Educating for anti-racism: producing and reproducing race and power in a university classroom

In this paper I explore some of the issues associated with teaching about race, culture and ethnicity in a psychology program. These curriculum initiatives are part of a broader agenda of raising awareness about racialised oppression and exclusion and contributing to the development of ways of researching and practising psychology that are transformative and culturally sensitive. I overview the broader context and describe our subject and the guiding principles. This is followed by a description and analysis of two events in the classroom that illustrate the ways in which students differentially respond to the challenges posed by writings that challenge taken for granted understandings of race. Part of the analysis shows that students can often engage in the reproduction of oppressive practices and invest in whiteness. It is suggested that more than single semester subjects are required to promote and support the development of critical capacities for anti-racism practice

Constructing identity as a second-generation Cypriot Turkish in Australia: the multi-hyphenated other

This article explores how Cypriot Turkish people in Australia construct their multi-hyphenated identity and the implications this has for their sense of belonging. Ethnic identity is conceptualized as a set of social and cultural understandings, shaped by historical processes, positions of power and patterns of privilege, which people draw on to understand and experience themselves. Ten Cypriot Turkish people’s identities were explored through semi-structured interviews. Discourse analysis was used to identify the discursive constructions of identity and belongingness. Discourses that constructed the Cypriot Turkish Australian identity were: modern Muslim, language, phenotype and ancestry and generation discourse. These discourses give rise to the multi-hyphenation of this identity, positioning them as either Cypriot Turkish Australians or Cypriot Turkish in Australia. The discourses have highlighted not only the current socio-political context as shaping subjectivities, but also the historical and political collective memory that continues in the construction of ethnic identities

Predictive validity and cut-off scores in four diagnostic tests for falls – a study in frail older people at home

Artikkelen rapporterer en studie hvor hensikten var å undersøke validiteten og treffsikkerheten for instrumentene Downton Fall Risk Index, Timed Up and Go og Romberg test, når det gjelder prediksjon av fall hos hjemmeboende eldre.No study has investigated the predictive validity and cut-off scores in diagnostic tests for falls used in in-home assessment in frail older people. The objective was to investigate the predictive validity for falls in the Downton Fall Risk Index (DFRI), Timed Up and Go (TUG) and Romberg test (RT) used in in-home assessment of frail older people (65+ years). Data on the diagnostic tests were collected at baseline (N = 153) and fall frequency were collected at six- and twelve-month follow-ups. The optimal cut-offs were 3 p in DFRI and 12 s in TUG. However, the validity indexes were generally low and only 40–50% were correctly classified. The RT showed low sensitivity. To increase the predictive validity for falls in this context, the use of DFRI and/or TUG as a part of a comprehensive fall-risk assessment tool, should be investigated in future studies