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<p class="MsoNormal"><span style="text-transform:uppercase">UTS FASS Cultural Diversity and Communication Research Group: 26 October Colloquium<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Featuring Amy Thomas (School of Education, UTS) and Krystal Campbell (School of Communication, UTS)<o:p></o:p></p>
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<p class="MsoNormal">Date: Friday 26/10/2018 | Time: 15:00-17:00 | Venue: CB10.02.470 (Building 10, Level 2, Room 470, Jones Street UTS)
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<p class="MsoNormal">Contact name: Timothy Laurie (<a href="mailto:timothy.laurie@uts.edu.au"><span style="color:#0563C1">timothy.laurie@uts.edu.au</span></a>) | Convened by: Dr. Bhuva Narayan and Dr. Tim Laurie<o:p></o:p></p>
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<p class="MsoNormal">'"They think their way will work on our kids": The birth of mainstreaming in Aboriginal bilingual education 1998-99'<o:p></o:p></p>
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<p class="MsoNormal">Amy Thomas<o:p></o:p></p>
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<p class="MsoNormal">Bilingual schooling, introduced in the Northern Territory (NT) by the federal government in 1973, was a reality for over twenty-five schools at the height of the program. Today, however, the language-of-instruction policy in settings where
Aboriginal learners have first languages other than English is an English-only approach, and only 8 schools now operate Aboriginal language bilingual programs. What happened? Overt government hostility began with an attempt to remove funding in 1998-99. This
has primarily been understood as government ignorance stemming from a ‘monolingual mindset’—but arguably what remains under-explored is the connection between the 1998-99shift and the wider trend towards ‘mainstreaming’, or neo-assimilationist policy, in
Aboriginal politics and policy more generally, which has rehabilitated Protectionist and Assimilationist thinking in a neoliberal context. Through archival and interview sources focusing on the Central Desert region, this paper aims to elucidate how a mainstreaming
discourse was constructed against bilingual education through the 1998-99 debate, and suggests this interpretation can help us place the bilingual program in its wider sociopolitical context, and understand the connection between issues of language justice
and Australia’s settler colonial present.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">'The information-seeking behaviours of First in Family students at university'<o:p></o:p></p>
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<p class="MsoNormal">Krystal Campbell<o:p></o:p></p>
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<p class="MsoNormal">This presentation argues that students who are the first in their families (FIF) to attend university have been overlooked in the research of information-seeking behaviour. In particular, this presentation asks: What are the information-seeking
behaviours of FIF students at the university, and what implications does this have for learning and teaching, and for support services in higher education? As FIF status is an inherently intersectional one, this research is also inherently intertwined with
students’ personal, psychological, social, and cultural contexts. This research is based on a series of qualitative interviews with current and former FIF students from UTS, whose narratives were able to flourish throughout this project. Despite ongoing personal,
financial, and physical challenges, each of these participants has persevered through university with the help of some key influences, including engaged and supportive university staff. Taken together, the experiences of these students offer insights into
the ways that existing approaches to ‘transition pedagogy’ may benefit from considering the educational background of transitioning students.<o:p></o:p></p>
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