Past and Projected Growth of Australia's Older Migrant Populations
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Teaching About Australia. ERIC Digest
ED319651 1990-02-00 Teaching about Australia. ERIC Digest. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Teaching about Australia. ERIC Digest. 1 WHY IS IT IMPORTANT TO TEACH ABOUT AUSTRALIA'? 2 WHERE DOES AUSTRALIAN STUDIES BELONG IN THE CURRICULUM'? WHAT STRATEGIES MIGHT BE USED IN CLASSROOMS TO TEACH ABOUT REFERENCES AND ERIC RESOURCES 5 ERIC t,Oil Digests ERIC Identifier: ED319651 Publication Date: 1990-02-00 Author: Prior, Warren R. Source: ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Teaching about Australia. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC It is only in very recent times that Australia has penetrated the consciousness of many American classroom teachers as a potentially worthwhile area of study for their students. Most teachers have little or no formal education about Australia. Recent Australian-American sporting events, films, and tourist advertising have been widely ED319651 1990-02-00 Teaching about Australia. ERIC Digest. Page 1 of 7 www.eric.ed.gov ERIC Custom Transformations Team publicized in the United States. But mostly these have presented stereotypical images of Australia. The few school textbooks that mention Australia tend to reinforce these stereotypes. The explanation of this lack of interest perhaps reflects as much on Australians themselves, who tend to be so obsessed with inventing national images that outside observers just don't know where to begin a study about Australia. -
The Disporia of Borders: Hindu-Sikh Transnationals in the Diaspora Purushottama Bilimoria1,2
Bilimoria International Journal of Dharma Studies (2017) 5:17 International Journal of DOI 10.1186/s40613-017-0048-x Dharma Studies RESEARCH Open Access The disporia of borders: Hindu-Sikh transnationals in the diaspora Purushottama Bilimoria1,2 Correspondence: Abstract [email protected] 1Center for Dharma Studies, Graduate Theological Union, This paper offers a set of nuanced narratives and a theoretically-informed report on Berkeley, CA, USA what is the driving force and motivation behind the movement of Hindus and Sikhs 2School of Historical and from one continent to another (apart from their earlier movement out of the Philosophical Studies, The University of Melbourne, Melbourne, Australia subcontinent to distant shores). What leads them to leave one diasporic location for another location? In this sense they are also ‘twice-migrants’. Here I investigate the extent and nature of the transnational movement of diasporic Hindus and Sikhs crossing borders into the U.S. and Australia – the new dharmic sites – and how they have tackled the question of the transmission of their respective dharmas within their own communities, particularly to the younger generation. Two case studies will be presented: one from Hindus and Sikhs in Australia; the other from California (temples and gurdwaras in Silicon Valley and Bay Area). Keywords: Indian diaspora, Hindus, Sikhs, Australia, India, Transnationalism, Diaspoetics, Adaptation, Globalization, Hybridity, Deterritorialization, Appadurai, Bhabha, Mishra Part I In keeping with the theme of Experimental Dharmas this article maps the contours of dharma as it crosses borders and distant seas: what happens to dharma and the dharmic experience in the new 'experiments of life' a migrant community might choose to or be forced to undertake? One wishes to ask and develop a hermeneutic for how the dharma traditions are reconfigured, hybridized and developed to cope and deal with the changed context, circumstances and ambience. -
Indigenous Australian Art in Intercultural Contact Zones
Coolabah, Vol.3, 2009, ISSN 1988-5946 Observatori: Centre d’Estudis Australians, Australian Studies Centre, Universitat de Barcelona Indigenous Australian art in intercultural contact zones Eleonore Wildburger Copyright ©2009 Eleanore Wildburger. This text may be archived and redistributed both in electronic form and in hard copy, provided that the author and journal are properly cited and no fee is charged Abstract: This article comments on Indigenous Australian art from an intercultural perspective. The painting Bush Tomato Dreaming (1998), by the Anmatyerre artist Lucy Ngwarai Kunoth serves as model case for my argument that art expresses existential social knowledge. In consequence, I will argue that social theory and art theory together provide tools for intercultural understanding and competence. Keywords: Indigenous Australian art and social theory. Introduction Indigenous Australian artworks sell well on national and international art markets. Artists like Emily Kngwarreye, Clifford Possum Tjapaltjarri, Kathleen Petyarre are renowned representatives of what has become an exquisite art movement with international appreciation. Indigenous art is currently the strongest sector of Australia's art industry, with around 6,000 artists producing art and craft works with an estimated value of more than A$300 million a year. (Senate Committee, 2007: 9-10) At a major Indigenous art auction held in Melbourne in 2000, Johnny Warangkula Tjupurrula's famous painting Water Dreaming at Kalipinypa was sold for a record price of A$ 486,500. Three years before, it was auctioned for A$ 206,000. What did Johnny W. Tjupurrula receive? – just A$ 150 when he sold that painting in 1972. (The Courier Mail, 29 July 2000) The Süddeutsche Zeitung (06 September 2005) reports that Clifford Possum Tjapaltjarri received A$ 100 for his painting Emu Corroboree Man in 1972. -
