Search

This paper uses Australia as a case study to analyse restrictions on international movement during the COVID-19 pandemic. Restrictions on inbound and outbound travel have been a key tool deployed by governments across the globe to suppress the COVID-19 pandemic. We use 'COVID zero' Australia as a case study to assess an extreme response to restricting international movement. We look at the recent complaint launched before the United Nations Human Rights Council in Geneva. The action was raised with the support of a group of Australian citizens stranded abroad with the assistance of the expert in Australian constitutional law who is the second author of this paper. We argue that the measures implemented by Australian governments to effectively eliminate COVID-19 domestically have provided insufficient consideration of, and alternatives to, the current system's failure to facilitate essential international travel. For this reason, Australia's framework for restricting international movement lacks proportionality and necessity from the perspective of human rights and freedoms. [ABSTRACT FROM AUTHOR]

Women are disproportionately impacted by the COVID-19 pandemic worldwide. Based on the Australian context, we highlight how women from Culturally and Linguistically Diverse (CALD) communities are vulnerable to Domestic and Family Violence (DFV). During the pandemic, CALD women experienced inequality in relation to DFV support and services. In this paper, our methodology is based on a case study from a rapid review of academic and grey literature that privileged the lived experience of CALD women affected by the pandemic. From a critical social work perspective, we explored the newly emerging literature highlighting DFV for CALD communities during the pandemic. Our research highlights an increase in DFV incidents, frequency and severity of incidents against CALD women, limited access to DFV services, and that women on Temporary and Humanitarian Visas (THV) were more likely to be subjected to DFV. We support the urgent need to include women's services in developing appropriate policy responses to address the specific issues facing women, particularly those on THV. Critical social work perspectives can be utilised to build on and support the response of services during the COVID pandemic to promote social and policy change, and increased access to services. This support can be implemented by workforce initiatives, dedicated resources and community engagement. [ABSTRACT FROM AUTHOR]

Australian research indicates that post-parental care transitions are rarely planned and primarily occur following a crisis for a primary carer. This paper examines disability staff perceptions of transitions for people with intellectual disability and their ageing carers in rural South Australia. A focus group interview model was used, with a semi-structured interview guide initiating group discussions. A thematic analysis methodological approach was selected to analyse the data. This paper reports on the theme of Service Delivery, which has three sub-themes of Availability; Distance; and Individual Access. The key findings are presented and supported by the use of exemplar quotes. This research indicates a poor intersection of general and specialist services is inhibiting post-parental transitional care for rural people. Simply allocating money to the individual does not resolve the issues, and the interface between different services needs to be better considered at government level. [ABSTRACT FROM AUTHOR]

This paper contextualises a keynote address delivered at the 2022 Speech Pathology Australia National Conference in Melbourne, Australia. The paper aligns with the conference theme of Beyond Borders from the perspective of moving beyond borders of regular practice to develop strong partnerships and networks within our communities to advocate and support necessary change. Change or enhancement to current practice is necessary if we are to reduce current inequities in education experienced by many children in our communities, including those with communication challenges. Strengths-based and culturally responsive literacy approaches to supporting children within the context of their family and community are increasingly gaining support as we address this challenge. The Better Start Literacy Approach (Te Ara Reo Matatini), currently being implemented in junior school classrooms across New Zealand is described. It is one example of large-scale implementation of a strengths-based and culturally responsive early literacy approach, based on the science of reading. Data support the effectiveness of the Better Start Literacy Approach in significantly enhancing the foundational literacy skills of 5- and 6-year-old children, including those who commence school with lower levels of oral language ability. Through establishing strong partnerships within communities, speech pathologists have much to offer in motivating systems level change to enhance early literacy success for all learners. [ABSTRACT FROM AUTHOR]

Antarctica is a crucial regulator of the world's climate, and as environmental security permeates global security, using Antarctic science to better understand climate is becoming increasingly pressing. Although the Australian Government has recognised that climate change poses 'a current and existential national security' threat and has acknowledged Antarctica's importance regarding the earth's global climate system, the focus of Australia's intelligence community pertaining to Antarctica currently remains restricted to upholding the military-security and diplomatic goals of the Antarctic Treaty System (ATS). This current focus aims to hedge against the possibility of conflict on, or over, the frozen continent via 'working the ATS', however, this paper argues that Antarctic climate science holds a greater capacity to deliver security outcomes for Australia. Antarctic climate science offers opportunities regarding intelligence for Antarctica, that is, securing Australia's Antarctic interests, as well as regarding intelligence from Antarctica; by enhancing natural disaster preparedness, bolstering broader strategic planning, as well as furthering diplomacy and the legitimisation of Australia's leadership on, and over, the frozen continent. It is recommended that the Commonwealth Government establish a climate intelligence working group to ensure the utility of climate science to security and intelligence is realised. [ABSTRACT FROM AUTHOR]

