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Cultural Becoming in Multicultural Australia

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The study investigated the role of formal and informal education in the life experiences of a group of University of Adelaide higher degree students from a number of different ethnic backgrounds. The intellectual framework compared theories of education based on Znaniecki, Bourdieu, Durkheim, Freire and Giroux. The theoretical framework of humanistic sociology, as developed by Znaniecki(1968) and extended by Smolicz (1974), was adopted for analysing individual cultural development in multicultural Australia. The research involved the analysis of memoir materials from higher degree students who were asked to write about educational and cultural influences which they felt had influenced their lives. Sixteen of the thirty six memoir authors came from English speaking backgrounds (ESB), whilst the other twenty were born into non-English speaking homes (NESB). These two categories were further sub-divided according to whether the writer was born overseas or in Australia.

Document Type: Research Article


Affiliations: University of Adelaide

Publication date: January 1, 1996

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.

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