"Stirring Australian Speeches" is the definitive collection of speeches and public addresses from Australian public life. Politicians, scientists, judges, explorers, artists, the famous and the infamous, comment on the great issues and figures of their day. The speakers range from Governor Arthur Phillip to Sir William Deane, Louisa Lawson to Germaine Greer, Peter Lalor to Pauline Hanson. The subjects stretch from white settlement to the Mabo decision, Eureka to Gallipoli, the banning of the Communist Party to the 2002 bombing in Bali, the art of Sheffield Shield cricket in the nineteenth century to the state of arts funding in recent times.

This book provides the first comprehensive study of diverse migrant memories and what they mean for Australia in the twenty-first century. Drawing on rich case studies, it captures the changing political and cultural dimensions of migration memories as they are negotiated and commemorated by individuals, communities and the nation. Remembering Migration is divided into two sections, the first on oral histories and the second examining the complexity of migrant heritage, and the sources and genres of memory writing. The focused and thematic analysis in the book explores how these histories are re-remembered in private and public spaces, including museum exhibitions, heritage sites and the media. Written by leading and emerging scholars, the collected essays explore how memories of global migration across generations contribute to the ever-changing social and cultural fabric of Australia and its place in the world.

There has been a recent expansion of interest in cultural approaches to rural communities and to the economic and social situation of rurality more broadly. This interest has been particularly prominent in Australia in recent years, spurring the emergence of an interdisciplinary field called 'rural cultural studies'. This collection is framed by a large interdisciplinary research project that is part of that emergence, particularly focused on what the idea of 'cultural sustainability' might mean for understanding experiences of growth, decline, change and heritage in small Australian country towns. However, it extends beyond the initial parameters of that research, bringing together a range of senior and emerging Australian researchers who offer diverse approaches to rural culture. The essays collected here explore the diverse forms that rural cultural studies might take and how these intersect with other disciplinary approaches, offering a uniquely diverse but also careful account of life in country Australia. Yet, in its emphasis on the simultaneous specificity and cross-cultural recognisability of rural communities, this book also outlines a field of inquiry and a set of critical strategies that are more broadly applicable to thinking about the "rural" in the early twenty-first century. This book will be valuable reading for students and academics of Geography, History, Literary Studies, Cultural Studies, Anthropology and Sociology, introducing rural cultural studies as a new dynamic and integrative discipline.

Spanning the late 18th century to the present, this volume explores new directions in imperial and postcolonial histories of conciliation, performance, and conflict between European colonizers and Indigenous peoples in Australia and the Pacific Rim, including Aotearoa New Zealand, Hawaii and the Northwest Pacific Coast. It examines cultural "rituals" and objects; the re-enactments of various events and encounters of exchange, conciliation and diplomacy that occurred on colonial frontiers between non-Indigenous and Indigenous peoples; commemorations of historic events; and how the histories of colonial conflict and conciliation are politicized in nation-building and national identities.

There has been a recent expansion of interest in cultural approaches to rural communities and to the economic and social situation of rurality more broadly. This interest has been particularly prominent in Australia in recent years, spurring the emergence of an interdisciplinary field called 'rural cultural studies'. This collection is framed by a large interdisciplinary research project that is part of that emergence, particularly focused on what the idea of 'cultural sustainability' might mean for understanding experiences of growth, decline, change and heritage in small Australian country towns. However, it extends beyond the initial parameters of that research, bringing together a range of senior and emerging Australian researchers who offer diverse approaches to rural culture. The essays collected here explore the diverse forms that rural cultural studies might take and how these intersect with other disciplinary approaches, offering a uniquely diverse but also careful account of life in country Australia. Yet, in its emphasis on the simultaneous specificity and cross-cultural recognisability of rural communities, this book also outlines a field of inquiry and a set of critical strategies that are more broadly applicable to thinking about the "rural" in the early twenty-first century. This book will be valuable reading for students and academics of Geography, History, Literary Studies, Cultural Studies, Anthropology and Sociology, introducing rural cultural studies as a new dynamic and integrative discipline.

