, the United Kingdom and Uruguay.

Muslim active citizenship in Australia: socioeconomic challenges and the emergence of a Muslim elite

The most recent national Census demonstrated that Australian Muslims continue to occupy a socioeconomically disadvantaged position. On key indicators of unemployment rate, income, type of occupation and home ownership, Muslims consistently under-perform the national average. This pattern is evident in the last three Census data (2001, 2006 and 2011). Limited access to resources and a sense of marginalisation challenge full engagement with society and the natural growth of emotional affiliation with Australia. Muslim active citizenship is hampered by socioeconomic barriers. At the same time, an increasingly proactive class of educated Muslim elite has emerged to claim a voice for Muslims in Australia and promote citizenship rights and responsibilities.