Neoliberalisation of welfare has stimulated growth of hybrid organizational forms – including social enterprises – that bridge welfare objectives and market models of service provision. However, the role of social enterprises in governance networks remains underexplored. Drawing on a comparative case analysis of four work integration social enterprises (WISEs) in Australia, this paper examines how WISE operate within local employment services systems and labour markets. We find WISEs both attract non-traditional resources and generate social value in new ways as an effect of their hybrid organizational arrangements. However, their effectiveness is constrained by lack of legitimacy within supralocal governance systems. [ABSTRACT FROM AUTHOR]

Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant implications for those charged with leading such schools, particularly principals. Drawing on the emerging field of relational studies, this paper undertakes a relational inquiry into the provision of education (RIPE) analysis of specific purpose schools for students with moderate and high support needs in the Australian state of New South Wales. [ABSTRACT FROM AUTHOR]

There currently exists little evidence on the effectiveness of case-managed programs targeting radicalised individuals. This paper provides results from an evaluation of two case-managed interventions implemented by police in Australia, referred to as Intervention 1 and Intervention 2. Drawing on client case note data and interviews, the paper provides quantitative and qualitative results. It examines client change using a five-point metric and details two individual case studies. Results provide data on radicalised behaviours, intervention goals and services offered to clients. Individual client progress is explored, and the overall effectiveness of both programs examined. The results show a positive relationship between client change and different measures of engagement. Limitations of the evaluation methodology and data sources are acknowledged and addressed. Lessons are highlighted relating to the assessment of client change, program evaluation and the role of interventions in supporting disengagement. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to explore the implications of the increasing range of sporting opportunities for girls and young females on traditional female sports such as netball. This paper emerged from a larger investigation and provided a qualitative descriptive account of the implications for netball based on individual interview and focus group data with 27 female participants (players, coaches, and administrators) in Australia. A reflexive thematic analysis was undertaken, leading to the development of four major themes: 'being a cross-coder', 'team size matters', 'wavering attraction', and 'pathway aspirations. Pathways and opportunities that may impact on how netball clubs engage with the contemporary female sporting landscape are presented. Despite the growing number of other sporting opportunities available to girls and young females, support for netball among its participants remains stable. However, the netball community will need to respond to changing cultural, personal, and organisational forces if they are to sustain strong female participation into the future. Possible implications for coaches, clubs and associations and potential avenues forward are discussed. [ABSTRACT FROM AUTHOR]

Maintaining the quality and comparability of qualifications has become a major priority for vocational education and training (VET) systems world-wide, especially for those countries which have decentralised assessment and reporting systems. In the absence of external examinations, one policy solution to align the assessment standards of different providers is the introduction of assessment moderation. Yet there has been little, if any, research conducted in VET that has examined different approaches to moderation for quality control purposes. By drawing on lessons learnt in a range of settings (i.e. schools, vocational and higher education), this paper identifies the optimal conditions for undertaking social, external and statistical moderation approaches to quality control. It also identifies a range of potential system level factors that could hinder implementation within the context of the Australian VET sector. [ABSTRACT FROM AUTHOR]

Australian preservice teachers (PSTs) are required to show evidence that they can 'engage with parents/carers' (AITSL Standard 7.3). This paper reports on a pilot study of PSTs, in their final year within an Initial Teacher Education programme, in a mixed reality learning environment immersing themselves in authentic and challenging conversations with a parent avatar. Based on data drawn from a survey of 57 respondents, the paper describes emergent themes gleaned from PSTs' comments about their interactions. The findings identify key areas of focus in PSTs' reflections and the ensuing discussion explores practical and theoretical considerations for deepening reflection on the simulation experience. It also highlights the benefit of simulation to provide PSTs the opportunity to practise difficult conversations with parents before they encounter the experience in the real world. [ABSTRACT FROM AUTHOR]

This article contributes to our understanding of Islamist extremism by examining the relationship between early educational interests and ideas associated with Islamist-jihadist ideology. The article uses data collected through the Islam in Australia survey and specifically compares STEM (science, technology, engineering and mathematics) with HSS (humanities and social science) fields of educational interest in relation to respondents' identification with political Islamist and militant typologies, identification with Islam as a political system, understandings of jihad and views on the caliphate as an Islamic religious obligation. The article found Muslim Australians who expressed an interest in STEM fields at high school were more likely than those interested in HSS to: (1) identify with the political Islamist and militant typology; (2) believe Islam advocates a political system; (3) believe establishing a caliphate is a religious obligation; and (4) define jihad as defensive and offensive rather than as defensive only. As discussed in the article, these findings support those of other research), which have identified an overrepresentation of STEM and an underrepresentation of HSS among Islamist-jihadists. This article adds weight to the assertion that the mindset of Islamist-jihadists, may be present prior to undertaking tertiary education and may predispose some to support extremist ideologies. This paper finds that an Islamist-jihadist ideological orientation has a relationship with the STEM fields broadly and Islamic studies specifically during adolescence. [ABSTRACT FROM AUTHOR]

