This article examines the impact on Australia of population movements in the Asia-Pacific region since 1945, with special reference to the period since 1975 that marked the termination of the restrictive ‘White Australia Policy.’ That policy, which had its origins in racist theories popular at the end of the nineteenth century, isolated Australia from its immediate region and kept it tied to its European and, more specifically, British origins. The impact of population, trade and capital movements in the region has been such as to make Australia ‘part of Asia.’ Nevertheless, public opinion has yet to accept these changes fully, especially when they involve changing the ethnic character of the resident population. It is concluded that the generation which has grown up since 1945 and which is now starting to dominate politics and intellectual life will find it easier to reorient Australia than did the previous generation, despite continuing ambivalence in public attitudes. The presence in Australia of large numbers of permanent residents and citizens of Asian origin is a necessary factor in expediting change.

There has never been a greater need for a sober, historically informed yet critical account of immigration policy in Australia. In this book, Australia's leading specialist on migration James Jupp surveys the changes in policy over the last thirty years since the seismic shift away from the White Australia Policy. Along the way the author considers the history of the White Australia Policy, compares the achievements of the Fraser, Hawke and Keating governments, considers the establishment of the 'institutions' of multiculturalism and ethnicity, and then the waves of attacks on multiculturalism. It looks critically at the impact of economic rationalism on migration choices, the environmentalist challenges to migration, and the impact of Pauline Hanson and One Nation. Most importantly the vexed issue of refugees and asylum seekers is covered in great depth.

Committed White male teachers of inner-city students seeks to supersede previous research on White teacher and other White identities by narrating respondents' "creative identifications" and initiating a "second wave" of White identity studies. This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates respondents' identifications as they emerge in life histories. Critiquing, engaging, and extending scholarship on White teachers, this reflection reveals respondents' recodings of White identifications and articulates how these recodings become useful in classrooms. Specifically, respondents recode bounded identifications, at times in progressive ways, using alternative media, illegal drug experiences, process spirituality, and other cultural resources in processes of "self " identification. This reflection articulates these complex and nuanced White teacher identifications as they relate to classrooms and race visible, rather than color-blind, identifications. These findings critique activist-interventionist research on White teachers' "false consciousnesses" for its essentialzing tendencies and suggest a move toward creative identifications and a "second wave" of White identity studies illuminating them. The second wave of White identity studies, which this research exemplifies and calls for, emphasizes respondents' narrative becoming rather than essentialized being as a basis for a continued research on White identities.

There has never been a greater need for a sober, historically informed yet critical account of immigration policy in Australia. In this revised and updated edition, James Jupp, Australia's leading specialist on migration, surveys the changes in policy over the last thirty years since the seismic shift away from the White Australia Policy. Along the way he outlines the history of Australian immigration, compares the achievements of the Fraser, Hawke and Keating governments, and considers the establishment of the 'institutions' of multiculturalism and ethnicity. Jupp looks critically at the ways economic rationalism, the rise of Pauline Hanson and One Nation, and the environmental debate have impacted upon migration choices. The vexed issue of refugees and asylum seekers is also covered in great depth.

In this study of White teacher identity literatures, we historicize, define, and advance second-wave White teacher identity studies in education research and teacher education. First, we provide a discussion of methodology used to conduct this study called the synoptic text. Second, we provide an historical account of White teacher identity studies that situates our review of literatures. Third, using the methodology of the synoptic text, we provide a systematic review of White teacher identity studies between 2004 and 2014. Situated within an account of a developing field, we develop the notion of second-wave White teacher identity studies. In our discussion and conclusion, we articulate the pedagogical implications of second-wave White teacher identity studies for education research and teacher education.