The story of Australia's post-war immigration program is well known, but little has been written about migration to Australia between the wars. This 1995 book is a systematic study of assisted emigration from Britain to Australia during the inter-war years. It looks at the British and Australian politicians and bureaucrats involved in the program and the half-million migrants who uprooted themselves. While their imperial ties were significant, the book shows that British and Australian governments acted in their own interests, using migration to meet their different needs, with little regard for the migrants themselves. Michael Roe shows that the Anglo-Australian relationship was rife with contradictions and these often came to a head in the debates over migration. Not only is the book an important study of imperial relations in the 1920s and 1930s, it describes an important and overlooked aspect of Australian political and social history.
This book examines twenty-five years of the Australian framework for student equity in higher education, A Fair Chance for All. Divided into two sections, the book reflects on the legacy of equity policy in higher education, the effectiveness of current approaches, and the likely challenges facing future policymakers. The first section explores the creation of the framework, including the major elements of the policy, the political context of its development, and how it compares with international models developed during the same period. The performance of the six student equity groups identified within the framework is also examined. The second section of the book considers future trends and challenges. The Australian university sector has undergone seismic change in the past twenty-five years and faces further changes of equal magnitude. The twenty-fifth anniversary of A Fair Chance for All comes as Australian higher education is poised for another wave of transformation, with rising expansion, competition, and stratification. While the emerging landscape is new, the questions have changed little since A Fair Chance for All was first conceived: How should we define student equity, and what policies are likely to promote it?
Just a fortnight before Christmas, 1871, a young man, twenty-four years of age, returned home to his dinner about eight o'clock in the evening. He was married, and with him and his wife lived his wife's sister. At that somewhat late hour he walked in among the two young women, and another much older woman who was preparing the table for dinner. The wife and the wife's sister each had a child in her lap, the elder having seen some fifteen months of its existence, and the younger three months. "He has been out since seven, and I don't think he's had a mouthful," the wife had just said. "Oh, Harry, you must be half starved," she exclaimed, jumping up to greet him, and throwing her arm round his bare neck.
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