© 2018, © 2018 Australian Journal of Human Rights. The removal of Aboriginal children from their families gained national attention in Australia following the publication of the Bringing Them Home Report in 1997. Notably absent from this report, however, were first-hand accounts of the experiences of Indigenous parents, particularly of mothers, who were often the primary carers or sole parents of removed Indigenous children. This article explores whether the right to mother is adequately protected by existing UN human rights conventions, and argues that the lack of explicit protection of aspects of the right to mother within the international human rights framework contributes to the failure to identify and address violations of the rights of mothers in human rights inquiries and processes. Key factors are identified that contribute to our understanding of Aboriginal mothers’ ongoing silence throughout the Bringing Them Home Inquiry process and beyond, which have wider implications for the identification and investigation of violations of the human rights of mothers.
Barclay, K, Voyer, M, Mazur, N, Payne, AM, Mauli, S, Kinch, J, Fabinyi, M & Smith, G 2017, 'The importance of qualitative social research for effective fisheries management', Fisheries Research, vol. 186, pp. 426-438.View/Download from: Publisher's site
© 2016Over recent decades it has become widely accepted that managing fisheries resources means managing human behaviour, and so understanding social and economic dynamics is just as important as understanding species biology and ecology. Until recently, fisheries managers and researchers have struggled to develop effective methods and data for social and economic analysis that can integrate with the predominantly biological approaches to fisheries management. The field is now growing fast, however, and globally, researchers are developing and testing new methods. This paper uses three divergent case studies to demonstrate the value of using qualitative social science approaches to complement more conventional quantitative methods to improve the knowledge base for fisheries management. In all three cases, qualitative interview and document review methods enabled broad surveying to explore the research questions in particular contexts and identified where quantitative tools could be most usefully applied. In the first case (the contribution of commercial fisheries to coastal communities in eastern Australia), a wellbeing analysis identified the social benefits from particular fisheries, which can be used to identify the social impacts of different fisheries management policies. In the second case (a gender analysis of fisheries of small islands in the Pacific), analysis outlined opportunities and constraints along fisheries supply chains, illuminated factors inhibiting community development and identified ecological factors that are typically overlooked in conventional fisheries management. In the third case (sea cucumber fisheries in Papua New Guinea), an interactive governance analysis assessed how well fisheries management tools fit the ecological, social and economic reality of the fishery and the trade in its products, including market influences and stakeholder values. The qualitative approach adopted in these three case studies adds a new dimension to under...
Burridge, N, Payne, A & Rahmani, N 2016, '"Education is as important for me as water is to sustaining life": perspectives in the higher education of women in Afghanistan.', Gender and Education, vol. 28, no. 1, pp. 128-147.View/Download from: Publisher's site
Progress in education in Afghanistan since the fall of the Taliban has been
described as ‘fragile, limited in reach, depth and uncertainty of sustainability’
[UNICEF. 2013. Basic Education and Gender Equality: Afghanistan. United
Nations International Children’s Emergency Fund. http://www.unicef.org/
afghanistan/education_2206.htm]. This is particularly true for Afghan women
participating in higher education, within a culture that remains resistant to
women’s education. This article documents the views and attitudes of Afghan
women who have sought to gain a higher education, within a context where only
5% of the Afghan population attends university, and less than 20% of university
students are female [The World Bank. 2013. World Development Indicators:
Poverty Headcount Ratio at National Poverty Lines. The World Bank Group.
http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the
voices of Afghan women to ascertain what they see as the best ways to improve
their educational outcomes. Findings illustrate that while progress has been made
in enabling a small percentage of women to pursue higher education, there are
still significant and enduring obstacles for Afghan women seeking such a path.
Burridge, N, Chodkiewcz, A, Payne, AM, Oguro, S, Varnham, S & Buchanan, J 2015, 'Human Rights Education in the Australian School Curriculum', Human Rights Education in Asia-Pacific, vol. 5, pp. 167-202.
Australian education systems, at state and federal levels, have been undergoing major reforms to their governance structures and to the nature of their curriculum. At the same time over the last decade there has been a national conversation about our knowledge and understanding of human rights (NHRCC 2009). In this context, it is an opportune time to review the place of education for and about human rights within the school curriculum. The study reported on in this paper outlines and examines the findings of a nationwide investigation into the capacity of each state and territory school education system and their individual curricula to provide opportunities to educate and motivate school students about human rights. It also engages in a discussion of the curriculum reforms being introduced as a result of the national Australian curriculum framework and the extent to which it caters for human rights perspectives.
Our data derive from four main sources: a review of the literature; input from roundtable discussions with participants involved in the advocacy for and the delivery of, human rights education in schools; analysis of curriculum and policy documents at the state, territory and national levels; and resources and technologies being used in the teaching of human rights in schools.
Given the increasing focus internationally on human rights education in the past two decades, this article examines recent developments in both human rights legislation and education in Australia. Despite opportunities to effectively integrate human rights education into school programs provided by a new Human Rights Framework and National Curriculum, there have been only limited outcomes to date for human rights education. Failure to systemically integrate human rights principles, topics and practices into school curriculum has resulted in a missed opportunity to create a human rights culture and improve understandings of human rights for Australian students.
Payne, AM, Burridge, N & Rahmani, N 2019, 'An Education without Fear: Higher Education and Gender Justice in Afghanistan' in Shackel, R & Fiske, L (eds), Rethinking Transitional Gender Justice Transformative Approaches in Post-Conflict Settings, Palgrave Macmillan, USA, pp. 295-314.View/Download from: Publisher's site
This chapter explores the right to education as a gender justice issue in Afghanistan, with a particular focus on Afghan women students’ experiences in accessing and participating in higher education. Afghan women students, living in a complex social context where their right to education remains contested, identify a number of priorities for action to improve their access to and participation in higher education. These include the need for quotas to increase women’s enrolment, their ongoing need for financial support, the need for human rights education throughout Afghanistan to promote greater acceptance of women’s right to an education and the need to address their security concerns, so that they can exercise their right to education and contribute to Afghan society without fear for their personal safety, either now or in the future.
Price, J & Payne, A-M Women's Leadership Institute Australia 2019, You can’t be what you can’t see. Women’s Leadership Institute Australia 2019 Women for Media Report, Online.