In recent years, a number of controversies related to climate change, racism and Black Lives Matter, and gender and sexual diversity have characterised public debate in Australia about politically charged content in schools. This paper explores one jurisdiction's "Controversial Issues in Schools" policy through three broad areas of discussion. We begin by analysing the current social and political context in Australia at both a state and national level to consider how debates around controversial issues in schools have been utilised to exploit both existing and emerging cultural divisions. We then examine some of the philosophical claims central to the "Controversial Issues in Schools" policy before considering a single case of teacher deliberation in relation to the policy. The paper argues that the policy does little to support teachers in bringing up controversial issues in the classroom particularly given the ways teacher conduct in relation to controversial issues is treated in public discourse. Engaging with controversial issues as a matter of teacher conduct fails to acknowledge the epistemic, ethical, and political nature of controversial issues and teachers' deliberation in relation to such concerns and constructs teacher conduct as a central concern. [ABSTRACT FROM AUTHOR]

This paper argues that when young children are given an opportunity for their voice to be heard, they are competent communicators and social agents who can co-create cultural practices as theory makers. The paper draws on video recorded data from a small study that focussed on how young children (3–5 years) participated in an end-of-year cultural celebration in an early childhood education setting in Australia. The children organized a party, invited Santa Claus to visit, and setup a special place where they could hold conversations with Santa. Video recorded data of the conversations initiated by the children with Santa Claus were transcribed and analysed using the fine-grained interactional tools of ethnomethodology, conversation analysis and membership categorization analysis. Analyses identified children's competence as active social agents who challenged Santa's authenticity through checking his appearance, knowledge testing and, suggesting he was not the 'real Santa'. This evidence of children's capacity to authenticate cultural experiences demonstrates that incorporating children's voice in the co-creation of culture fosters children's opportunities to make and interrogate theory. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused major disruption to education and highlighted the importance of effective leadership during times of crisis. This paper considers the impact of the pandemic on school leaders in Australia, Fiji, and New Zealand. A secondary analysis of data from five interpretivist, qualitative studies was conducted. The aim of the study was to investigate the similarities and differences between the leaders' experiences across school settings, states/provinces, and countries. Our findings place renewed importance on understanding the role of schools within the community and the vital role school leaders play in helping schools respond to volatile and dynamic circumstances. The findings show how leaders' roles and responsibilities adapted to respond quickly and effectively to the urgency of the crisis, regardless of the context. Furthermore, common practices such as attending to wellbeing and providing clear and timely communication were revealed. The analysis also revealed some interesting nuances in the leaders' responses because of the duration of the crisis, the particular needs of the community, and government requirements. Papers like this provide insights into what leaders do and how schools and systems might prepare and support leaders to lead during times of crisis. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The sale of raw drinking milk from cows is banned in Australia due to regulatory requirements that all milk must be pasteurised. Such a prohibition is based on concern about public health and safety risks, and was upheld in the most recent review of raw milk product regulation undertaken by Food Standards Australia New Zealand (FSANZ). However, this decision is not one that is universally accepted, with some people challenging the conclusion that raw milk is dangerous, and choosing to still source and drink it. In this paper, the contested regulation of raw milk is examined by questioning the normative assumption that the object in question, raw milk, is a singular entity, and one which is always dangerous. Drawing on analysis of six FSANZ documents released as part of its raw milk review, this paper discusses the practices that stabilise raw milk as always risky; processes that are found to wash away the possibility of other, potentially safe, versions of raw milk. It concludes by finding that such stabilisation has tangible impacts for public health policy and regulation, including limiting the parameters within which debate can occur, and precluding the possibility that other versions of raw milk could exist, or be accounted for in food safety regulation. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including marketing practices in Australian libraries , democratic engagement, and the cultural competencies of library and information science (LIS) graduates.

In the current field of doctoral education, there is a range of possible approaches presented to doctoral candidates. The Thesis by Publication (TBP) is an option increasingly offered by universities around the world and adopted by candidates in diverse fields. As the approach gains in popularity in response to the demands of modern academia, there is a need to better understand the limitations and possibilities associated with completing a TBP. This paper reports on a survey of 246 recently conferred doctoral candidates from Australian universities, who shared their personal experiences of successfully completing a TBP, with particular focus on the challenges and benefits. The challenges of ensuring thesis cohesion, time pressures, managing the publishing journey, and issues with supervisory and/or university support emerged as notable recurring themes. Positives included efficiency, accessibility and dissemination of findings, feedback, skills for research, career and reputation, emotion and motivation, and ease of examination. These findings have associated implications for candidates seeking to make informed choices about the approach that best suits their needs. They can also inform supervisors desirous of supporting students to harness the benefits and overcome the challenges of the TBP, and support institutions in the provision of informed and responsive guidelines and training opportunities for TBP. [ABSTRACT FROM AUTHOR]

