In Australia, there are approximately 600 Aboriginal nations/clan groups across the continent which are governed and bound by The Customary Aboriginal law. It is a distinct law from the Australian legal system which has existed for years prior to the western colonisation and the presence of the Australian legal system. The customary Aboriginal law is a system of principles and guidelines which stipulate social norms as well as ways of learning and being for The Aboriginals. It is also an integral part of The Aboriginal existence and continuity as it is formed through a network of connection which originated from The
This involves working to reinforce Australia’s security and enhance Australia’s prosperity. Non-Government Organisations (NGO’s) play an important role to help secure defence ties. Australian Defence Association (ADA) is an example of a NGO. They seek to represent the long-term public interest in helping to ensure Australia is strategically and domestically secure. Their primary focus is to ensure effective and strategic national
Linking back to one of the first points raised, this is quite similar to the mateship the ANZACs showed during WWI and continued well after WWII. This once again impacts the audience to believe that mateship is a part of Australian identity no matter what class you come/originate
Critical Thinking Australian Aborigines Cultural Anthropology Mrs. Barry April 16, 2012 The topic I chose to do my paper on is the Australian Aborigines. This society has a variety of interlinking meanings that includes; period of creation, moral order, ancestral beings, and the source of all spirits. The call this Dreamtime, which can also be referred to as a specific geographic or topographic point or totem spirit. This permeates all the aspects of aboriginal life. This society or group is associated with totem shares with a mystical connection.
Alternative dispute resolution mechanisms offer many advantages for Aboriginal people over traditional court proceedings. “Aboriginal and Torres Strait Islander communities should be able to implement models in their own communities, which recognise traditional cultural values and traditional structures of decision making.” (Behrendt 1995, p.6) Behrendt also argues that alternative methods of dispute resolution should be developed that embody the cultural values of Indigenous people and are perceived as acceptable by Aboriginal and Torres Strait Islander people, these would be ideally and necessarily be developed by the Aboriginal communities themselves. “In Australia, Indigenous peoples recognise that real change in our situation requires a fundamental shift in the structures of power which will allow Indigenous people to regain control over their own lives.” (Poynton 1994, p.68) Dodson who is the Aboriginal and Torres Strait Islander Social Justice Commissioner also argues “Genuine change will only occur when there is a genuine redistribution of
NCLB set forth a certain criteria to be met, but allowed the states to determine how they would accomplish it. Therefore, each state handles assessment and accountability differently. This makes it hard to show success or failure of the programs. Supporters and critics alike can cite research that supports their opinion. My opinion of NCLB is it is flawed, developmentally inappropriate, ill funded, ←and→ leaving more students, teachers, ←and→ schools behind than ever before because The tests have turned into the objective of classroom instruction rather than the measure of teaching ←and→ learning.
Racism is linked to the educational achievement of minority ethnic groups, however the connections are complex. Gilborn and Mirza conclude that ‘social class and gender differences are also associated with differences in attainment but neither can account for persistent underlying ethnic inequalities: comparing like with like, African Caribbean, Pakistani and Bangladeshi pupils do not enjoy equal opportunities.’ They also argue that in promoting educational inclusion as a means of raising standards, there is a need ‘for clarity and guidance in translating the commitment to equality and inclusion into policy proposals and practice at the local and school level. A recent research report found that: • Children whose first language is other than English do not perform as well as other children across the Foundation Stage scales • Pupils for whom English was an additional language have lower attainment than pupils whose first language is English. The difference between the two groups is
He goes on to say that "...there are so many different sources contributing to the country's social alamgam." This quote further reitorates the fact that the Australian identity needs to be a multicultrual identity, not the stereotypical Anglo-Saxon identity it is today. This hurdle of breaking the stereotype is put further and further in the distance as racism is a key segregation factor, diminishing the Australian identity. The racism found in Australia can be partially derived from the need to conform to the 'Australian' stereotype and a negative outlook towards those who don't. The article "Australia Day car flag flyers 'racist'" by Rhianna King states "... is linked in this instance to
Topic: Cultural bias in IQ testing At all levels of education, there is great concern about the low performance of racially and linguistically diverse students on standardized tests. A wealth of argument surrounds intelligence tests , specifically given the consistently lower performance of minority groups. Tests have been parts and puzzle of nearly all educational system worldwide. It’s truly a fundamental part of the teaching and learning process. Many research have been conducted to enquire into the cultural biasness in IQ testing which confirms of its thriving existence in the educational fraternity.
In Australia research by Vinson (2002) identified that non-compliance and defiance are significant issues in schools, and pose a major challenge to teachers. Furthermore, Vinson (2002) reported that a significant problem for teachers in Australia is actually the constant and cumulative nature of minor violations and disruptions, rather than the enormity of the behaviours per se. The Vinson Report highlights that the problem is serious, disrupts learning and depletes the morale of staff (Vinson, 2002). Problem behaviour is perceived as a threat to teacher authority and control in the classroom and ultimately teacher efficacy, teacher stress and job satisfaction are determined by a teacher’s level of success in managing such behaviour (Kyriacou, 2001). Teachers will often revert to coercive and ineffective types of discipline when confronted with challenging behaviours (Lewis and Sugai, 1999).