International Undergraduate UQ Guide 2022 Create Your Future the UNIVERSITY of QUEENSLAND INTERNATIONAL UNDERGRADUATE UQ GUIDE 2022
International Undergraduate UQ Guide 2022 Create your future THE UNIVERSITY OF QUEENSLAND INTERNATIONAL UNDERGRADUATE UNDERGRADUATE INTERNATIONAL UQ UQ GUIDE 2022 Study enquiries Online enquiries future-students.uq.edu.au/contact-us/ international-online-enquiries Outside Australia +61 7 3067 8608 Within Australia (freecall) 1800 671 980 General office Level 2, JD Story Building The University of Queensland St Lucia Qld 4072 AUSTRALIA +61 7 3365 7941 CRICOS Provider 00025B facebook.com/uniofqld twitter.com/uq_news instagram.com/uniofqld weibo.com/myuq 昆士兰大学教育资讯 Important dates 2022 Contents JANUARY 1 January New Year’s Day 3 January New Year’s Day public holiday 26 January Australia Day holiday Welcome to UQ 1 29 January Summer Semester ends** FEBRUARY 14–18 February Orientation Week Our global reputation 2 21 February Semester 1 starts Pioneering change 4 MARCH 31 March Census date (Semester 1) APRIL 15 April Good Friday Transforming your learning 6 18 April Easter Monday 18–22 April Mid-semester break Industry relevant 8 Find 25 April ANZAC Day holiday A truly global network 10 26 April Semester 1 resumes out more MAY 2 May Labour Day holiday Game-changing graduates 12 31 May Semester 2 application closing date* The perfect place to study 14 30 May–3 June Revision period Meet us in your location JUNE 4–18 June Examination period UQ St Lucia 16 18 June Semester 1 ends UQ academic and administrative staff 18 June–25 July Mid-year break UQ Gatton 18 often travel internationally, giving you JULY 11–15 July July graduations** the opportunity to meet one of our team 18–22 July Mid-year Orientation Week UQ Herston 19 25 July Semester 2 starts members at an event local to you. -
Cultural Profiles for Health Care Providers
Queensland Health CCoommmmuunniittyy PPrrooffiilleess for Health Care Providers Acknowledgments Community Profiles for Health Care Providers was produced for Queensland Health by Dr Samantha Abbato in 2011. Queensland Health would like to thank the following people who provided valuable feedback during development of the cultural profiles: x Dr Taher Forotan x Pastor John Ngatai x Dr Hay Thing x Ianeta Tuia x Vasanthy Sivanathan x Paul Khieu x Fazil Rostam x Lingling Holloway x Magdalena Kuyang x Somphan Vang x Abel SIbonyio x Phuong Nguyen x Azeb Mussie x Lemalu Felise x Nao Hirano x Faimalotoa John Pale x Surendra Prasad x Vaáaoao Alofipo x Mary Wellington x Charito Hassell x Rosina Randall © State of Queensland (Queensland Health) 2011. This document is licensed under a Creative Commons Attribution Non-Commercial 2.5 Australia licence. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc/2.5/au. You are free to copy, communicate and adapt the work for non-commercial purposes, as long as you attribute Queensland Health. For permissions beyond the scope of this licence contact: Intellectual Property Officer Queensland Health GPO Box 48 Brisbane Queensland 4001 email [email protected] phone 07 3234 1479 Suggested citation: Abbato, S. Community Profiles for Health Care Providers. Division of the Chief Health Officer, Queensland Health. Brisbane 2011. i www.health.qld.gov.au/multicultural Table of contents Acknowledgments............................................................................................................ -
Table of Contents Vidya Ramachandran
Table of Contents Privileged Hybrids: Examining ‘our own’ in the Indian-Australian diaspora ................ 2 Introduction .................................................................................................................... 2 Data collection and methodology ..................................................................................... 3 The Indian diaspora in Australia: navigating ‘Indianness’ and ‘Australianness’ ........... 4 Towards ‘Indianness’: the gradual dissolution of regional/linguistic identity ................. 7 ‘Hinduness’ and ‘Indianness’ .......................................................................................... 8 A model minority ............................................................................................................ 9 Unpacking caste: privilege and denial ........................................................................... 10 Conclusion ..................................................................................................................... 13 Vidya Ramachandran 1 Privileged Hybrids: Examining ‘our own’ in the Indian-Australian diaspora Introduction In April, the ‘Indian Wedding Race’ hit television screens across Australia (Cousins 2015). The first segment in a three-part series on multicultural Australia distributed by the SBS, the documentary follows two young Indian-Australians in their quest to get married before the age of thirty. Twenty-nine year-old Dalvinder Gill-Minhas was born and raised in Melbourne. Dalvinder’s family members are -
The Impact of Immigration on the Ageing of Australia's Population