Spanning the late 18th century to the present, this volume explores new directions in imperial and postcolonial histories of conciliation, performance, and conflict between European colonizers and Indigenous peoples in Australia and the Pacific Rim, including Aotearoa New Zealand, Hawaii and the Northwest Pacific Coast. It examines cultural "rituals" and objects; the re-enactments of various events and encounters of exchange, conciliation and diplomacy that occurred on colonial frontiers between non-Indigenous and Indigenous peoples; commemorations of historic events; and how the histories of colonial conflict and conciliation are politicized in nation-building and national identities.

Designing Schools explores the close connections between the design of school buildings and educational practices throughout the twentieth century to today. Through international cases studies that span the Americas, Europe, Africa and Australia, this volume examines historical innovations in school architecture and situates these within changing pedagogical ideas about the 'best' ways to educate children. It also investigates the challenges posed by new technologies and the digital age to the design and use of school places. Set around three interlinked themes - school buildings, school spaces and school cultures - this book argues that education is mediated or framed by the spaces in which it takes place, and that those spaces are in turn influenced by cultural, political and social concerns about teaching, learning and the child.

Children, Childhood and Cultural Heritage explores how the everyday experiences of children, and their imaginative and creative worlds, are collected, interpreted and displayed in museums and on monuments, and represented through objects and cultural lore. Young people constitute up to half the population of any given society, but their lives are inescapably influenced by the expectations and decisions of adults. As a result, children's distinct experiences are frequently subsumed within the broader histories and heritage of their families and communities. And while adults inevitably play a prominent role in children's lives, children are also active creators of their own cultures. As this volume so vividly demonstrate, the cultural heritage of children is rich and varied, and highly revealing of past and present attitudes to children and their work, play, creativity, and human rights. The essays in this book span the experiences of children from classical Rome to the present moment, and examine the diverse social and historical contexts underlying the public representations of childhood in Britain, Europe, North America, Australia, North Africa and Japan. Case studies examine the heritage of schools and domestic spaces; the objects and games of play; the commemoration of child Holocaust survivors; memorials to Indigenous child-removal under colonial regimes; children as collectors of objects and as authors of juvenilia; curatorial practices at museums of childhood; and the role of children as visitors to historical sites. Until now, the cultural heritage of children and the representations of childhood have been largely absent from scholarly discussions of museology, heritage places and material culture. This volume rectifies that gap, bringing together international experts in children's histories and heritage. Aimed at a wide readership of students, academics, and museum and heritage professionals, Children, Childhood and Cultural Heritage authoritatively defines the key issues in this exciting new field.

Children, Childhood and Cultural Heritage explores how the everyday experiences of children, and their imaginative and creative worlds, are collected, interpreted and displayed in museums and on monuments, and represented through objects and cultural lore. Young people constitute up to half the population of any given society, but their lives are inescapably influenced by the expectations and decisions of adults. As a result, children's distinct experiences are frequently subsumed within the broader histories and heritage of their families and communities. And while adults inevitably play a prominent role in children's lives, children are also active creators of their own cultures. As this volume so vividly demonstrate, the cultural heritage of children is rich and varied, and highly revealing of past and present attitudes to children and their work, play, creativity, and human rights. The essays in this book span the experiences of children from classical Rome to the present moment, and examine the diverse social and historical contexts underlying the public representations of childhood in Britain, Europe, North America, Australia, North Africa and Japan. Case studies examine the heritage of schools and domestic spaces; the objects and games of play; the commemoration of child Holocaust survivors; memorials to Indigenous child-removal under colonial regimes; children as collectors of objects and as authors of juvenilia; curatorial practices at museums of childhood; and the role of children as visitors to historical sites. Until now, the cultural heritage of children and the representations of childhood have been largely absent from scholarly discussions of museology, heritage places and material culture. This volume rectifies that gap, bringing together international experts in children's histories and heritage. Aimed at a wide readership of students, academics, and museum and heritage professionals, Children, Childhood and Cultural Heritage authoritatively defines the key issues in this exciting new field.

