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Graduates from generalist science and arts degrees can face diverse careers characterised by portfolios of simultaneous, self-managed roles. This paper reports from a study on identity and career literacy in which final-year professional writing and publishing students developed an ePortfolio and engaged in open blogging during their industry internships. The ePortfolio emerged as a vehicle through which identity was challenged and negotiated with educator and peer support. However, students engaged only when the ePortfolio was mandated, and deep engagement was the result of the ePortfolio being presented as a practical career development tool. Findings suggest that the combination of ePortfolio and internship is an effective strategy for developing the career literacy needed for the transition to graduate life.

This article draws on previous research by the authors and others as well as lifelong learning theory to argue the case for providing pre-service teachers with deep and meaningful experiences over time that help them to build their personal capacity for developing knowledge and dispositions to work with Australian Aboriginal students, their families and communities. These experiences, provided in partnership with the Aboriginal community, demonstrate how opportunities for deepening cultural understanding could help pre-service teachers to become key stakeholders in the partnership and to embrace the joint responsibility for working towards improving educational outcomes for Aboriginal students. The "Healthy Culture Healthy Country Programme" was developed by Dr. Shayne Williams of the New South Wales Aboriginal Education Consultative Group (AECG) for practicing teachers and modified for pre-service teachers by its author. It was found from an exploration of the experiences of first year pre-service teachers during and following their participation in the modified programme that they showed evidence towards Delor's Four Pillars of Lifelong Learning: learning to know, learning to do, learning to live together and with others and learning to be. The pre-service teachers who participated in the research provided suggestions for how their experiences could be extended and deepened over the later years of their degree. This research has important implications with regard to how participation in ongoing opportunities to increase cultural competence could help pre-service teachers to develop their personal capacity to work towards the Australian Institute for Teaching and School Leadership's Professional Teaching Standards.

This article focuses on the initial stage of a longitudinal study whose eventual aim is to produce educators with the capacity, knowledge and cultural competence to engage effectively with Indigenous students in cross-cultural environments. The initial stage of the study involved 24 second-year pre-service teachers working individually with students from Kindergarten to Year 6 with their reading twice weekly for 8 weeks in an Indigenous Australian housing estate. The Elder and two community members were the gatekeepers who negotiated with and between the community and the university and supported the pre-service teachers. The analysis of data from semi-structured questionnaires completed by the pre-service teachers and the two community members, informal interviews with the gatekeepers and informal, on-site observations indicated that how language was used was critical to relationship-building between the pre-service teachers and the students, gatekeepers and parents and to pre-service teachers' development of culturally appropriate pedagogical practices. The findings have implications for teacher education because they highlight the importance of providing pre-service teachers with meaningful experiences in community, with particular emphasis on the critical role of language for building relationships, establishing trust and respect and learning. These factors must be in place before effective, cross-cultural engagement can begin.

This article explores second year pre-service teachers' ability to work with Indigenous students and their families during a small-scale project conducted in an Indigenous community. Supported field placements offered the pre-service teachers valuable opportunities to engage with the teaching of reading to Indigenous students "on their turf". Given the high likelihood that pre-service teachers will be employed in schools with Indigenous populations, it is important that they develop an understanding of the reading process, the factors that impact on learning how to read, as well as cross-cultural aspects that affect the learning process. Pre-service teachers need to develop understanding of the factors that impact on the literacy development of students and how to engage them in culturally responsive pedagogical practices that focus on the positive aspects of the learner. Following the field placement, analysis of the data demonstrated that pre-service teachers were able to engage with the reading process through the use of running records, and develop field knowledge through understanding the impact of relationships on the learning environment. This information can be used by others to support field placements in Indigenous communities.

As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.

Introduction: The high prevalence of smoking among Aboriginal and Torres Strait Islander people in Australia (39%) contributes substantially to health inequalities. This study assesses the impact of warning labels on quitting and related thoughts and behaviors for Aboriginal and Torres Strait Islander smokers., Methods: Participants were recruited from communities served by 34 Aboriginal Community Controlled Health Services and communities in the Torres Strait, Australia, using quota sampling. A cohort of 642 daily/weekly smokers completed relevant questions at baseline (April 2012-October 2013) and follow-up (August 2013-August 2014)., Results: We considered three baseline predictor variables: noticing warning labels, forgoing cigarettes due to warning labels ("forgoing") and perceiving labels to be effective. Forgoing increased significantly between surveys only for those first surveyed prior to the introduction of plain packs (19% vs. 34%); however, there were no significant interactions between forgoing cigarettes and the introduction of new and enlarged graphic warning labels on plain packaging in any model. Forgoing cigarettes predicted attempting to quit (adjusted odds ratio [AOR]: 1.45, 95% confidence interval [CI]: 1.02-2.06) and, among those who did not want to quit at baseline, wanting to quit at follow-up (AOR: 3.19, 95% CI: 1.06-9.63). Among those less worried about future health effects, all three variables predicted being very worried at follow-up. Often noticing warning labels predicted correct responses to questions about health effects that had featured on warning labels (AOR: 1.84, 95% CI: 1.20-2.82) but not for those not featured., Conclusions: Graphic warning labels appear to have a positive impact on the understanding, concerns and motivations of Aboriginal and Torres Strait Islander smokers and, through these, their quit attempts., Implications: Graphic warning labels are likely to be effective for Aboriginal and Torres Strait Islander smokers as they are for the broader Australian population., (© The Author 2017. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)