Projections for the number of people displaced by climate change globally are startling and vary from 100 million to 1 billion; however, a widely repeated prediction is for 200 million by the mid-twenty-first century. Although difficult to estimate, some proportion of these people will cross borders and end up in Global North countries. This paper offers a provocation on the implications for Australian cities. It reviews Australia's significant strategic planning policies in light of a possible mid-future surge in environmental migrants and considers how such policies could better prepare Australian cities. The paper concludes that a National Urban Policy could strengthen strategic preparedness for environmental migration. [ABSTRACT FROM AUTHOR]

This paper details the gendered oppressions of young female teachers in three elite boys' private schools in Australia. Drawing on Foucauldian analytics and the theory of practice architectures, we explore the discourses and practices that work together to silence and disempower female teachers in these schools. There is an unevenness in these accounts, as there are also female teachers in the study who appear to successfully circumnavigate these issues. However, this apparent wherewithal of some female teachers speaks to the internalisations of gender oppression as much as it does to the teachers' agency. This paper illuminates these gender oppressions, which are made possible because they remain hidden and unchallenged. The findings of this study raise thorny issues for school-based leadership, but also for educational policy-makers, because gender oppression is seemingly inextricable from the social practices that elite private boys' schools both advocate and rely on for positional advantage in schooling markets. [ABSTRACT FROM AUTHOR]

This paper comprehensively illustrates how the Belt and Road Initiative (BRI) in Australia is reflected in the broad literature. By utilising a systematic literature review, this research divides literature into four groups: 1. The BRI narratives in the Australian media; 2. Economic opportunities and political influence of the BRI in Australia; 3. Exploring why Australia has refused the BRI; and 4. The growing China threat rhetoric. This paper not only fills in the literature gaps by offering an exhaustive knowledge of the BRI in Australia, but also, to some extent, contributes to a broader understanding of China in Australia. [ABSTRACT FROM AUTHOR]

Australian elections are digitising. Electronic ballots, electronic certified lists, electronic scrutiny, and electronic data are becoming part of the electoral status quo. The digitisation of elections in Australia induces new vulnerabilities that malign foreign entities can exploit to subvert the nation's democratic sovereignty. Problems such as inauthenticity, data insecurity, and disinformation are amplified in today's epoch of digital era governance. Since these problems have the potential to erode the legitimacy of Australian elections, it is imperative to deepen understanding of these risks to optimise the nation's democratic resilience. Through applying a conceptual framework derived from democratic theory and public policy, this paper assesses the vulnerability of Australia's elections to foreign interference based on the Australian electoral system irrespective of adversary capabilities. It finds that Australia's federal elections are relatively secure from hard cyber security risks due to digital-analogue hybridity in electoral processes, but they are vulnerable to soft cyber risks such as digital disinformation. [ABSTRACT FROM AUTHOR]

Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters. [ABSTRACT FROM AUTHOR]

Changes to elected leadership in Australian local government have seen greater authority assigned to mayors in several jurisdictions. A Discussion Paper recently released under the auspices of the Australian Centre for Excellence in Local Government (ACELG) has recommended further reforms, arguing inter alia that mayors ought to enjoy a personal mandate and a stronger strategic role. This paper places these suggested reforms into context by developing a typology of local government leadership from political theory. We argue that this quadrilateral typology provides a critical portrait of recommendations for stronger leadership which, in this instance, have been transposed from two unitary systems of government (England and New Zealand) to the Australian federal system, without due consideration of the literature examining stronger mayoral roles. It is argued that caution should be exercised when redrafting legislation governing mayoral authority, a process presently underway in New South Wales (NSW). [ABSTRACT FROM AUTHOR]

As a close US ally, Australia is often seen as a recipient of US extended deterrence. This article argues that in recent decades, Australian strategic policy engaged with US extended deterrence at three different levels: locally, Australia eschews US combat support and deterrence under the policy of self-reliance; regionally, it supports US extended deterrence in Asia; globally, it relies on the US alliance against nuclear threats to Australia. The article argues that in none of these policy areas does the Australian posture conform to a situation of extended deterrence proper. Moreover, when the 2009 White Paper combines all three policies in relation to major power threats against Australia, serious inconsistencies result in Australia's strategic posture—a situation the government should seek to avoid in the White Paper being drafted at the time of writing. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented which discusses various papers published within the issue, including one on a historical reinterpretation of housing policy in Great Britain, one on the influence of lobbyists in Australian housing policy processes, and another on the surge in international speculative housing investment in Australia.

