Theory and research on bullying and racism from an Aboriginal Australian perspective

This paper offers a brief review of research on the impact of bullying and racism on Aboriginal and Torres Strait Islander peoples within Australia. The overarching emphasis was on the variety of physical, social, mental, and educational outcomes for Aboriginal and Torres Strait Islander children and youth, whilst also critiquing the prevailing literature with regard to its inclusion and sensitivity towards the importance of culture and connected values. Within the Aboriginal and Torres Strait Islander research setting, although a strong base of research on the impact of racism has emerged, research on the impact of bullying is more recent. In addition, while there may be considerable overlap as to the individual impact of bullying and racism, racism research has identified a wider cultural/identity-threat that bullying research (with a few exceptions) has largely ignored. As a result, there is a need to be sensitive to cultural differences with regard to both the types and effects of racism and bullying, and that efforts to understand and to lessen the prevalence of racism and bullying should be framed within the development of a culturally sensitive and secure framework (Coffin, 2008).

Navigating iScapes : Australian youth constructing identities and social relations in a network society

This paper extends Appadurai’s notion of “scapes” to delineate what we see as “iScapes”. We contend that iScapes captures the way online technologies shape interactions that invariably filter into offline contexts, giving shape and meaning to human actions and motivations. By drawing on research on high school students’ online activities we examine the flow of iScapes they inhabit in the process of constructing identities and forming social relations.

A national English curriculum far all Australian youth: Making it work for teacher and students everywhere

The authors draw on some powerful practitioner research they have been associated with recently to nvision ways in which a national curriculum might redress the inequities experienced by Australia's most disadvantaged young people.

Sound in the Aboriginal Australian Films of Rolf de Heer

Anna Hickey-Mody and Melissa Iocca invented a new name for the cinema-goer at "Bad Boy Bubby" (1993) when they wrote: "In de Heer's film, the viewer is primarily a listener, or aurator, and secondly a spectator" and I have argued the label 'aurator' can also be used for the person experiencing "Ten Canoes" (2006). This Aboriginal Australian Dreamtime fable features dialogue recorded entirely in the Ganalbingu language of the Indigenous people it stars, and is a prime example of what I would suggest can be labeled 'The Aboriginal Australian Films of Rolf de Heer'. "The Tracker" (2002) and "Dr. Plonk" (2007) have also included depictions of Aboriginal Australians and each of the trio utilizes Cat Hope's "innovative sound ideas" to present what I argue is an aural auteur's signature revealing a post-colonial Australian world-view that privileges the justice system and eco-spirituality of Aboriginal Australians.

Unspeakably present: The (un)acknowledgment of diverse sexuality and gender human rights in Australian youth justice systems

A number of international human rights frameworks protect the rights of young people in contact with the criminal justice system in states parties, including Australia. These frameworks inform youth justice policy in Australia’s jurisdictions. While the frameworks protect young people’s right to non-discrimination on the grounds of ‘race’, religion and political opinion, the rights of young people to non-discrimination on the grounds of sexuality and gender diversity are not explicitly protected. This is problematic given that lesbian, gay, bisexual, trans, intersex and queer (LGBTIQ) young people appear over-represented in youth justice systems. This article argues that the exclusion of this group from human rights frameworks has an important flow-on effect: the marginalisation of the right of LGBTIQ young people to non-discrimination in policy and discourse that is informed by international human rights frameworks. After outlining the relevant frameworks, this article examines the evidence about LGBTIQ young people’s interactions with youth justice agencies, particularly police. The evidence indicates that the human rights of LGBTIQ young people are frequently breached in these interactions. We conclude by arguing that it is timely to consider how best to protect the human rights of LBGTIQ young people and keep their rights on the agenda.

‘…souvlaki and a bit of lemon’: An Aboriginal Australian Greek Story.

In Victoria, Aboriginal peoples are collectively known as Koories (Koori History Website 2014). It’s a name that most people are comfortable with, even though each Koori will also hold their own specific tribal affiliations (Horton 1999). For example, the people of the Kulin nation are the Traditional Owners of the land that is now known by the English name of Melbourne. I am an Aboriginal Australian woman who originates from south-east Queensland (Brisbane/Ipswich). In south-east Queensland, some groups are collectively referred to as Murries...

ACE Research Vignette 046: Australian Youth Entrepreneurship and Education

This series of research vignettes is aimed at sharing current and interesting research findings from our team of international Entrepreneurship researchers. In this vignette, Associate Professor Paul Steffens investigates how Australia is placed on the word stage in terms of Youth Entrepreneurship.

Structural deficiency or cultural racism: the educational and social experiences of Arab-Australian youth

This paper discusses the cultural, attitudinal and structural factors that impact upon the social experiences and educational achievements of Arabic-speaking background (ASB) students in three Melbourne secondary schools with high levels of cultural and linguistic diversity. The paper makes the case for and then outlines a multidimensional approach to multicultural education to better integrate ASB students and their families into the schooling environment. Key strategies developed and tested include a model of school-community partnership, online and interactive teacher support material (TSM) as well as on-going teacher professional development workshops on reflexive approaches to cultural diversity and intercultural tension.

Longitudinal surveys of Australian youth : active citizenship and the secondary school experience : community participation rates of Australian youth

LSAY is a research program that follows young Australians as they move through secondary school, into further education or training, and into the labour market and adult life. This website provides access to the electronic full text versions of LSAY research reports, from 1996 to present.