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This paper explores how the colonial hegemony of racism in Australia could be disrupted in schools by introducing mandatory reporting of racism by teachers in Australia, and addresses the benefits and risks of mandatory reporting of racism. Using Aboriginal and Torres Strait Islanders as a case study, the ongoing prevalence of racism in schools is established. I then draw on the literature associated with teachers’ mandatory reporting of child abuse and neglect to construct racism as a form of emotional abuse of children. The complexity of racism as evidenced from the literature limits the mandatory reporting to interactional racism by teachers as an antiracist practice. The justification for mandatory reporting covers the emotional stress caused by racism to students and can also be extended to support Aboriginal and Torres Strait Islander staff in schools. The evidence of learning success where antiracism strategies have been introduced in schools, the opportunity to normalise bystander antiracism by teachers, and the alignment of this reporting initiative with the professional standards of teachers together support a case for mandatory reporting of racism in schools. The arguments against mandatory reporting of racism draw on the generative practices of teachers integrating antiracist discourses in schools.

The purpose of this communication is to explore possibilities for children’s literature to enable futures learning. It introduces the ways in which two different frameworks might be used to analyse children’s literature. The first framework draws upon the Earth Charter Principles (ECP) (Auld et al., 2021). The second framework brings together the pillars of sustainability with the principles of Education for Sustainability (EfS) in a framework for ecological sustainability of children’s literature (White et al., 2020). The communication starts by introducing a text – a recent example of ‘awarded’ and therefore high-quality children’s literature. We then outline the two frameworks and explore the possibilities of applying these frames for analysing this text. We conclude that the sustainability frameworks are useful tools and resources for analysing children’s literature to determine the quality of the text and how the experience of reading the text may impact children, their learning and their environmental consciousness and practices.

A framework to critically consider the ecological sustainability messaging in children's literature is presented to authors, illustrators and editors, as well as teachers, parents and students/children. We have applied this framework to three books from the Children's Book Council of Australia (CBCA) 2015 Notables list using critical discourse analysis (CDA). Findings suggest that there are themes and images in these award-winning texts that do not support ecological sustainability and we argue that children's literature should be judged with criteria including ecological sustainability. Our hope is that ecological sustainability principles and practices lead to changes in social discourse through intergenerational storytelling. [Author abstract]

This paper argues the case for expansive and inclusive models of literacy pedagogy that can be applied to curriculua more generally. Literacy pedagogy in Australia has benefitted from using Freebody and Luke's (1990) Four Roles of the Reader Model. We analyse the Paul Kelly song video, Sleep, Australia, Sleep, using this model. Underpinning this model is the concept that each role is necessary but not sufficient. We discuss the benefits fo pluralism in language and literacy pedagogy in an age of standards-based reforms and shifting repertoires of literacy practices in pedagogies that speak back to the Anthropocene.

Access and usage of digital technologies is a marker of advantage in Australian schools. This study aims to identify how context impacts upon the enactment of the teaching and leading of the Digital Technologies Curriculum in schools labelled as disadvantaged. The study used a four-fold heuristic of contexts to analyse the work of educators in schools. The study found that external contexts structurally shape the teachers’ agency with the Digital Technologies Curriculum. The study revealed that the enactment of the Digital Technologies Curriculum in disadvantaged contexts was enabled by additional supports and nuanced approaches. Successful enactment can occur when teacher and leader agency outperform the impact of structural disadvantage.

This paper reports on the use of touch screens to display simple talking books in a minority Indigenous Australian language. Three touch screens are located in an informal context in a remote Indigenous Australian community. The popularity of the computers can be explained by the form of the touch screen and by the intertextual and hybrid nature of the talking books. The results suggest the Kunibídji choose to transform their own culture by including new digital technologies which represent their social practice.

The Australian Curriculum provides a warrant for all subject English teachers to enact the Aboriginal and Torres Strait Islander Histories and Cultures Cross-curriculum priority (CCP). This priority is designed for all students to engage in reconciliation, respect, and recognition of the world's oldest continuous living cultures (ACARA, n.d.-a). This paper provides an example of how Ziggy Ramo's video text Little Things might be used to achieve some of the subject-specific aims of the English Curriculum while embedding the Aboriginal and Torres Strait Islander Histories and Cultures CCP in subject English. This paper is written by pre-service teachers and teacher educators working together out of university campuses located on Wurundjeri and Wathaurong Country.

In this paper we take on Green's (2017) orientation of the Australian Curriculum: English and consider what might it hold for the students of Australia. We set about analysing eighteen minutes of storytelling by a group of young 9-12 year old Kunibídji males from Maningrida in the far North of the Northern Territory in Australia, making this storytelling visible to the readership. In doing so, we note the rhetorical attitude held by these young people and their artful use of discourses as they translanguage between Ndjébbana, English, traditional knowledge, popular culture and mainstream Australian culture. The artful use of discourses demonstrated by these young people highlights their preference to engage in oral storytelling using scaffolds of meaning-making found in digital technological literacies. We argue that all Indigenous students should have the right to learn in their preferred language of communication as part of their linguistic human rights.

Commercial application linear motion magnetically levitated, maglev, bodies are inherently unstable owing to minimal large magnitude or prolonged oscillating disturbance natural damping. Induced vibrations into large inertial, magnetically levitated bodies experience resonance under certain operating conditions. Maglev vehicles typically incorporate a non-magnetic ancillary damping suspension system as compensation. Maglev designers desire an efficient, solely magnetic based damping system without auxiliary compensation for these large inertial vehicles, but no effective system has presented itself. This paper investigates the unstable nature of a maglev electrodynamic suspension, E.D.S., system. Electromagnetic solenoid coils operating in concert with an appropriate control law offer this solution. A hierarchy of controlled, electromagnetic damping suspension systems is theorized and analyzed and in one case designed, fabricated, and tested. These designs range from a single degree of freedom, D.O.F., maglev suspension to a dynamically coupled six D.O.F. maglev suspension. Solenoid coils form the electromagnetic damping prime mover hardware. Soft computing optimal nonlinear control forms the final electromagnetic damping control kernel for this proof of concept paper whereas soft computing adaptive nonlinear control forms the final electromagnetic damping control kernel for a proposed final system solution.