Globalization And Mass Migration Is A Diverse And Dynamic Place

The text chosen for this unit id the book Refuge by prominent Australian writer Jackie French (2013). Refuge follows the story of Faris, a young refugee feeling from his homeland with his grandmother to Australia. On the dangerous boat journey from Indonesia to Australia, they encounter a terrible storm where Faris falls unconscious and wakes up living his dream life in Australia. However, he has no recollection of how he got there. Whilst on the beach, he meets a strange group of children all from different times and places. Faris soon discovers that each child is like him, a migrant who travelled to Australia searching for a better place. Each child is living in their own ‘dream’ Australia and the beach provides a sort of ‘refuge’ from reality for them. Eventually, Faris has to make the decision to either continue living in this dream land or face his reality. This book is interesting as unlike other refugee texts, this novel serves to tell the multicultural history of Australian immigration. French relays the more than 60 000 year old history of people travelling to Australia by boat and makes the statement that all immigrants and refugees need to be treated with empathy and understanding.

Ahn had not left this oppressive environment, he would have grown up in extreme poverty and would be a very different person due to the trauma that poverty causes. Refugees are here to escape poverty and persecution; because they have experienced severe trauma, they are at a much higher risk of psychiatric illness than the general population. I believe that these statistics can be reduced if our negative attitude towards marginalized groups changes. Because of the media and government induced stereotypes, Australians often show disdain towards refugees. This inhibits their adjustment to Australian society and creates further division among us. 'The Happiest Refugee' is a valuable resource in the fight against racism because it shows that refugees share our values, embrace our culture and are eager to contribute to Australian society, and I strongly support it’s inclusion in the Rochedale State High School English program.

On the refugee council website, there are many truly stories by migrants and refugees about their experience of contact with Australian culture. They need to be classified and made the subject of academic research. Nevertheless, the area of interest to the present research project because of their testimony to the input of migrants’ culture into Australian

Teachers in Australia have the responsibility of catering to the learning needs and abilities of the students in their classroom. Additionally they are also responsible for catering to the unique cultural backgrounds of each student, in particular the cultures of Indigenous Australians. The teacher can cater to the diverse and complex Indigenous cultures by creating a learning environment that is based on effective student engagement for Aboriginal students. Studies have shown that Aboriginal students are currently not academically achieving as well as non-Aboriginal students (What Works: Core Issue 5). Closing the academic performance gap is considered a national priority. As a result, the Aboriginal Cultural Standards Framework has been developed to ensure that schools are delivering the best possible education to all students, specifically those who identify as Aboriginal. During term 3, 2017, I completed my final practicum at Baler Primary School in a year 4 classroom. The students in my class came from a diverse range of cultural backgrounds, many of which identified as Aboriginal. Throughout this essay I will use examples from my final practicum at Baler Primary School in South Hedland to discuss how to make learning engaging, accessible and culturally responsive for Aboriginal students.

Improving academic outcomes for Aboriginal and Torres Strait Islanders is mired in inherited and contemporary difficulties. Because of poor policies and pedagogy, generations fear and lack confidence in the education system (Harrison and Sellwood, 2013). It is, therefore, imperative that teachers have a range of resources and strategies for adapting the curriculum to the needs of Aboriginal and Torres Strait Islanders. This should include fostering pride in identity, making connections to community and land, and respecting language variation and culture. In doing so, teachers meet expectations for Australian professional teaching standards and the community.

There is a height of significance when it comes to embedding Indigenous perspectives in the curriculum and in schools. For Aboriginal and Torres Strait Islander children and families, their students thrive in educational environments where staff respect and promote strong Indigenous culture and identity, build collaborative relationships and set high expectations (Kerley, 2015). Abiding by this principle would see students thriving for higher education, recognizing this has made it quite common for schools to introduce indigenous programs or units. These are put in place for the purpose of being extra support to not only Indigenous students but for everyone at school serving as a source of information and guidance. By incorporating these Units, cross-curriculum