The Impact of Immigration on the Ageing of Australia’s Population Peter McDonald and Rebecca Kippen May 1999 Professor Peter McDonald is Head of the Demography Program in the Research School of Social Sciences of the Australian National University. Rebecca Kippen is a Research Assistant in the Demography Program at the Australian National University. © Copyright Commonwealth of Australia 1999 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without permission from the Department of Immigration and Multicultural Affairs. Table of Contents A statement of the issue ........................................................................................................ 3 Why is our population ageing?.............................................................................................. 3 Research and opinion on the issue: 1983-1998 ...................................................................... 4 Against the flow? Alvarado and Creedy ................................................................................ 6 The issue reborn: 1999.......................................................................................................... 7 A revisionist view: Glenn Withers and ‘A Younger Australia’ .............................................. 8 The real questions ................................................................................................................10 A standard population projection..........................................................................................11 -
Engagement with Asia: Time to Be Smarter
Securing Australia's Future By Simon Torok and Paul Holper, 208pp, CSIRO Publishing, 2017 2 Engagement with Asia: time to be smarter You can’t do Asia with a Western head, Western thinking. Australian businesses miss opportunities because of a mindset that ‘Aussies know best’. Aussies need to change the way they think about their business. Chinese executive, quoted in SAF11 Australia’s Diaspora Advantage Golden thread Australia must celebrate its relationships in the Asia-Pacific region. We need to engage better and cement Australia’s prominent place in the region. Finding these new opportunities must embrace the invaluable resources of Asian and Pacific communities by improving Australia’s language ability, increasing cultural awareness, building on current export strengths and extending networks and linkages. Key findings This objective distils the interdisciplinary research and evidence from the 11 reports published as part of ACOLA’s Securing Australia’s Future project. To meet this objective, the following six key findings for improving Australia’s smart engagement with Asia and the Pacific need to be addressed: 1. Incentives are required to improve Australia’s linguistic and intercultural competence at school, university, and in the workplace. 2. We need to increase Australia’s ‘soft power’ through cultural diplomacy that updates perceptions of Australia in the Asia-Pacific region, and brings into the 21st century the way Australians see our place in the world. 23 © Australian Council of Learned Academies Secretariat Ltd 2017 www.publish.csiro.au Securing Australia's Future By Simon Torok and Paul Holper, 208pp, CSIRO Publishing, 2017 24 Securing Australia’s Future 3. -
The Great Human Expansion
The great human expansion Brenna M. Henna, L. L. Cavalli-Sforzaa,1, and Marcus W. Feldmanb,2 aDepartment of Genetics, Stanford University School of Medicine, Stanford, CA 94305; and bDepartment of Biology, Stanford University, Stanford, CA 94305-5020 Edited by C. Owen Lovejoy, Kent State University, Kent, OH, and approved September 25, 2012 (received for review July 19, 2012) Genetic and paleoanthropological evidence is in accord that today’s human population is the result of a great demic (demographic and geographic) expansion that began approximately 45,000 to 60,000 y ago in Africa and rapidly resulted in human occupation of almost all of the Earth’s habitable regions. Genomic data from contemporary humans suggest that this expansion was accompanied by a continuous loss of genetic diversity, a result of what is called the “serial founder effect.” In addition to genomic data, the serial founder effect model is now supported by the genetics of human parasites, morphology, and linguistics. This particular population history gave rise to the two defining features of genetic variation in humans: genomes from the substructured populations of Africa retain an exceptional number of unique variants, and there is a dramatic reduction in genetic diversity within populations living outside of Africa. These two patterns are relevant for medical genetic studies mapping genotypes to phenotypes and for inferring the power of natural selection in human history. It should be appreciated that the initial expansion and subsequent serial founder effect were determined by demographic and sociocultural factors associated with hunter-gatherer populations. How do we reconcile this major demic expansion with the population stability that followed for thousands years until the inventions of agriculture? We review advances in understanding the genetic diversity within Africa and the great human expansion out of Africa and offer hypotheses that can help to establish a more synthetic view of modern human evolution. -
Aboriginal Studies, Australian Studies and Australian History