This article describes the development and dissemination of an evidence-based Policy Statement and Background Papers by the Australian Rehabilitation and Assistive Technology Association (ARATA). An experienced project team was engaged to conduct literature reviews and member consultations, develop resources and implement a targeted advocacy strategy that included a policy launch and meetings with government officials. The Policy Statement and Background Papers have enabled ARATA to represent the views of Assistive Technology (AT) Practitioners in consultations around the National Disability Insurance Scheme and other AT-related inquiries. In ARATA's experience, developing a policy statement and disseminating it through a targeted advocacy strategy is an effective way for a not-for-profit professional organisation to influence government policy. [ABSTRACT FROM AUTHOR]

If feedback is to be conducted effectively, then there needs to be clarity about what is involved and what is necessary for teachers to be able to undertake it well. While much attention has recently been devoted to student feedback literacy, less has been given to what is required of teaching staff in their various roles in feedback processes. This paper seeks to elucidate teacher feedback literacy through an analysis of the accounts of those who do feedback well. An inductive analysis was undertaken of conversations about feedback with 62 university teachers from five Australian universities using a dataset of transcripts of interviews and focus groups from two earlier research studies. Through an iterative process a teacher feedback literacy competency framework was developed which represents the competencies required of university teachers able to design and enact effective feedback processes. The paper discusses the different competencies required of those with different levels of responsibility, from overall course design to commenting on students' work. It concludes by considering implications for the professional development of university teachers in the area of feedback. [ABSTRACT FROM AUTHOR]

This paper brings together two studies, conducted independently in two different countries, Turkey and Australia, both focusing on supporting early years teachers to research and strengthen their own practice in relation to play-based pedagogies. It reports on the professional learning programmes that were implemented to improve understanding about play and young children's learning, leading to a change in practice. We argue that practice change is achievable through effective professional learning programmes that combine essential elements such as knowledge building, situating the learning within the context of practice, and encouraging critical deliberation in a supportive collegial environment. In both studies this has led to change in teacher's pedagogical knowledge and practice. [ABSTRACT FROM AUTHOR]

This paper considers the pedagogical collaborations between early childhood teachers in kindergarten (4 years) and the first year of school (5 years) in one Australian State. We report on a year-long project that brought these early childhood teachers together as we asked them to design STEM learning ecologies that would not only support new learning, but also provide a context for a meaningful transition from kindergarten to the first year of school. A transition that went beyond familiarisation with the new school environment to creating reciprocal pedagogical collaborations. In their collective discussions the teachers indicated that they wanted to encourage children's agency. This provoked them to think creatively about their pedagogical designs. Being part of the project encouraged collaborative pedagogical conversations between all participants around children's voice and advocacy, the practices of noticing and generating questions as the basis of investigations and extending play-based inquiries from the kindergarten into the school context. This paper explores the ways in which these pedagogical encounters occurred. In the process, the teachers reflected on the shift from a traditional view of transition as being 'school ready' to one in which pedagogical conversations and documentation were elevated to focus on innovative designs for learning. [ABSTRACT FROM AUTHOR]

The advancement of inclusive education policies worldwide has given greater weight to social justice practices in educational settings. However, inclusion in preschools has received less attention from researchers. This article examines a 4-year-old child's participation in a mainstream preschool in Australia from a cultural-historical perspective. In particular, this study used the concept of secondary disability to analyse the data, and in this process identified a contradiction between the teacher's perceptions of the child's abilities and the teacher's reported understanding of the parent's perceptions of the child's abilities, which 'clouded' the child's position within the preschool setting. Eight hours of video data were gathered across eight months. The findings indicate that understanding the child's personality and potential can operate as a 'pedagogical password' for the teacher to enter on to the child's unique developmental trajectory. This paper argues that identifying the unique developmental pathway of the child is essential to reduce secondary disabilities. [ABSTRACT FROM AUTHOR]

Examining the ways that industries survived the COVID-19 pandemic can teach us a great deal about the resilience of value chains, the ways value chain dynamics shape worker resilience, and the measures states can adopt to support both. In this paper we critically examine the thriving body of theory known broadly as supply chain resilience and explore a branch that embraces socio-ecological perspectives. We first develop a theoretical model that takes what we perceive to be the most fruitful elements of these literatures for industrial relations scholarship and bring it together with approaches tangential to industrial relations concerned with value chain actor and worker agency and resilience. We then apply this model in an analysis of the Australian commercial cleaning sector during the pandemic. Finally, we assess federal and state measures to assist and "buffer" employment and the economy in Australia, including JobKeeper and JobSeeker. We find that these government measures, combined with earlier restructuring of the labour market and restrictive immigration policies, provided the institutional scaffolding for the failure of the cleaning industry during the pandemic, exactly when cleaning became an essential service for the resilience of the whole of society. [ABSTRACT FROM AUTHOR]

