This was not considered unfair treatment by the Australian society for the simple reason that they did not exist under Australian law and were considered ‘present absentees (Hudson and Bolten, 1997). Racism and egalitarianism were interwoven until approximately the 1970. Traditional value of egalitarianism does not reflect contemporary values, but since federation immigration laws and Australia’s multiculturalism seems to reflect that egalitarianism is relevant in contemporary Australia. In saying that, a sense of Xenophobia still exists in its multicultural environment, as “having a fair go” can be seen as non-existent when society separates itself from particular cultures for example, identifying certain racial groups as ‘Muslims’ in comparison to who is deemed as acceptable ‘Australians’ (Watson, 2011). It can be argued that Australia’s national identity has been formed from images and ideas of being Australian which society and the media have shaped through story-telling, myth making, news reporting, academic pontificating, cinema production and watching, and more.
It has even been argued that the apology itself, whilst recognising the past, also at the same time fundamentally failed to acknowledge the implications of forced removal beyond the individual experience. In his research paper outlining the inherent limits of the apology, Alex Reilly of the University of Adelaide suggests that Rudd’s focus on individuals is the antithesis of acknowledging the harsh realities of the Stolen Generation (Reilly,
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
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.
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.
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
Now days people see too far into issues and it simply just becomes an issue of wether it is politically correct or not. If Adam Goodes got booed because he was aboriginal, then every other aboriginal footballer would get booed yes? Adam Goodes is simply playing the victim and taking abusing his position as an aboriginal. If anyone disagrees with the conclusion that booing Adam Goodes is racist, they are seen as a politically incorrect and racist, as now days society cares more about what’s happening than why it’s happening. Most people understand that Adam Goodes is being booed, but they don’t understand why and therefore they hope on a prejudicial bandwagon thinking anyone that boos Adam Goodes is a racist pig.
Something such as the American dream has that tendency to extract those morals from humans, whether they are living the dream or are still aspiring to attain it, humans prove themselves unable to move beyond the past and end up in the loop of the corrupt American dream. F. Scott Fitzgerald demonstrates such extraction of morals in his novel The Great Gatsby as his characters experience blindness and immorality. The blind and immoral ways of F. Scott Fitzgerald’s characters in The Great Gatsby are a result of the unattainable and corrupt American dream. Throughout the story of The Great Gatsby many of the characters become blind in their judgments and actions as a result of trying
1. There is no such thing as Australian Identity. AGREE • many stereotypes eg. Bogan • Not really an Australian identity, but there are many different cultures and religions which make up the 'Australian identity' because we are so multi cultural and different. • People think Australia is bogan, (mullets, board shorts, bbqs, thongs, bleached hair, surfing, • We have different sports, mateship, food, arts, S- surprising your audience, 'shock them' eg.
Australia, it is time for a new flag. We, as the people of Australia, need to change the flag of this beautiful nation, as it only represents the doctrines and aspects set by the British. Not only does the flag show that we are still apart of the British, but marginalises the many people of this land. Australia now being a fully self-governed country is blooming with multiculturalism and individualism, which is not shown on the flag. Why do we need a new flag?