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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.
The debate about the future of work, and therefore UBI, was hijacked by a reductive media narrative around ‘the robot question’ and this has made it hard to recognise the complex nature of the changes underway.
The health of the Great Barrier Reef is now in critical status. And with current efforts to limit global warming to 1.5 degrees far from sufficient, suffice it to say, things are not looking so great for the Great Barrier Reef. Restoration efforts are designed to help guide the Reef through the next few decades of locked-in warming but, they will only be effective if we combine them with a serious reduction in global emissions.
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.
On a superficial level, it makes no sense to commit so strongly to managing the impacts of climate change (adaptation) on the one hand while refusing to significantly reduce emissions (mitigation) on the other. On the other hand, when you start to unpack the logic of so much adaptation policy, this contradiction fades away.
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.
Bosses give any number of reasons, often focused on some vaguely defined notion of productivity, why they do or don’t support remote working, but ultimately it comes down to a single, fundamental question: what is the ideal balance between reducing expenditure and surveilling workers?
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.
37-48 out of 200 results.