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This paper examines how two Britons, working in Western Australia and Natal, respectively, engaged with ideas about the civilisation and education of Indigenous people. It is argued that concepts of civilisation were debated by missionaries, researchers and members of the public. Using the correspondence, publications and private journals of two educators, Dr Henry Callaway, Church of England missionary in Natal, and Ann Camfield, teacher in Western Australia, the paper draws attention to their respective approaches to education. Each contributed to broader imperial debates concerning the meaning of race in relation to educability. Education in both places, while connected to these global ideas, was also profoundly influenced by local context. 'Civilisation' and the 'civilising mission' may have been unifying goals for missionaries in different sites of Empire, but understandings of what civilisation should inculcate, or do, varied according to particular circumstances. These histories are best understood in transnational and comparative perspective. [ABSTRACT FROM AUTHOR]

This paper investigates the role that property titling legislation has had on the form of high-density residential development. A conceptual framework is developed for theorising the role of property legislation in moderating the impact of urban land use policy. It is argued that the impact of legislation on urban form is much more significant and direct than is often implied or suggested in reviews of planning policy. It is argued that property legislation has a greater role than simply supporting the implementation of urban planning policy. Property legislation has a moderating influence on policy and provides a barrier to the implementation of urban policy. To support this argument, the paper considers the development and implications of Western Australia’s strata titling legislation for the form of high-density development in that state’s capital city. [ABSTRACT FROM PUBLISHER]

ABSTRACT The introduction of the convict system in 1850 into the Western Australian (WA) economy resulted in a large injection of capital into the colony, the dissemination of which cannot be overlooked when considering the transformative effect of the convict system. This injection resulted from the purchase of goods and services by the penal system that ultimately transferred money from the British Crown into the local market. For this paper, historical and archaeological data was used to develop an understanding of the breakdown of spending by the penal system, and to consider how the circumstance of individual aspects of the penal system impacted purchasing choices, and subsequently benefitted the local market. Using artefacts recovered from two sites within Fremantle Prison, one representing institutional purchases and the other relating to a wage earner, it was possible the test the variation in economic impact of spending given institutional circumstance. By considering whether purchases represented local commodities or imports, it was possible to see how capital transferred into the local economy and how much of that spending leaked out through imports. In doing this, the analysis highlighted the varying benefit of the capital injected by the penal system related to circumstance and the value of considering the penal system as an elaborate entity. [ABSTRACT FROM AUTHOR]

ABSTRACT Mental health nursing education in Australia has undergone a significant transition in the last 50 years, influenced by national inquiries, national decisions, and international trends in nursing education. But mental health nursing education had also accumulated decades of history in each state, including sometimes unequal relations with general nursing. Complex inter- and intra-professional relationships at state level influenced this educational transition in each state, and Western Australia provides an example of this influence. Using a range of published and unpublished sources, including oral histories, this paper describes the revision of the mental health nursing curriculum in Western Australia from 1958, responses to the call for transition to the tertiary sector between 1976 and 1984, and the final transition of mental health nursing education to university level in Western Australia in 1994. Mental health nursing's educational standards improved only gradually in Western Australia from 1958 onwards, compared with professional advances in general nursing in the same period. Factors which may have held back these improvements include mental health nursing's professional conservatism, which was outpaced by general nursing's growing radicalization at the national level. A lack of professional confidence and cohesion left mental health nursing unable to respond effectively to rapid external changes in the 1960s and 1970s, and vulnerable to absorption and dominance by general nursing education programs. [ABSTRACT FROM AUTHOR]