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Remote Indigenous education and translanguaging
Get PDFIndigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have.
1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020)
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FEATURED PROSE: A STRAIGHT TRACK THROUGH A DARK ALLEY
No full textThe last time my grandmother and I went out together, we drove up the steep sides of Hebden Bridge to reach the roads which cross the moors at the top of Calderdale. I aimed the car at Oxenhope, and saw the mist come fingering its way over the starting valley, which sometimes spreads for miles and sometimes shuts you in. The mist crawled quickly, laid over the place, sheet-white, and brought the curves of the road closer, until each next corner became all there was. Then, out of the mist, a man appeared, waving at the road. There had been a crash, and the front of a silver car was torn open and buckled in; the car was up on the bank by the side of the road, half way through a dry-stone wall at the edge of a field. ‘Terrible,’ said Grandma. The mist had kept its secret until the seconds it took to drive past
Worthy Victims : A Critique of Neoliberalism in Humanitarian Communications
No full textThis article discusses neoliberalism in the context of humanitarian communication with a particular emphasis placed towards the self. The neoliberal self combines features of entrepreneurship and consumerismwith the contemporary discourse of ‘doing our part’.
To combat such criticism, an argument has been advanced that we must be more open to the experiences, histories, cultures, and identities of individuals that are different from ourselves. This does not mean that we should accept injustice in the name of culture. This also does not mean that we should narrow our understanding of difference whereby problems of the other ‘just happen to be’. It does mean, however, that dialogue is a crucial component of understanding needs and realising that not only does justice look different in other communities, but within our highly globalised and capitalist societies no problem is solely self-determined.
Self-reflexive knowledge that discloses the sources and limits of power is therefore a key factor in moving away from a system that requires one to be identified as poor. Crucially, what this article hopes to advocate is a form of communication that is centred on a normative ethics of care
Podcasting and Personal Brands: Mapping a Theoretical Path from Participatory Empowerment to Individual Persona Construction
Get PDFThis research paper critically analyses the The Osher Günsberg Podcast to illustrate a theoretical disconnect between dominant Web 2.0 theories and the contemporary practice of using the podcast to construct a networked branded persona. I trace the history of early theorisations of the medium, first regarded by leading scholars as a tool for user empowerment in the ‘participatory turn’ in media studies before examining how it is employed by media personalities to establish transmedia personal brands; a particular phenomenon emerging at the forefront of a renewed interest in podcasting by traditional media stakeholders. I argue that this disconnect reveals a need for scholars who study the podcast to now draw on the emerging field of persona studies, which offers a range of new tools that will be useful in analysing the continued evolution of podcasting under its new market pressures and potentials
Integrating career development learning into the curriculum: Collaboration with the careers service for employability
Get PDFCareer development learning has a demonstrable positive impact on the graduate employability of higher education learners. This is particularly the case if it is integrated into the curriculum rather than experienced as an add-on or included in finite curriculum elements. However, integration of career development learning into curriculum is a significant and challenging undertaking in course design, and also in facilitation of learning experiences. Academics manage crowded curricula in their disciplinary areas, and many also have external course accreditation requirements to deal with that may not include career development elements. In many institutions there is mixed understanding of what career development learning entails, no clear top-level strategic support, and unprecedented numbers of enrolled students across digital and on-campus provision. This article explores challenges and opportunities in integrating career development learning into curriculum in higher education, and identifies effective strategies for doing so at institutional, school, and program levels. It draws upon case studies comprising more than 30 interviews across nine universities in Australia and internationally, exploring how cross-disciplinary collaboration between career development practitioners, learning and curriculum designers, and academic units can be effective in enacting curricular career development learning at scale. The article suggests strategies for institutional leaders, academics, and careers practitioners in higher education insitutions at different stages in the curricular career development learning journey
LANGUAGE ASSESSMENT FOR CLASSROOM TEACHERS
Get PDFLANGUAGE ASSESSMENT FOR CLASSROOM TEACHERSLyle Bachman and Barbara DamböckOxford: Oxford University Press, 201
BUT DO YOU ACTUALLY CARE?
