Australian Journal of Social Issues最新文献

The COVID-19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID-19, teasing out nuances across two educational models. Drawing on semi-structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system-wide disruptions to school routines and face-to-face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home-based learning. Findings indicate a need for strengthening student-centred policy and practices aimed at leveraging the affordances of information technology, balancing self-directed and structured learning and providing holistic support to enable meaningful student choice.

The #BlackLivesMatter Movement has amplified the role of social media in visibilising anti-Black violence. Drawing on the narratives and expertise of those who have experienced anti-Black racism, this paper employs the theoretical concept of racial dignity to highlight how young African Australians participate in racial discourse on social media. The findings of this paper demonstrate that social media is a significant site where Black African youth reclaim racial dignity through: 1) reversing the white gaze; 2) recognising and calling out anti-blackness; and 3) cultivating and engaging in communities of healing and belonging. Through these digital practices, Black African youth in Australia foster racial agency that promotes positive self-recognition, racial resilience and racial dignity. We argue, therefore, that social media offer Black African young people in Australia spaces to engage in positive expressions of Afro-blackness and challenge anti-blackness in ways that are safer to them than in physical, offline settings in white contexts.

This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID-19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID-19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi-experimental design, using difference-in-differences (DiD) estimation extended to incorporate third-order differences over time between low-SES and other students, and pre- versus during-COVID-19, leveraging robust administrative data extracted from the registers of the Tasmanian Department of Education. Using data from multiple cohorts of secondary school students in government schools in Tasmania (N = 14,135), we find that while the attendance rates were similar pre- and during-COVID-19 for high-SES students, there was a significant drop in attendance rates during COVID-19 among socioeconomically disadvantaged students, demonstrating the more pronounced impacts of COVID-19 for these students. The findings demonstrate that even “relatively short” lockdowns, as those in Tasmania in 2020 (30–40 days of home learning), can significantly affect the learning experiences of students from socioeconomically disadvantaged backgrounds. We discuss the implications of this for future pandemic planning in educational policy and practice and how this needs to be addressed in Australia's COVID-19 recovery.

In contrast to most Western jurisdictions, social work in Australia is not currently a registered profession. However, in late 2021, the South Australian Parliament passed a Bill to register social workers in that state. This follows a long-standing but previously unsuccessful campaign by the Australian Association of Social Workers (AASW) to attain social work registration at a national level. Yet, to date, there has been no empirical research on the views of social workers—whether members or the AASW or not—concerning the merits of registration. This paper presents the findings of a qualitative study of the views of 15 social workers regarding registration. The findings suggest that the profession holds diverse views concerning the potential benefits or harms emanating from registration. Some conclusions are drawn regarding priorities for future research including particularly the impact of registration on Aboriginal and Torres Strait Islander social workers and service users.