Historical Narratives of Sinophobia – Are these echoed in contemporary Australian debates about Chineseness?

Historically, Australianness has been defined in contradistinction to its location – a British bastion in the Asia-Pacific region.A fear of being swamped by the Chinese – the ‘yellow peril’ – prompted federation, and a restrictive migration policy aimed at making Australia white. Thus, sinophobia has been significant in the national imaginary. This paper discusses how contemporary representations of Chineseness may be echoing this historic narrative of fear about being overrun. This is explored in the context of China’s shifting global significance and Australia’s growing economic relationship with China

Transcultural literacy : between the global and the local

In this paper the authors draw on a larger project related to diasporic identification in order to explore the concept of transcultural literacy. They argue that transcultural literacy grows out of border-crossing dynamics that extend beyond the binaries of \u27us\u27 and \u27them\u27 as these are lived within and between nations. In this way it is responsive to, and reflects, the various shifts between the local and the global; between place and space. Transcultural literacy is inseparable from social and cultural practices of meaning- and identity-making on the fault-line between various and often competing cultures. This model of transcultural literacy uses theorisations of space to connect textual practices to the construction of hybrid identities. In so doing, it offers an alternative to models of literacy premised on liberal or neo-conservative understandings of cultural difference. In this paper, we explore transcultural literacy in relation to current literacy debates. <br /

After hours schools as core to the spatial politics of in-betweeness

In this article the authors draw on a larger study in which their overall concern is to illustrate how diasporic identifications develop through a range of scales related to self, family, community, nation and beyond. They consider the Melbourne Greek community as an exemplar of diasporic experience and use it as a case study for their investigation, which is aimed at exploring how transcultural literacies relate to spaces which complicate and enrich identifications. In this article they consider the role of \u27after hours\u27 schools in the shaping of diasporic identities. These are community-based schools where Greek language and culture is taught. Commonly, classes are held on Saturday morning or in the evenings during the week. Such schools operate in classrooms that are rented from \u27real\u27 schools. By existing in spaces that are commonly occupied by mainstream day schools, students who attend \u27after hours\u27 schools experience a form of marginalisation that is also a right of passage. Here the authors argue that such \u27in-between\u27 spaces assist with the formation of \u27in-between\u27 identities that are emblematic of globalization. <br /

Home space : youth identification in the Greek diaspora

This article draws on a larger study on schooling and diaspora using the case of the Greek community of Melbourne, Australia to examine processes of identification of young people with access to minority cultures. The Melbourne Greek community is long-standing, diverse, and well-established. Because of this, the young people involved in this study provide insights into cultural processes not related in any direct sense to migration. In most cases, it was their grandparents or great-grandparents who migrated. Many have 1 parent with no ancestral link to Greece. In this context, the motivations for and ways of expressing Greekness have the potential to illustrate identification as ambivalent. This article explores the centrality of &ldquo;home&rdquo; in these young people\u27s representations of self. Following de Certeau, the argument is made that their everyday experience can be interpreted as an act of &ldquo;anti-discipline.&rdquo; As &ldquo;users&rdquo; of the Greekness, they are bequeathed through family, community, and schooling; and they use &ldquo;tactics&rdquo; of cultural redeployment that allow creative resistance and reinterpretation of both &ldquo;Greekness&rdquo; and &ldquo;Australianness.&rdquo

University fodder : Understanding the place of select entry and high performing government schools

School choice is most commonly considered in the context of private/public schooling and access to university. University entry remains a key element in family decision-making about which school they would like their children to attend. Debates about school choice are most commonly framed in relation to marketisation and the relative popularity of private and public schools. However, the demand for high performing Government schools is likely to increase and in turn have an impact on the means by which families argue their case for entry. In this article the place of elite government schools in school choice within the Government sector is explored, most particularly within Victoria, where there have been a number of pertinent policy initiatives. These are emphasising selective schools, league tables and performance measures linked to possible school closures. The popularity of high-performing schools offers an opportunity to understand what families find attractive in a school. And the link between such schools and elite universities may allow these universities to diversify their student populations. However, without adequate resourcing, Government schools are unlikely to support the broad range of students achieve their aspirations, making access to university the prerogative of the resourceful, regardless of whether being resourceful is linked to postcode or knowing what high-performing schools use as indicators of success. [Author abstract, ed

'Diverse mobilities': second-generation Greek-Germans engage with the homeland as children and as adults

This paper is about the children of Greek labour migrants in Germany. We focus on two life-stages of ‘return’ for this second generation: as young children brought to Greece on holidays or sent back for longer periods, and as young adults exercising an independent ‘return’ migration. We draw both on literature and on our own field interviews with 50 first- and second-generation Greek-Germans. We find the practise of sending young children back to Greece to have been surprisingly widespread yet little documented. Adult relocation to the parental homeland takes place for five reasons: (i) a ‘search for self’; (ii) attraction of the Greek way of life; (iii) the actualisation of the ‘family narrative of return’ by the second, rather than the first, generation; (iv) life-stage events such as going to university or marrying a Greek; (v) escape from a traumatic event or oppressive family situation. Yet the return often brings difficulties, disillusionment, identity reappraisal, and a re-evaluation of the German context

Migrant mothers’ creative interventions into racialized citizenship

Racialized migrant mothers are often cast as marginal to theoretical and political debates of citizenship, yet by taking seriously the contributions to cultural and caring citizenship they make, we challenge the racialized boundaries of citizenship. Drawing on theories of enacting citizenship, that is, challenging hegemonic narratives of who can legitimately claim to contribute to citizenship, we explore migrant women’s mothering through participatory theatre methods. Through analysis of participatory action research (PAR) with migrant mothers in London, we emphasize the significance of embodied and affective meanings for challenging racialized citizenship. The theatre methods allow participants to develop collective subjugated knowledges challenging racialized, gendered and classed stratifications of rights, burdens and privileges of caring citizenship. This draws attention to the important role of creativity of the self as an aspect of both cultural and care work for understanding racialized migrant mothers’ citizenship

Troubling identities: teacher education students` constructions of class and ethnicity

Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, \u27race\u27, or social class are examined, the focus is on developing student teachers\u27 understandings of how these discourses shape learner identities and rarely on how these also shape teachers\u27 identities. This article reports on a research project that explored how student teachers understand ethnicity and socio-economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo-Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education.<br /