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Church and state are confronting one another right now over the federal freedom of religion bill and the Victorian anti-discrimination bill. Whenever such confrontation occurs it reveals our priorities. We define our identity by what we choose to fight for hardest.
I was one of the boat people who escaped from South Vietnam. The escape happened after South Vietnam had fallen to the Vietnamese communist forces in 1975, and my world descended into total chaos with an international embargo, wars against China and Cambodia, forced collectivisation and the insidious spread of what were termed “re-education camps” - but were really communist gulags. My siblings and I grew up in a world of poverty, isolation, oppression and constant fear of what might happen to us or our loved ones.
The question being asked, however, is one that puts the cart before the horse. The question of ‘What do you want to see in the national curriculum?’ presupposes the answer to another question: What even is the purpose of schooling?
About 1 in 6 Australians (18 per cent) live with disability, and many of these 4.4 million people face daily barriers to their full inclusion in education, work, services, activities, etc, not because of their disability, but because access has been structured around the needs, capacities and preferences of people who do not live with disability. Exclusion has always been a choice, but the pandemic has laid this reality bare.
The tertiary level is designed to promote change and innovation. If there is no tertiary level, there is no growth in our understanding of global religious systems, and no emerging individuals who possess critical thinking skills and historical knowledge of these systems. Without these individuals, there’s a risk that religious institutions will become more insular, regressive, disconnected and, most disastrously, unchecked.
We need to encourage parents to have these conversations with their children, and earlier, around Years 8 and 9, rather than later. And I suspect we need to encourage boys to talk more with sisters, girlfriends, friends who are girls and good mates about consent.
I was just fifteen years old when I was forced to run for my life. I dreamed of seeking a better education in Australia and becoming a pilot. Instead, I became a refugee in Indonesia, which does not recognize my existence and basic rights. I am even refused an education in this country. I have been in limbo for the last eight years.
This year has been a ‘unique’ year to study, to say the least. The impacts of COVID-19 on the sector have been not just trying, but simply devastating. I have not set foot in a classroom all year which, I have to admit, is one of the things I have always loved most about studying — the immersion within a learning environment.
My mother informs me, over the telephone, that she has just returned from a trial run of her inaugural ‘live-cam’ tour at the local Hindu temple in Kuala Lumpur. My niece, who lives in England, is learning about Hinduism in her Religious Education class and would love to show her classmates a live, on-site presentation of her grandmother’s temple.
Too often in academic settings Black and Brown children are dismissed when reporting their experiences, and the incidents are often downplayed. They are told that the student who had done or said the racist thing ‘didn’t really mean it’. These students are given the benefit of doubt in ways that Black and Brown children often are not.
I don't want to sound too ungrateful, because there isn't a playbook for this scenario, but if all it took to build a passable digital schooling ecosystem was a week of hard work, we'd have done it long ago. We haven't been asked to turn on a dime, we've been asked to pirouette.
37-48 out of 200 results.