They are not treated equal as everyone one else, and the entire thing that’s promised to them is but a fantasy that will never happen. They live in the outskirt of towns and receives limited education, and money not enough for a standard living, but enough to drown them self in alcohol. They don’t receive the same level of respect or opportunity; wither with an alcoholic family or not enough money for a proper education. People would not give them their right as a human being if their skill set are the same as the normal white folk, there is always a hint of stereotype and prejudice or just down right
Chapter 8 Navigating Masculinities Across the Cultural Ditch: Tales from Māori Men in Australia Richard Pringle & Paul Whitinui Introduction Contemporary Australia is multiethnic yet the lucky country has not always induced good luck for its indigenous population or non-white settlers. More bluntly, Australia’s history of race relations can be regarded as shameful (MacLeod 2006). Colin Tatz (1999) reported, in relation to the United Nation’s definition of genocide, that policies adopted by both state and federal governments up until the 1970s constituted genocide against the Aboriginals. Australia’s official immigration policy prior to 1947 also aimed to keep its population white (MacLeod 2006) and, more recently,
Rather than view Australian history as a closed system, they attempt to explore how experiences in other democracies shaped the decision to have compulsory voting in Australia. The writers’ views are that compulsory voting was adopted to protect an apathetic majority from outspoken minorities. The article would be a useful source in the writing of a paper on compulsory voting because it examines how experiences in other nations affected Australians’ decisions to make voting compulsory. The article also further explores the debates in the nineteenth century Australian colonies, which led to the adoption of mandatory voting, in the context of other democracies. TWOMEY, A.
It is a blight on Australia’s social conscience that Indigenous Australians are disadvantaged in several social fronts. This essay will examine the social disadvantage of Indigenous Australians in the area of employment. In comparison with their non-indigenous counterparts Indigenous Australians are extremely underrepresented in the work force. This essay will examine the historical roots of Indigenous dispossession, discrimination and will feature statistical data that relays the high unemployment rate experienced by Indigenous Australians. Historically Institutional racism plays a major role in hindering the progress of Indigenous people.
Australians likes to think that Australia is a “classless society”, however, different class structures are divided in Australian society( Arvantakis 2009). According to the article ‘Whatever Happened to the Classless Society?’ by Thornton Mccamish (2009) proves that different classes of Australian society are divided by social economic factors and status. Researches that were mentioned in the article prove that inequality in Australia is high, in fact, Australia is the 5th most unequal developed nation in the world according to the United Nations Development Program. Many examples are used in the article to highlight the reality of Australia while some belief that there is no division in class. Mccamish (2009) expresses in the article that
In 1837, this practice was made official with the appointment by the British Select Committee of “Protectors of Aboriginies” in Australia. In 1869 Indigenous child removal legislation was put in place in all states and territories, giving the “Protectors” the power to remove children, and in 1937 assimilation was adopted as the official national Indigenous affairs policy. It was not until 1969 that Indigenous child removal legislation was removed. Even if past governments had good, albeit ethnocentric intentions, the effects of these policies have been devastating, and this dark and disturbing history of racism and assimilation still haunts many Aboriginal communities
Whilst racist attitudes generally resided, what was left was structural racism, meaning the effects of having had such discriminatory legislation, practices and policies to begin, set Aboriginals off on an unequal ‘playing field’ to Non-Indigenous counterparts in many aspects of life. The over-representation of Aboriginals in the criminal justice system can be attributed to structural-racism. In Western Australia, whilst only accounting for 3% of the state’s population, Aboriginals account for a disturbing 40% of the gaol population (Morgan N & Motteram J, Aboriginal People and Justice Services: Plans, programs and delivery, LRCWA, Project No 94, Background Paper No 7 (December 2004) 1, 17). According to the Crime and Justice Statistics for Western Australia: 2003 (Perth: Crime Research) it was recorded that Aboriginal people were eight times more likely than non-Aboriginal people to be victims of violence. Aboriginal women and children are much more likely to be the victims of violence and abuse than non-Indigenous counterparts.
As human beings, optimal health is dependent on making valuable contributions to the community in which we live and paid employment is one of the most common ways to achieve this. A lack of proper education is also contributing to the inability to obtain employment, leaving the future of the younger generation of these communities in jeopardy. This is due to cultural practices being emphasised over mainstream schooling and education. It is hardly surprising that Northern Territory students in 40 'Homeland Learning Centres'- so called schools that do not have qualified teachers every day- cannot read, write, or count with programs like teaching children to count with rocks and leaves. In 1988, the Government set a target to 'close the gap in Indigenous education' within four years, unfortunately this did not happen.
In the context of Australian Aboriginal studies, the importance of historic, cultural, and political investigation in schools is often over-generalized, marginalized, or completely overlooked for non-Aboriginal and Aboriginal students alike. Because of the historically Westernized viewpoint, education on Aboriginal topics has been sparse and inaccurate, spreading long-standing racist ideologies and reinforcing negative cultural connotations instead of explaining the actuality of the Aboriginal people. Throughout this paper, examples will be given of these oversights in the educational system and provide details into the realities of the Aboriginal context in Australia, as well as positioning the idea of progressive education and the importance
There are many such justifications in the literature of the day (Stone 1974, p. 46). Social inequality Toward the end of the nineteenth century, a new problem appeared for white Australia; how to treat children of mixed race. From the perspective of Social Darwinism, full-blooded Aborigines were dismissed as destined for extinction and isolated to ‘stations’, but it was feared that those of mixed race ‘would breed up to become a social menace’ (Beresford & Omaji, p. 34). The Roth Royal Commission (Western Australia, 1905) also reflected this fear. If [they] are left to their own devices under the present state of the law, their future will be one of vagabondism and harlotry … and [they] will spend their lives in gaol or as prostitutes.