Text, Theory, Space is a landmark in post-colonial criticism and theory. Focusing on two white settler societies, South Africa and Australia, the contributors investigate the meaning of 'the South' as an aesthetic, political, geographical and cultural space.
Drawing upon a wide range of disciplines which include literature, history, urban and cultural geography, politics and anthropology, the contributors examine crucial issues including:
* defining what 'the South' encompasses
* investigating ideas of space, history, land and landscape
* claiming, naming and possessing land
* national and personal boundaries
* questions of race, gender and nationalism

Designing Schools explores the close connections between the design of school buildings and educational practices throughout the twentieth century to today. Through international cases studies that span the Americas, Europe, Africa and Australia, this volume examines historical innovations in school architecture and situates these within changing pedagogical ideas about the 'best' ways to educate children. It also investigates the challenges posed by new technologies and the digital age to the design and use of school places. Set around three interlinked themes - school buildings, school spaces and school cultures - this book argues that education is mediated or framed by the spaces in which it takes place, and that those spaces are in turn influenced by cultural, political and social concerns about teaching, learning and the child.

Whether we think of statues, plaques, street-names, practices, material or intangible forms of remembrance, the language of collective memory is everywhere, installed in the name of not only nations, or even empires, but also an international past. The essays in Sites of International Memory address the notion of a shared past, and how this idea is promulgated through sites and commemorative gestures that create or promote cultural memory of such global issues as wars, genocide, and movements of cross-national trade and commerce, as well as resistance and revolution. In doing so, this edited collection asks: Where are the sites of international memory? What are the elements of such memories of international pasts, and of internationalism? How and why have we remembered or forgotten “sites” of international memory? Which elements of these international pasts are useful in the present? Some contributors address specific sites and moments—World War II, liberation movements in India and Ethiopia, commemorations of genocide—while other pieces concentrate more on the theoretical, on the idea of cultural memory. UNESCO’s presence looms large in the volume, as it is the most visible and iconic international organization devoted to creating critical heritage studies on a world stage. Formed in the aftermath of World War II, UNESCO was instrumental in promoting the idea of a “humanity” that exists beyond national, regional, or cultural borders or definitions. Since then, UNESCO’s diplomatic and institutional channels have become the sites at which competing notions of international, world, and “human” communities have jostled in conjunction with politically specific understandings of cultural value and human rights. This volume has been assembled to investigate sites of international memory that commemorate a past when it was possible to imagine, identify, and invoke “international” ideas, institutions, and experiences, in diverse, historically situated contexts. Contributors:Dominique Biehl, Kristal Buckley, Roland Burke, Kate Darian-Smith, Sarah C. Dunstan, David Goodman, Madeleine Herren, Philippa Hetherington, Rohan Howitt, Alanna O’Malley, Eric Paglia, Glenda Sluga, Sverker Sörlin, Carolien Stolte, Beatrice Wayne, Ralph Weber, Jay Winter.

This book provides the first comprehensive study of diverse migrant memories and what they mean for Australia in the twenty-first century. Drawing on rich case studies, it captures the changing political and cultural dimensions of migration memories as they are negotiated and commemorated by individuals, communities and the nation. Remembering Migration is divided into two sections, the first on oral histories and the second examining the complexity of migrant heritage, and the sources and genres of memory writing. The focused and thematic analysis in the book explores how these histories are re-remembered in private and public spaces, including museum exhibitions, heritage sites and the media. Written by leading and emerging scholars, the collected essays explore how memories of global migration across generations contribute to the ever-changing social and cultural fabric of Australia and its place in the world.