The education system which has been operating in Australia and in New South Wales since the time of white settlement has failed to meet the minimal needs of Indigenous Australians. There is a long history of inadequacies in educational programs where Aboriginal Australians are concerned. Unfortunately, it has only been extremely recently (in approximately the last decade), that the importance of adapting the teaching styles in the classrooms to meet the needs of the Aboriginal children of New South Wales and Torres Straits Islanders has begun to be realised (Perry, 2006, 1-2). Part of this has been an acknowledgement that there are fundamental differences existing between the values of the Indigenous and the non-Indigenous Australian. To wit, Australian Aboriginal communities tend to make their focus the welfare of the group, while non-Indigenous Australians tend more to concern themselves with their own individual wellbeing (Harrison, 2004,

When delivering school curriculum, educators must meet the needs and strengths of all students. The Australian Curriculum allows educators to personalize their teaching and learning programs by selecting content that is stimulating, challenging and meets the individual needs and strengths of all students in a classroom (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). The Early Years Learning Framework (2010) explains how a student’s culture is central to who they are as a human being and gives them a sense of belonging (pp. 21-22). Using these two documents, educators can carry out learning programs that caters for all needs,

This essay aims to discuss school and classroom best practice to support Indigenous Australian students. The impacts of past policies and legislation still affect Aboriginal and Torres Strait Islanders today, and it is important for teachers and whole schools to consider issues relating to these. Indigenous placement and displacement, the impact of socio-economic status on Indigenous students and the health and well-being of Indigenous students can be contributing factors to the education outcomes of Indigenous students and this essay will discuss these. In addition, effective teaching strategies and examples of resources that can help promote and provide quality educational services are included.

Describe a range of barriers Factors that are a barrier for Aboriginal students’ feeling of being welcomed safe and supported in an educational setting would include inappropriate teaching materials and a lack of Aboriginal role models. Education for these Aboriginal students requires a link for them to their communities and informed parents. Additionally, Many of the Aboriginal students’ first language is not English, therefore a major barrier would be the English teaching Material as it prevents them from fully understanding the work. Also, most of these students due to their overcrowded homes would not be able to study or do Homework whilst they are home, which leads to them falling behind in work. “Even the brightest of students in these

The “great migration” is a historical movement of approximately 1.3 million African Americans from the Southern to the Northern United States from 1910 to 1930, settling primarily in large industrialized cities such as New York, Cleveland and Chicago. A second wave of northward migration occurred from 1940 to 1970 and involved approximately 5 million African Americans. This historical movement provides an opportunity to explore differences in cognitive test performance in old age among the African-American community related to early life environment.

A black women by the name of Isabel Wilkerson, once stated some very influential words of wisdom to express her feelings toward the Great Migration. She stated,

Nowadays migration is getting to be one of the dominant characteristics of the modern world since at the present moment that movement of people and migration of citizens from one country to another become a norm. Not surprisingly that such unparallel and extremely high level of migration results in substantial demographic, ethnical and socio-cultural changes in many countries of the world.

It takes one click and a tweet from within any country becomes available globally. Besides being able to send a tweet in less than a few seconds, it is now possible for countries to send goods and information quickly and less complicated, in other words, globalization. The growth of communication, culture, entrepreneurship and transportation have been possible due to globalization. Consequently, it has created a global competition for everything. This competition has opened up markets in countries seeking capital. Choice plays a very insignificant role for those who decide to migrate. A person's choice is influenced largely by cultural, economic and political factors. Many see immigrants as people seeking asylum(Massey et al. 2002 ), however,

The reading addresses major educational and social problems that refuge students face in their effort to assimilate in the Australian educational system and proposes steps to facilitate their integration in the school environment of their new country. The author argues that refugee education should take into consideration post-settlement conditions and situations refugees nowadays face, relating to social and cultural matters. Australian education puts emphasis on the pre-settlement reasons of forced migration and the harsh conditions of the journey to the new place of settlement. However, little is known about the issues these people have to face in an individual level after they settle in Australia, regarding their interrupted schooling, their unfamiliarity with English and the trauma they might bring with them. By using terms like refugees or country of origin, we tend to group not only individuals but also their diverse needs, skills, experiences and aspirations. Although some characteristics might be shared by people from the race or ethnicity, the experiences, abilities and needs of people differ, hence education should be individualised to address one’s needs and lacks.