Aboriginal Studies, Australian Studies and Australian History 2017 Welcome I’m delighted that you’re considering undertaking your studies at the University of South Australia – your time at university will be the greatest intellectual adventure of your life. On the cover: Indigenous artwork depicting South Australia, painted It’s an exciting time to be joining us as we celebrate our by Chris Ackland and students from UniSA’s metropolitan campuses, 25th birthday. In those short 25 years we have become one during Reconciliation Week at Magill campus. of the world’s very best young universities – ranked by QS as number 25 on their list of the world’s best universities under 50, and number 35 on the THE Top 100 under 50 list. Excellence in Research Australia, the Australian government’s national research evaluation framework, has just evaluated the University of South Australia’s research and concluded that 97 per cent of our research is at World Class or above. The University of South Australia is the state’s largest university with around 32,500 students on our two city campuses, two suburban campuses and two regional campuses, including around 6,000 international students. Our programs are designed with strong professional emphasis and in partnership with industry and our graduate employment rates are the best in the State and are well above the national average. In fact, the Good Universities Guide for 2016 rates us as the top university in South Australia for getting a full-time job. We are educating people for global careers and have been recognised for our international outlook by THE and QS. -
Emerging from the Rubble of Postcolonial Studies: Book History and Australian Literary Studies
DOI: http://dx.doi.org/10.5007/2175-8026.2016v69n2p117 EMERGING FROM THE RUBBLE OF POSTCOLONIAL STUDIES: BOOK HISTORY AND AUSTRALIAN LITERARY STUDIES Per Henningsgaard* Portland State University Portland, USA Abstract Scholars of Australian literature have engaged more frequently and enthusiastically with book history approaches than nearly any other postcolonial nation’s literary scholars. Several Australian scholars have suggested that book history has taken over where postcolonial studies let of. In their choice of subject matter, however, Australian book historians reinforce the very constructions of literary value they purport to dismantle, similar to how scholars of postcolonial studies have been critiqued for reinforcing the construction of colonial identities. hus, this article looks to the intellectual history of postcolonial studies for examples of how it has responded to similar critiques. What is revealed is a surprising, and heretofore untold, relationship between book history and postcolonial studies, which focuses on their transnational potential versus their ability to remain irmly grounded in the national. Keywords: Book History; Australian Literature; Postcolonial Studies; Intellectual History; Transnational Turn I. Introduction to Australian literary studies concerns have been echoed many times over (though mostly outside of the oicially published record) by A brilliant and proliic Australian scholar of scholars operating simultaneously in the worlds of postcolonial literature once remarked in his private Australian and postcolonial literatures. Nathanael correspondence, O’Reilly, an Australian-born academic who has made his career in the United States, ofers one of the few on- It doesn’t matter how well read they are, the-record comments on this subject: “he marginal American and British scholars of postcolonial status of Australian literature within the American literature don’t know the irst thing about academy more broadly and within postcolonial studies Australian literature. -
Appropriate Terminology, Indigenous Australian Peoples
General Information Folio 5: Appropriate Terminology, Indigenous Australian Peoples Information adapted from ‘Using the right words: appropriate as ‘peoples’, ‘nations’ or ‘language groups’. The nations of terminology for Indigenous Australian studies’ 1996 in Teaching Indigenous Australia were, and are, as separate as the nations the Teachers: Indigenous Australian Studies for Primary Pre-Service of Europe or Africa. Teacher Education. School of Teacher Education, University of New South Wales. The Aboriginal English words ‘blackfella’ and ‘whitefella’ are used by Indigenous Australian people all over the country — All staff and students of the University rely heavily on language some communities also use ‘yellafella’ and ‘coloured’. Although to exchange information and to communicate ideas. However, less appropriate, people should respect the acceptance and use language is also a vehicle for the expression of discrimination of these terms, and consult the local Indigenous community or and prejudice as our cultural values and attitudes are reflected Yunggorendi for further advice. in the structures and meanings of the language we use. This means that language cannot be regarded as a neutral or unproblematic medium, and can cause or reflect discrimination due to its intricate links with society and culture. This guide clarifies appropriate language use for the history, society, naming, culture and classifications of Indigenous Australian and Torres Strait Islander people/s. Indigenous Australian peoples are people of Aboriginal and Torres