Language practices represent significant barriers to engagement in higher education for many learners from traditionally underrepresented backgrounds. In Australia, such students may be Aboriginal and Torres Strait Islander learners, students from rural and remote locations, learners who are the first in their family to access higher education,…

This article argues that instructors should adopt a more multicultural perspective when designing syllabi for and teaching undergraduate courses in International Relations (IR). The examination of teaching practices in IR draws on the personal experiences of the authors as foreign natives and instructors of IR at two American universities. The…

A university-wide secondary credential program (middle and high school) has engaged in systemic reform through professional development for content faculty to better equip prospective secondary teacher candidates for supporting the academic and social needs of English language learners (ELLs), particularly in urban schools. Data from five years of…

This paper considers the experience of a small group of young adults who were born in Africa, entered Australia under the humanitarian entry program, and are enrolled in tertiary education. It investigates the expectations and experiences of these students and the associated teaching staff at a South Australian university. This body of students…