In light of widening participation initiatives internationally, including those in Australia, much has been written about equity policies in education. There is a growing body of research related to the outcomes of such policies and the experiences of non-traditional students, including those from low socio-economic status (LSES) backgrounds and students who are First Generation and/or First in Family, as well as other equity groups. This paper presents data related to a less researched effect of widening participation: the experiences of and impact on academic staff and those providing support services to students. We focus particularly on students from LSES backgrounds. Qualitative data were collected through focus groups with academic and student support staff in a large regional Australian university, with several themes emerging. In this paper, we investigate staff experiences related to diversity in student cohorts, drawing on Bourdieu's concept of capital. Results show that the academics are supportive of LSES students and sensitive to the range of student backgrounds in their courses, including differences in cultural capital and students experiencing extreme hardship, but the support provided is affected by staff gender. It is evident that staff endeavour pedagogically and pastorally to support students, often at personal cost. There are workload and welfare implications evident for staff, institutions and funding. [ABSTRACT FROM AUTHOR]

For centuries headstone carving was in the hands of select groups: priestly castes, stonemason guilds, and cemetery operators. Today, stone markets are globalised; religiosity, and accompanying rituals, have waned in many countries; and cheap, on-demand laser engraving allows for the easy transfer of photographic images to polished stone surfaces. With these changes have come new challenges for those tasked with moderating the visual environment of the cemetery. This paper explores controversial headstone imagery by combining insights into the 'deathcare' industry taken from anthropological fieldwork with a media analysis of several headstone controversies in the US, UK, and Australia. It looks at the actions taken by cemetery personnel to remove or amend images considered inappropriate and reflects on the changing roles of those tasked with moderating headstone content and their interactions with tradespeople, who execute designs, and the clients, who purchase headstones for loved ones. Lastly, this paper analyses how headstone moderation relates to broader conversations on censorship and offence; including 'cheeky' content that walks the line between permissible and impermissible in the cemetery setting. [ABSTRACT FROM AUTHOR]

The affinity for tech-driven solutions of 'smart cities' has been critiqued at length, as has the gender disparity in technology firms. This paper draws these literatures together along with our own data on Australia's innovation economy – one that includes its spaces (incubators, accelerators and co-working hubs), events ('hackathons'), and places (innovation districts). These three components are ubiquitous among smart city strategies across all levels of government. In this paper we examine the gendered landscape of the innovation economy and the strategic urban agenda to which it is tied. The paper draws on data collected through interviews conducted with women entrepreneurs around their experiences in Australia's innovation economy. Drawing from policy documents and further interviews, our discussion mirrors their vignettes with an examination of the three innovation economy components using case studies from Australian smart city planning. In doing so, we illuminate how the gendered experiences of women in the innovation economy are entwined with the smart urbanism imperatives of high-growth, technology-focus, and the attraction of 'talent'. Existing attempts to grapple with discrimination in the innovation economy are shown to reinforce gendered hierarchies, resulting in 'smart cities' designed for men. We argue that the gendered nature of the tech industries that underpin the innovation economy has implications for who the smart city is for. [ABSTRACT FROM AUTHOR]

This paper investigates the role that guilt plays in Australia's construction of its outsiders by focusing on contemporary migrant experience. I build upon Sarah Ahmed's work on the politics of emotion to read migrant interviews in relation to media: films, political speeches, and other discursive structures that facilitate social organization in Australia. In the first part of this paper, I argue that a 'multicultural narrative' positions the nation as a 'happy home,' and examine how this can displace feelings of guilt in the migrant by rendering possible social transgressions positive steps towards attaining a greater social good. In the second section of this paper, I discuss Australia's 'hatred narratives.' I do not define hatred as a necessarily aggressive emotion, but instead, demonstrate the way particular words can be affectively charged because of the histories they invoke, and show how this affect can be mobilized to create outsiders who are not welcome in the national imaginary and Australian society. These narratives however, are not fixed: political parties can appeal to tropes that have accumulated in affective value – such as the 'home' – in order to achieve different political goals, and to organize social groups by aligning individuals with or against affectively charged objects. [ABSTRACT FROM AUTHOR]

This paper reviews the research literature in Library and Information Sciences in Australia as well as related disciplines in Australia and internationally with the purpose of identifying leadership approaches best suited for developing and supporting culturally safe libraries in Australia. The paper identifies a lack of debate within Australian Library and Information Sciences in respect to cultural safety and leadership. It looks to research conducted into leadership approaches in related disciplines in Australia and internationally and explores several leadership approaches. It concludes that the intercultural leadership approach, an approach developed with Aboriginal Australians in the Northern Territory provides Australian library leaders with the most authoritative approach to leadership when embarking on developing culturally safe libraries. Implications for practice also suggest that increasing discussion and research into leadership approaches for Australian libraries is fundamental to growing the capacity of the Australian library sector to conceptualise and discuss leadership strategically and with purpose. [ABSTRACT FROM AUTHOR]

