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Books on the topic 'Minorities – education – australia'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Malcolm, Ian G. Australian Aboriginal students in higher education. National Centre for English Language Teaching and Research, Macquarie University, in association with the Centre for Applied Language Research at Edith Cowan University, 1998.

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2

Cruickshank, Ken. Teenagers, literacy and school: Researching in multilingual contexts. New York, 2006.

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3

Wilkinson, Peter. The Howard legacy: Displacement of traditional Australia from the professional and managerial classes. Independent Australian Publications, 2007.

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4

Noel, Loos, Osanai Takeshi, James Cook University of North Queensland., and Hokkaido University of Education, eds. Indigenous minorities and education: Australian and Japanese perspectives of their indigenous peoples, the Ainu, Aborigines and Torres Strait Islanders : report of Joint Research Project, James Cook University of North Queensland, Hokkaido University of Education. Sanyusha Publishing Co., 1993.

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5

Chan, Janet B. L. Learning the craft of policing: Police training, occupational culture & professional practice : final report to the New South Wales Police Service and the Australian Research Council. s.n., 1999.

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6

Al-deen, Taghreed Jamal. Motherhood, Education and Migration: Delving into Migrant Mothers' Involvement in Children's Education. Springer Singapore Pte. Limited, 2020.

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7

Al-deen, Taghreed Jamal. Motherhood, Education and Migration: Delving into Migrant Mothers’ Involvement in Children’s Education. Palgrave Macmillan, 2019.

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8

One Classroom Many Cultures (Paperback) Copyright 2016. Scott Foresman, 2015.

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9

Partington, Gary (edited by). Perspectives on Aboriginal and Torres Strait Islander Education. Social Science Press, 1998.

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10

Danaher, Patrick, and Kalwant Bhopal. Identity and Pedagogy in Higher Education: International Comparisons. Bloomsbury Publishing Plc, 2014.

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11

Identity and Pedagogy in Higher Education. Continuum, 2013.

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12

Ezzy, Douglas, Anna Halafoff, Greg Barton, and Rebecca Banham, eds. Religious Diversity in Australia. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350334472.

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This book documents the structure of religious diversity in Australia and examines this diversity in the context of the law, migration, education, policing, the media and interfaith communities. Focusing on Melbourne and Tasmania, it articulates the benefits and opportunities of diversity, alongside the challenges that confront religious and ethnic minorities, including discrimination and structural inequalities generated by Christian and other forms of privilege. It articulates constructive strategies that are deployed, including encouraging forms of belonging, structured ways of negotiating

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13

Srinivasan, Prasanna. Early Childhood in Postcolonial Australia: Children's Contested Identities. Palgrave Macmillan, 2014.

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14

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2006.

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15

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2012.

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16

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2006.

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17

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2006.

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18

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2006.

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19

Simpson, James, and Anne Whiteside. Adult Language Education and Migration: Challenging Agendas in Policy and Practice. Taylor & Francis Group, 2015.

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20

Simpson, James, and Anne Whiteside. Adult Language Education and Migration: Challenging Agendas in Policy and Practice. Taylor & Francis Group, 2015.

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21

Malcolm, Ian, and Judith Rouchecouste. Framing Student Literacy Reports. Macquarie University, 1999.

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22

Srinivasan, P., and Prasanna Srinivasan. Early Childhood in Postcolonial Australia: Children's Contested Identities. Palgrave Macmillan, 2014.

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23

Srinivasan, P. Early Childhood in Postcolonial Australia: Children's Contested Identities. Palgrave Macmillan Limited, 2014.

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24

Adult language education and migration: Challenging agendas in policy and practice. 2015.

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25

Simpson, James, and Anne Whiteside. Adult Language Education and Migration: Challenging Agendas in Policy and Practice. Taylor & Francis Group, 2015.

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26

Simpson, James, and Anne Whiteside. Adult Language Education and Migration: Challenging Agendas in Policy and Practice. Taylor & Francis Group, 2015.

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27

Simpson, James, and Anne Whiteside. Adult Language Education and Migration: Challenging Agendas in Policy and Practice. Taylor & Francis Group, 2015.

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28

Teenagers, Literacy and School. Routledge, 2006.

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29

Martino, Wayne. Gender, Race, and the Politics of Role Modelling. Routledge, 2013.

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30

Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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31

Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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32

Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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33

Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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34

Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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35

Romero, Noah. Decolonial Underground Pedagogy. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350376151.

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This book explores how minority-led skateboarding, punk rock, and unschooling communities engage in collective efforts to humanize education and construct kinder social frameworks.Noah Romero examines the roles of informal and community-embedded learning in actualizing transformative education and shows how decolonizing education can take place outside of school settings. Grounded in the author’s own experience in minority-led Filipino subcultures, the book introduces a conceptual framework of subcultural learning and decolonizing education centred on the Philippines and its diaspora in Austra

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