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Governments and other agencies seeking to tackle racism have been calling for better empirical evidence, including complaint data based on reports by people who have experienced racism. This approach requires much of those who face racism, often while offering little effective support or redress for them. There is a need to understand reporting or not reporting experiences of racism as a result of a complex interplay between different factors – as a (non-) reporting journey, rather than as a singular moment of decision. Reporting is at risk of remaining an ineffective strategy for responding to racism where the reporting pathways and support services are not sufficiently aligned with the expectations and needs of those who experience racism. This article discusses the findings of three place-based community engagement and research projects across four local municipalities in Melbourne. The projects examined locally specific community perspectives and expectations in relation to reporting pathways and support services for those experiencing racism. The analysis of this community input resulted in anti-racism roadmaps specific for each local area, which were co-developed with local communities. [ABSTRACT FROM AUTHOR]

Higher education research stands at a kind of half-way house. At present, it is highly directed by Government research priorities. Yet the Government's ambition is to create a much more deregulated system, with self-created winners and losers. Tom Clark suggests a different starting-point. All higher education institutions generate research, and all academic staff should be expected to do so, regardless of where they work. It is better policy to foster the full range of the research resources we have now, rather than allow some research to sink in the pursuit of islands of excellence. (Contains 21 endnotes.)

This article attempts a critique of the higher education policy overview, with a particular view to how policy is made through that process. The higher education sector in Australia has become reliant for the answers to its most important policy questions on a process that has not delivered adequate answers, and which becomes less likely to deliver them with each successive iteration. Continually activating that process without addressing the reasons for its failure becomes an exercise in bad faith. The perpetual restructuring of the higher education sector has become an industry in itself. This article argues that the only way forward is a new--and as yet unrealised--policy consensus. The author's concern here is with the development of a self-sustaining policy overview process or cycle, arbitrary in its relationship to the needs and aspirations of higher education in Australia. The author notes the unsustainability of Australia's higher education system as presently configured, and concludes with a discussion of two interdependent phenomena: (1) a perpetual political cycle; and (2) a critically inadequate policy framework. (Contains 7 endnotes.)

This article explores the changing place of poetry studies in the broader English curriculum of Victoria, Australia. Its focus is on how students learning to become English teachers engage with poetry studies. Setting this problem within the context of pedagogical theory and evidence about the evolving Victorian curriculum, we have interviewed six first-year students to explore their perspectives on the study of poetry. A clear finding is that exposure to the study of poetry is very limited in Australia's secondary school system. A more surprising finding is that students do not clearly recognize their exposure to poetry studies as such.

Like other settler-colonial societies, Australia over the last half-century or so has been the site for a lengthy and involved discussion about the need for Indigenous and non-Indigenous peoples to reconstitute the relationship between them, recognising past injustices and forestalling future conflict. Unlike those other countries, however, Australia and its states lack a history of treaties and treaty law to ground that discussion. While the idea of treaty has been highly politicised over time, what such negotiations and agreements might mean in practice—what eventual treaties might do (in terms of recognition and reparation)—remains vague. This lack of certainty enables latent non-Indigenous attitudes to be activated in relation to any proposal for making treaties in Australia. Consequently, considering non-Indigenous attitudes to treaty is an important task as these sub-national initiatives move from discussion and planning to negotiation and implementation. This article begins to address a lacuna in understanding of non-Indigenous attitudes and considers whether these may be a potential, if volatile resource for policy advocates of treaty-making. [ABSTRACT FROM AUTHOR]

This article reports on a participant-centred research project with English teachers in a senior secondary college in Melbourne, Australia. It builds on previous research (Weaven and Clark 2009, 2011), which showed a low take-up of the opportunities to teach poetry in Victoria's senior secondary English curriculum. This study explores the reasons why teachers of English are unwilling to use poetry texts in their senior classes. The teachers who participated in this study discussed and documented their attitudes towards the teaching of poetry and explored with each other the pedagogical challenges associated with teaching poetry. Their discussions - an analysis of which forms the empirical core of this article - reveal a range of explanations for teachers' reservations about offering poetry to their students. Importantly, these teachers were able to use professional discussion as a means to consider what changes in teaching practice could be successfully developed to facilitate more time spent on the teaching of poetry in senior secondary classes. [ABSTRACT FROM AUTHOR]

Electricity generation is one of the major contributors to global greenhouse gas emissions. Transitioning the World's energy economy to a lower carbon future will require significant investment in a variety of cleaner technologies, including renewables and nuclear power. In the short term, improving the efficiency of fossil fuel combustion in energy generation can provide an important contribution. Availability of life cycle GHG intensity data will allow decision-makers to move away from overly simplistic assertions about the relative merits of certain fuels, and focus on the complete picture, especially the critical roles of technology selection and application of best practice. This analysis compares the life-cycle greenhouse gas (GHG) intensities per megawatt-hour (MWh) of electricity produced for a range of Australian and other energy sources, including coal, conventional liquefied natural gas (LNG), coal seam gas LNG, nuclear and renewables, for the Australian export market. When Australian fossil fuels are exported to China, life cycle greenhouse gas emission intensity in electricity production depends to a significant degree on the technology used in combustion. LNG in general is less GHG intensive than black coal, but the gap is smaller for gas combusted in open cycle gas turbine plant (OCGT) and for LNG derived from coal seam gas (CSG). On average, conventional LNG burned in a conventional OCGT plant is approximately 38% less GHG intensive over its life cycle than black coal burned in a sub-critical plant, per MWh of electricity produced. However, if OCGT LNG combustion is compared to the most efficient new ultra-supercritical coal power, the GHG intensity gap narrows considerably. Coal seam gas LNG is approximately 13--20% more GHG intensive across its life cycle, on a like-for like basis, than conventional LNG. Upstream fugitive emissions from CSG (assuming best practice gas extraction techniques) do not materially alter the life cycle GHG intensity rankings, such is the dominance of end-use combustion, but application of the most recent estimates of the 20-year global warming potential (GWP) increases the contribution of fugitives considerably if best practice fugitives management is not assumed. However, if methane leakage approaches the elevated levels recently reported in some US gas fields (circa 4% of gas production) and assuming a 20-year methane GWP, the GHG intensity of CSG-LNG generation is on a par with sub-critical coal-fired generation. The importance of applying best practice to fugitives management in Australia's emerging natural gas industry is evident. When exported to China for electricity production, LNG was found to be 22--36 times more GHG intensive than wind and concentrated solar thermal (CST) power and 13--21 times more GHG intensive than nuclear power which, even in the post-Fukushima world, continues to be a key option for global GHG reduction. [ABSTRACT FROM AUTHOR]

This article explores the changing place of poetry studies in the broader English curriculum of Victoria, Australia. Its focus is on how students learning to become English teachers engage with poetry studies. Setting this problem within the context of pedagogical theory and evidence about the evolving Victorian curriculum, we have interviewed six first-year students to explore their perspectives on the study of poetry. A clear finding is that exposure to the study of poetry is very limited in Australia's secondary school system. A more surprising finding is that students do not clearly recognize their exposure to poetry studies as such. [ABSTRACT FROM AUTHOR]