Culture, Identity, and Education – Annotated Bibliography Example

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The paper "Culture, Identity, and Education" is a worthy example of an annotated bibliography on social science. Purdie, N. & Wilss, L. (2007). Australian national identity: Young people’ s conceptions of what it means to be Australian. National Identities 9(1): pp. 67-82. Data from sample essays of 242 students were used to examine notions of Australian teenagers about the issue of national identity. Using constant comparison and analytic induction, the authors explored how the teenagers envisaged national welfare, personal welfare, democracy, agreeable nature, diversity, sport, way of life, and rules of nationality. The findings show that many teenagers feel that Australia is a prosperous, harmless, and secure nation to reside in.

They also believe in equality of opportunities to access education and health in the country. In regard to democracy, Australian adolescents feel that they have freedom of expression, religion and to decide lifestyle to ascribe to. In addition, the findings point out that young Australians associate their society with friendlessness, kindness, and humor. They believe that their nation is endowed with diverse geographical features (beaches, mountains, forests, and deserts), wildlife, and favorable weather conditions (especially elevated temperatures).

Young Australians perceive sport as a recreational event that contributes to national identity. In regard to citizenship, the teenagers seem to believe that a person can become an Australian by virtue of birth, obtaining the nation’ s citizenship, staying in the nation for a long time, the virtue of language-related characteristics and satisfaction in being an Australian. Moreover, they hold the conception that society is culturally diverse in terms of background, religion, social wellbeing, beliefs, and language. Although some of them cite this diversity as a potential source of racial discrimination, the majority of teenagers believe that diversity makes them develop virtues of respect and tolerance for each other.

Many young Australians believe that living in Australia means having the chance to enjoy an assortment of recreational activities and the freedom to participate in any activity. This article comprehensively addresses the issues of culture, identity, and education in an Australian context and as such, it’ s a good source of information for this paper. It provides essential information that can be used to design educational materials or instruction curriculum that integrates values of national identity and cultural diversity held by adolescents.

In this sense, instructors can help students to grow to embrace the virtues and values of Australian culture and identity. Therefore, the article is significant in providing a wealth of information regarding conceptions of Australian teenagers to educational stakeholders. Although the ideas in this article were presented in an Australian context, their significance is only limited to only one of the eight states of the nation. This is because the respondents were drawn from a single state and as such, not representative of the other states.

This argument is based on the fact that the views of students from the other states may differ from views in this paper because of differences in demographic characteristics, geographical factors, and way of life, etc. However, the ideas are important in providing information about values and beliefs held by teenagers in that state. In addition, there is some statistical significance that can be associated with these concepts. The pooled sample was representative of the state’ s multicultural community and as such, the concepts significantly represent views of Australian adolescents in the state.

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