International tax justice issues, such as corporate tax avoidance, have gained particular salience over the past decade in an environment of financial instability and government austerity. Civil society involvement has ranged from trade unions and NGOs calling for parliamentary inquiries to civil disobedience by less established actors. Since the international financial crisis, how have levels of contentious collective action around these issues waxed and waned? Is contentiousness associated most with domestic politics or global media events like the Panama Papers? This paper uses an original hand-coded dataset from five national newspapers in the United Kingdom and Australia between 2008 and 2016. Political claims analysis (PCA) was used to collect all instances of claims around international tax justice and compare the types of actions and the different frames used by civil society actors. In both countries, mobilising grievances are generated most strongly in the period after domestic austerity policies are introduced. The qualitative coding provides evidence of accompanying frame alignment in these periods, as international taxation is problematized in terms of national revenue, demonstrating scale shift from the global to the national political stage. [ABSTRACT FROM AUTHOR]

Global municipal solid waste (MSW) amounts to approximately 1.3 billion tons per year and is expected to increase to approximately 2.2 billion tons per year by 2025. The greenhouse gas (GHG) emissions from landfills contribute to global climate change. Emissions from this sector contribute around 3% of total net emissions in Australia. Although responsible for a minor portion of Australia's emissions, the sector provides the opportunity for low-cost sources of abatement. This research study aimed to identify new opportunities for reducing GHG emissions from the landfill waste stream in public facilities in Blacktown City in New South Wales, Australia. For this purpose, two public facilities of different types were selected, a library and an aquatic center. The results of the study show that removing organic food waste from the landfill stream at 10 public facilities of the Council could reduce GHG emissions compared with landfilling the food waste by about 0.805 tCO2e/year. However, separately transporting that waste would emit 7.13 tCO2e/year. Therefore, the separated food waste would need to be processed on-site, for example, through worm farms. Removing coffee cups from the landfill waste stream could reduce the associated landfill GHG emissions by around 0.275 tCO2e/y for the 10 public facilities. The study also recommended separating plastic bags from the landfill waste stream of these facilities to reduce 1.10 tonnes of plastic bags from landfill each year. Implications: Potential opportunities for general waste reduction and GHG emission mitigation in public facilities has been studied in this paper. Removing coffee cups and organics food from the waste stream are the main potential opportunities for reducing general waste with possible GHG emission reduction of 0.275 tCO2e/y and 0.161 tCO2/y respectively for 10 public facilities. Removing plastic bags from the waste stream would offer another solution for waste reduction by jointing with the large program running in Australia and creating a collection point for them with 1.1 tonne/y mitigation in general waste at 10 studied public facilities. [ABSTRACT FROM AUTHOR]

This study conducted a series of content analyses of the articles published by International Journal of Science Education , Science Education , and Journal of Research in Science Teaching from 1998 to 2002. A total of 802 research papers were analyzed in terms of the authors' nationality, research types and topics. It was found that researchers in four major English-speaking countries, including the US, the UK, Australia, and Canada, contributed to a majority of the publications, but the researchers from other non-English countries may have, to a certain extent, gradually played a valuable role on the published work. This probably implies that science education research may have progressively become an important field recognized by the international academic community. This study also found that most of the published articles were categorized as empirical studies, while position, theoretical and review papers were rarely presented in the journals. Although the research topic of students' conceptions and conceptual change was the most frequently investigated one in these five years, a declining trend was observed when analyzed by year. Moreover, in 1998-2002, the research topics related to student learning contexts, and social, cultural and gender issues were also received relatively more attention among science educators. [ABSTRACT FROM AUTHOR]

Focuses on the July 2001 issue of the Australian Journal of International Affairs. Emphasis of the studies on Australian-American relations; Publication of the issue to mark the 50th anniversary of the ANZUS Treaty; Invitation for possible contributors for the issue.

Focuses on the prosecution of publisher William Whitehouse Collins due to pornography in New South Wales. Violations of the Obscene Publications Prevention Act of 1880; Political aspects of pornography; Argument on the scientific and philosophic side of the publications; Effort of the authorities to normalize sexual behavior.

The Balassi Institute is the main cultural institution responsible for facilitating Hungary's cultural diplomacy goals in promoting Hungarian national culture and relationship-building with its diaspora communities abroad. This paper argues that the Balassi Institute's Hungarian Culture & Language Studies program operates as a resource of soft power in collaboration with Hungarian communities abroad to strategically shape second, third and fourth generation Hungarian-Australians as 'good-will ambassadors' who are expected to continue Hungary's cultural diplomacy efforts through promoting Hungarian culture abroad. This process of good-will ambassador construction occurs well before the program's commencement through selection processes and in drawing on the efforts of the Hungarian diaspora communities. This paper draws on focus group data with Hungarian community leaders in Australia and analysis of public documents and program applicant forms to the Balassi Institute. It also draws on motivation letters provided by previous program participants, communications with staff from the Hungarian Ministry of Foreign Affairs, as well as information provided by the Hungarian Scout Association Abroad, to highlight that both the State of Hungary and the Hungarian community in Australia become agents of soft-power collaboratively working to construct Hungarian good-will ambassadors and fulfil shared aims in safeguarding Hungarian national identity. [ABSTRACT FROM AUTHOR]

