Vol 1, 2 and 3 only held.

A book about how European colonists in Australia represented the Indigenous peoples they found there, and the tasks of governing them within the terms of Western political thought. It emphasises how the framework of ideas drawn from the traditions of Western political thought was employed in the imperial government of Indigenous peoples.

Memory in Place brings together Indigenous and non-Indigenous scholars and practitioners grappling with the continued potency of memories and experiences of colonialism. While many of these conversations have taken place on a national stage, this collection returns to the rich intimacy of the local. From Queensland’s sweeping Gulf Country, along the shelly beaches of south Sydney, Melbourne’s city gardens and the rugged hills of South Australia, through Central Australia’s dusty heart and up to the majestic Kimberley, the collection charts how interactions between Indigenous people, settlers and their descendants are both remembered and forgotten in social, political, and cultural spaces. It offers uniquely diverse perspectives from a range of disciplines including history, anthropology, memory studies, archaeology, and linguistics from both established and emerging scholars; from Indigenous and non-Indigenous contributors; and from academics as well as museum and cultural heritage practitioners. The collection locates some of the nation’s most pressing political issues with attention to the local, and the ethics of commemoration and relationships needed at this scale. It will be of interest to those who see the past as intimately connected to the future.

A history of the role of biological theories in the construction and "protection" of whiteness in Australia from the first European settlement through World War II.

In Introduction to the Science of Kinship, Murray J. Leaf and Dwight Read show how humans use specific systems of social ideas to organize their kinship relations and illustrate what this implies for the science of human social organization. Leaf and Read explain that every human society has multiple social organizations, each of which is associated with a distinct vocabulary. This vocabulary is associated with interrelated definitions of social roles and relations. These roles and relations have four specific logical properties: reciprocity, transitivity, boundedness, and imaginary spatial dimensionality. These properties allow individuals to use them in communication to create ongoing, agreed-upon, organizations. This book is recommended for scholars of anthropology, sociology, linguistics, and mathematics.

Interrogating the concepts of allegiance and identity in a globalised world involves renewing our understanding of membership and participation within and beyond the nation-state. Allegiance can be used to define a singular national identity and common connection to a nation-state. In a global context, however, we need more dynamic conceptions to understand the importance of maintaining diversity and building allegiance with others outside borders. Understanding how allegiance and identity are being reconfigured today provides valuable insights into important contemporary debates around citizenship. This book reveals how public and international law understand allegiance and identity. Each involves viewing the nation-state as fundamental to concepts of allegiance and identity, but they also see the world slightly differently. With contributions from philosophers, political scientists and social psychologists, the result is a thorough appraisal of allegiance and identity in a range of socio-legal contexts.

This book critiques models of intercultural competence, whilst suggesting examples of specific alternative approaches that will successfully foster intercultural competence in teacher education. Bringing together diverse perspectives from teacher educators and student teachers, this volume discusses the need to move beyond essentialism, culturalism and assumptions about an us versus them perspective and recognises that multiple identities of an individual are negotiated in interaction with others. Intercultural Competence in the Work of Teachers is divided into four sections: critiquing intercultural competence in teacher education; exploring critical intercultural competences in teacher education; reflexivity and intercultural competence in teacher education; and indigeneity and intercultural competence in teacher education, providing a methodological approach through which to explore this critical framework further. This book is ideal for teacher educators or academics of education specialising in global education who are looking to explore alternative perspectives towards intercultural competence and wish to gain an insight into the ways it can be utilised in a more effective and productive manner.