Australian Made is a collection of essays about the writers, the readers and the texts of multicultural Australia. Presenting the work of critics and scholars from both Australia and abroad, this collection creates a synergy between local and international perspectives as it explores what it means for a writer or a reader to be 'Australian' and a text to be 'Australian made'.

How do you creatively plan for a population of 62 million by 2100, Australia's current major city planning frameworks only account for an extra 5.5 million people. Whether we want a 'Big Australia' or not, Australia's 21st century is likely to see rapid and continual growth - and if we want liveable, high functioning cities and regional centres we need to think outside the box. Richard Weller and Julian Bolleter (Australian Urban Design Research Centre) offer optimistic and creative solutions for the future with one imperative: what we build this century will make or break our country.

This revised version of Kaela Jubas’ award winning dissertation focuses on contemporary shopping practices, analyzing the ways concerned shoppers think about globalization, consumption, and their personal effect on the status quo. By using numerous examples from modern advertising, interviews with self-described “radical” shoppers, and selected quotes from scholars and experts, Jubas delves into questions of social justice, environmental awareness, and consumer identity -- all demonstrated by individual choices made at the checkout counter. Employing a variety of qualitative research techniques and complex and counterintiuitive cultural theory, Jubas’s study will interest those in adult education, cultural studies, consumer research, and qualitative inquiry.

This book addresses how Western universities have constructed themselves as global providers of education, and are driven to be globally competitive. It examines how the term ‘international’ has been exploited by the market in the form of government educational policies and agencies, host institutions, academia and the mass media. The book explores matters relating to the role of the English language in international education in general and the field of TESOL in particular. It demonstrates how English and TESOL have exercised their symbolic power, coupled with the desire for international education, to create convenient identities for international TESOL students. It also discusses the complexity surrounding and informing these students’ painful yet sophisticated appropriation of and resistance to the convenient labels they are subjected to.