Search results

Isolation, large distances and geophysical adversities have influenced common perceptions, and with this have reinforced Northern Australia’s (aka Capricornia’s) image as a difficult and unattractive environment. This representation of ‘otherness’ often is contradicted by the fascination of tourists during their temporary encounter with the ‘North’ and its atmosphere. They appreciate its natural beauty and culture, which in their imagination represents the ‘real’ Australia. Thus, the region’s atmosphere is constructed by aesthetic values defined through social and cultural sensemaking of the place. This chapter explores the atmosphere of northern regions of Australia by adopting a historical, geographical and imaginative perspective to better understand the perceptions that define and distinguish the region from the rest of Australia. Through an auto-ethnographic account of travelling along the Gibb River Road in Western Australia’s Kimberley region, the authors accentuate the atmospheric dichotomy and inbuilt contradictions of tourists’ contemporary quest for ‘otherness’.

Sustainable luxury has often been seen to offer both environmental sustainability and the possibility for innovative entrepreneurial development of natural and cultural heritage. The possibility and challenges of sustainable luxury tourism for Indigenous groups have been discussed by Poelina and Nordensvärd (2018) at some length by including a cultural governance perspective that brings culture and nature together. They stressed how protecting our shared human heritage and human culture can be aligned with a new wave of sustainable luxury tourism. To achieve this, we need to create links to both management and protection of landscapes and ecosystems as vital parts of heritage protection and social development. This chapter explores how and why we need to integrate social sustainability into sustainable luxury tourism, where we can foresee potential pitfalls and conceptualise nature-based and Indigenous tourism to empower local Indigenous communities and provide them with sustainable employment, economic development and community services. The sustainable tourism model provides brokerage necessary to strengthen their capacity for innovation, entrepreneurship and transformational change. This transformational change requires tourist visitors and non-Indigenous tourism operators to be open to a new experience with Indigenous guides and tourism operators to see, share and learn how to feel ‘Country’ (Poelina, 2016; Poelina & Nordensvärd, 2018). We will use Martuwarra (Fitzroy River) and its communities in Kimberley (Western Australia) as a case study to develop a sociocultural sustainable luxury tourism framework that includes governance, legal and management and social policy perspective.

This chapter looks at two stories from visiting teachers/consultants in settings that were extremely diverse; one situated in a remote community with indigenous students in Western Australia, and the other in suburban schools in two capital cities in Australia. Even though the settings and experiences of the visiting teachers/consultants varied greatly, several themes around working with teachers and teacher assistants in inclusive education emerged. As the visiting teachers/consultants were invited into many schools they had the opportunity to view practices in a range of settings. They came with few preconceived ideas about the constraints of particular workplaces and consequently were in a position to offer objective and pragmatic advice. The visiting teachers/consultants found that they were in a position to foster relationships between teachers and teacher assistants that led to practices which had the potential to improve educational outcomes for the students in the schools.

This chapter explores inclusive approaches to reading instruction for Australian Aboriginal and/or Torres Strait Islander children. Drawing from the literature on effective reading instruction, culturally appropriate instructional practices, and the authors’ research on reading interventions in remote communities in Australia we assert that to be inclusive you must provide a learning environment that supports all students to learn. Further, that the approaches used in this learning environment should be evidence-based.

This chapter presents the perspective of an Information and Communications Technology (ICT) integration specialist on how mobile devices and apps are being used in several Western Australian primary schools to improve students’ literacy across a range of contexts and curriculum areas. In her role, the author is responsible for assisting teachers in Independent sector schools with Technologies, ICT Literacy and Science, Technology, Engineering and Mathematics (STEM) education and has worked extensively in helping teachers design rich cross-curricular tasks and programmes that harness a range of digital technologies, including mobile devices. The chapter presents several examples of how teachers in Western Australian Independent schools have used mobile tools across the curriculum in rich tasks, and how this has supported students’ literacy learning. Although this chapter makes specific references to Australian curricular requirements and contexts, it is envisaged that the practical examples and insights presented will be more broadly applicable in helping practitioners use mobile technologies to enhance literacy learning across the curriculum.

This introduction to the volume Atmospheric Turn in Culture and Tourism: Place, Design and Process Impacts on Customer Behaviour, Marketing and Branding (Emerald) positions the atmospheric turn in the context of recent paradigmatic turns such as the linguistic turn, iconic turn, cultural turn, spatial turn, mobility turn and design turn. The specific contribution of the atmospheric turn is its profoundly holistic interest in overarching connections which are perceived with all senses and include both matter and idea. With its 22 chapters, this volume sets out to sharpen the atmospheric gaze and perception in research and beyond.

Entitlement persists on the basis of race, gender, age, sexuality, language and able-bodiedness, despite all efforts to eradicate it – and abetted by some efforts to preserve it. Compounding this, as teachers, it is easy for us to become habituated to possessing the only knowledge of value in the room. This chapter takes place against a backdrop of movements such as Black Lives Matter, and its Australian manifestation, Aboriginal Deaths in Custody, the Me Too movement, on women's workplace rights and freedoms, movements against homophobia and transphobia, and quests for equality of accessibility. In particular, we explore the notion that Australia is a haunted nation – one that has not confronted its colonial past or properly reconciled with its first peoples and their descendants. Just as the nation needs to come to terms with its past, our conversations for this chapter will confront us with our own pasts and differing subjectivities. We make use here of our own stories in challenging entitlement, in ourselves and others.