All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaboratively with education systems to co-design and deliver contextually relevant teacher professional learning, support teachers-as-researchers and support schools to become learning communities. This collaboration would advance the policy agenda inherent in the accreditation processes by developing the intended culture of professional learning among teachers, education systems and universities that goes beyond mandated professional learning hours. We review the Australian policy context from a systems-thinking perspective and argue that university Schools and Faculties of Education (called SOE throughout this paper) work across multiple levels in education systems and are thus uniquely positioned to co-design and deliver relevant and contextually significant learning opportunities that foster teacher professional learning and school improvement. [ABSTRACT FROM AUTHOR]

National equity policy debates in education are often driven by issues of disadvantage, opportunity, and achievement. However, little is known about how a disadvantaged position mediates people's ability to transform opportunities into valuable achievements. Using African refugees in Australia as an empirical case, and drawing on a mixed method of research, this paper aims to address this knowledge gap. The main sources of data were policy documents, population census reports, and national higher education statistics. The findings highlight limitations with existing higher education equity policies in Australia and the extent to which African refugees have benefited from generic equity programs. In making sense of the data, the paper develops a new conceptual model by innovatively synthesizing the capability approach to social justice and a theory of social reproduction. The model offers an analytical lens to understand the dialectical interplay between objective contexts and subjective conditions that mediate substantive opportunity, conversion ability, and educational choice of the refugee youth. [ABSTRACT FROM AUTHOR]

The paper explores unstable, interconnected and dynamic processes of diasporic nation-building and memory-making of adult members of the Greek diaspora in Australia as they recall their childhood experiences. The paper makes two key original contributions. First, we identify the importance of the re-membered and embodied diasporic child and childhood spaces to hybrid Greek and Australian adult national identities. Second, the paper provides an empirical example of the contribution that adults' re-membered childhoods can make to children's geographies – these are not direct representations of the past but are creatively, affectually, individually and collectively re-membered timespaces. These contributions emerge through three interconnected themes emerging from the adults' accounts: the importance of childhood 'work', particularly language acquisition, to being an embodied adult Greek and Australian; nostalgia towards homelands and, crucially and originally, Australian childhood diasporic spaces; and Forging hybrid subjectivities: the presence of the diasporic child in the Greek and Australian adult. Therefore, the paper brings together in novel ways, work on diasporic childhoods and memories, the ways in which adults in diaspora use these past timespaces in present processes of nation-building and national belonging and the value of using re-memories as a method on children's geographies. [ABSTRACT FROM AUTHOR]

The first-year student experience is attracting attention within Australian higher education, where heightened concerns exist in relation to the successful transition of students to university life. This paper presents a critical reflection of the process involved in an action research project in a collaboration between academics and first-year students, coinciding with the students' arrival to the university. On a small satellite campus, nine academics and 10 first year students from nursing, paramedicine, and health sciences partnered to explore students' transition to university and to develop actions to support this process. Establishing partnerships with students, we elicited and listened to their stories, made sense of what we were learning together through dialogue and inquiry, participated in egalitarian decision-making regarding the direction of the project, and collaborated in meaningful action. The aim of this paper is to explore how the first-year student experience was impacted by engagement with the project and through the construct of co-operative inquiry, where all participants were co-researchers in iterative practices of action and reflection. Findings are captured in the 'last loop' of analysis, where learning and collaboration expanded within these cycles of action and reflection. 'Four ways of knowing': experiential; presentational; propositional and practical knowing are used as an analytical framework for conceptualising the findings. Of key interest is how this project became a vehicle for creating new understandings, shifting the nature of power relations among and between academics and students, resisting efficiency and outcome-oriented pressures of the university, and fostering a sense of inclusion for participants. [ABSTRACT FROM AUTHOR]

Increasingly, competing discourses shape tensions between the role of the contemporary university and the global markets in which universities must exist. This paper draws on the examination of interviews with nine education academics in Australia to illuminate the construction of ‘global’ in the production of the global graduate (GG). Discourse analysis is used to explore how, against the backdrop of COVID 19, participants construct different identities variously related to current and future orientations for the GG. This paper uses two big ‘D’ discourses – efficiency as centralised imperative and boundless productivity – to explore knowledge production and accountabilities, neoliberalism, internationalisation and the construction of marketised universities operating in global knowledge economies. We conclude, the GG is an elusive notion, which draws mobile and multiple positionings to reveal unsettled and often ambiguous constructions of ‘university’ and ‘teacher’, with related tensions for the role and identity of education academics. [ABSTRACT FROM AUTHOR]