Get PDFThis article explores the notion of empathy through the contemporary lens of social media performativity relating to ‘dark tourism’. Examining Auschwitz as a case study, the article explores the post-Holocaust idea that often this empathy is precarious and accompanied by performed authenticity.
Through analysis, this article focuses on concepts of ‘dark tourism’, vicarious victimhood, conspicuous compassion, and self-representation, all portrayed through Instagram. It argues that ‘pilgrimages’ to dark sites of trauma act not only as memorialisation but as spaces of self-validation and representation.
In the contemporary Western world, the distinction between ‘authentic’ empathy and conspicuous, socially informed performance is blurred as a result of digitisation and increased pressure on the individual to form empathic connections and then post about it online
Church Networks and Localisation Practice in the Pacific
Get PDFThe localisation agenda is the largest humanitarian reform in decades. Global research, advocacy and adaptations of localised approaches continue to mature following the World Humanitarian Summit in 2016. The Summit produced The Charter for Faith-based Humanitarian Action, recognising the unique position and comparative advantage of local faith actors (LFAs) in humanitarian settings, owing to their presence in communities before, during, and after crises. More than 80% of the world’s population professes a religious faith, and international development and humanitarian work takes place within communities deeply influenced by faith, with local staff often themselves people of faith (cited in Fletcher 2018, p. 4). LFAs have consistently been among the top implementing partners of UN Agencies in undertaking humanitarian response (UNHCR Partnership Note on faith-based organizations, local faith communities and faith leaders 2014, p.8). Despite this recognition, little has promulgated on the role of LFAs in the localisation agenda and the primacy of LFAs' voices in contextualising the agenda for their communities. Accordingly, CAN DO (Church Agencies Network Disaster Operations) a network of Australian churchbased agencies with established relationships in the Pacific, is building an evidence base to inform international actors and affirm the significance of LFAs in localised humanitarian response within the Pacific region, thereby contributing towards the Charter for Faith-Based Humanitarian Action commitments. This paper is a critical reflection of the 2017-2018 localised response to the Monaro Volcano eruption in Vanuatu. Key learnings frame future collaborations with Pacific churches and pave the road ahead in shifting power differentials, including the advancement of LFAs' role within policy and decision-making at all levels of humanitarian response (Charter for Faith-Based Humanitarian Action 2016, p.2)
A pre-post evaluation of an online career planning module on university students’ career adaptability
Get PDFIndecisiveness and negative thinking regarding career pathways can hinder university students’ career planning, motivation, and mental health. Students intending to enter the workforce after graduation therefore need to develop skills related to career adaptability (i.e. career planning, decision-making, problem solving/confidence and exploration), particularly since career planning and construction is linked to gaining employment. This study aimed to test the effectiveness of an online career planning module on students’ career adaptability. The career-focussed online module, based on the constructs of Savickas’ (2005) theory of career construction, and tailored to students’ skills and interests, was developed and embedded into the University curriculum of a second-year exercise and public health-related unit. In 2018, 80 students completed the online module, along with pre- and post-intervention questionnaires assessing career adaptability elements including career planning, decision making, problem solving/confidence, and exploration. Dependent t-tests were conducted to assess differences in these measures pre- and post-intervention. Post-intervention, significant increases in career-planning strategies used (t(69)=5.45, p<0.001), career planning concern (t(69)=3.73, p<0.001), decision making (i.e. career path identification) (t(70)=3.86, p<0.001), decision making confidence (t(65)=2.69, p<0.01), and problem solving/confidence (t(65) = 2.16, p=0.03) were observed. Further, 80% of participants identified jobs at post-intervention not previously identified pre-intervention (exploration) and 71% of participants perceived improvements in confidence regarding job ideas/making career choices. Findings from this research indicated that completing a brief online career education module, tailored to an individual’s skills and interests, improved all dimensions of the participating students’ career adaptability. Further research utilising longer-term follow-up and randomised controlled trial designs are required to confirm the reliability and transferability of the findings