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nan dear gladys dolly matriarch of the family in her 60s nan s daughter dolly s mot 3588545

|Nan Dear |Gladys |Dolly | |Matriarch of the family, in her 60s |Nan’s daughter, Dolly’s mother, in her 40s |Daughter, shielded from the truth by Gladys and Nan until her own trauma | |Nan’s focus is on accepting her lot and surviving. Her approach to |Gladys reveres the young queen and ideas of royalty. She’s excited at the |throws her into adulthood | |objects is whether or not they are useful to her in keeping house, |Queen’s visit and wants just to get a look at her.

|Proud of her Aboriginality but aware of the differences in society; is | |feeding her family, surviving… |Gladys lives with her dreams that reflect acceptance into white society. She’s|angered by them. | |While Gladys and Dolly have their dreams, Nan’s lives in the present, |a smart woman, who can answer all the Pick-A-Box questions better than the |Irritated by her mother’s aspirations to white society for her. Has her own| |making do, accepting the way things are. “What good is it if I get het |contestants, but knows that a black contestant would never be accepted on TV.

|dreams. | |up? My job is to get food on the table –“ |All her dreams for acceptance and a better life are now tied in with Dolly. |Spiritually connected to place and family, she’s unwilling to give these up| |Nan rejects the monarchy. She says, “She’s not my queen. ” She’s scornful|Gladys hopes Dolly will lead a European life – with an education, a good job |for Errol. | |of Gladys’ reverence for the young queen. “One loyal subject in the |in an office and a nice white boy in the form of Errol. | | |family is enough. ” |Gladys represents passive Aboriginal discontent.

She wants to be part of white| | |Nan represents ‘the old ways’. She is the voice for traditional |society and will not act against it to bring change for her people. | | |Aboriginal customs and beliefs. | | | BUILDING KEY CONCEPTS Familial Belonging *** Assimilation vs. Acceptance *** Social and psychological barriers to belonging Familial Belonging < cultural=”” contexts:=”” contrast=”” european=”” and=”” aboriginal=”” beliefs=”” and=”” attitudes=”” to=”” family=””>< investigate=”” scene=”” between=”” nan=”” dear=”” and=”” dolly=”” when=”” dolly=”” seeks=”” help=”” with=”” her=”” family=”” tree.=”” note=”” nan’s=”” response=”” when=”” dolly=”” tells=”” her=”” they=”” can’t=”” include=”” their=”” cousins.=”” (p.=”” 125)=””>< what=”” is=”” gladys=”” saying=”” when=”” she=”” instructs=”” errol=”” to=”” call=”” her=”” “auntie”?=”” (p.=”” 146)=”” what=”” is=”” the=”” significance=”” of=”” this?=””>< “shame!=”” they=”” might=”” be=”” drinkers,=”” but=”” they’re=”” still=”” our=”” people.=”” ”=”” (p.=”” 139)=”” what=”” does=”” this=”” say=”” about=”” nan=”” dear’s=”” approach=”” to=”” belonging?=””>< (p.=”” 169-170)=”” contrast=”” errol’s=”” sense=”” of=”” familial=”” belonging=”” to=”” dolly’s.=””>< what=”” is=”” the=”” effect=”” of=”” the=”” government’s=”” “new=”” assimilation=”” policy”=”” on=”” the=”” aboriginal=”” family=”” as=”” represented=”” by=”” nan=”” dear,=”” gladys,=”” dolly=”” and=”” auntie=”” esther’s=”” family?=”” assimilation=”” vs=”” acceptance=””>< historical=”” context:=”” research=”” the=”” history=”” of=”” australian=”” government=”” policy=”” towards=”” indigenous=”” australians=””>< cultural=”” context:=”” identify=”” the=”” impact=”” of=”” the=”” government=”” policies=”” on=”” the=”” cultural=”” context=”” of=”” non-indigenous=”” and=”” indigenous=”” australians=””>< social=”” context:=”” what=”” were=”” some=”” of=”” the=”” social=”” impacts=”” of=”” assimilation=”” –=”” there=”” are=”” quite=”” a=”” few=”” indicated=”” in=”” the=”” play=””>< literary=”” context:=”” the=”” play=”” demonstrates=”” a=”” number=”” of=”” social=”” consequences=”” of=”” the=”” government=”” approach=”” to=”” aboriginals.=””>< how=”” can=”” the=”” “new=”” assimilation=”” policy”=”” be=”” seen=”” to=”” be=”” played=”” out=”” in=”” the=”” play?=”” how=”” does=”” this=”” policy=”” destroy=”” any=”” possibility=”” of=”” aboriginal=”” belonging=”” in=”” non-indigenous=”” society?=””>< errol=”” represents=”” the=”” difference=”” between=”” assimilation=”” and=”” acceptance.=”” he=”” says=”” (p.=”” 149)=”” “what=”” matters=”” is=”” you.=”” not=”” your=”” address.=”” ”=”” but=”” then=”” asks=”” her=”” to=”” run=”” off=”” with=”” him=”” to=”” a=”” “better=”” life”=”” in=”” the=”” city,=”” separated=”” from=”” his=”” family=”” and=”” hers.=”” dolly’s=”” concerns=”” (p.=”” 171)=”” reflect=”” those=”” things=”” to=”” which=”” she=”” emotionally=”” and=”” spiritually=”” connected:=”” the=”” land=”” and=”” her=”” family.=”” later,=”” errol=”” asks=”” to=”” marry=”” dolly,=”” accepting=”” that=”” they=”” will=”” both=”” live=”” on=”” the=”” river=”” flats=”” with=”” her=”” family.=”” he=”” has=”” reached=”” acceptance=”” and=”” understanding.=””>< hypocrisy=”” of=”” government=”” assimilation=”” policy:=”” will=”” hide=”” the=”” humpys=”” from=”” queen,=”” but=”” will=”” show=”” her=”” how=”” to=”” throw=”” a=”” boomerang=”” social=”” and=”” psychological=”” barriers=”” to=”” belonging=””>< prejudice=”” –=”” employers,=”” inspectors,=”” friends,=”” family=””>< imbalanced=”” access=”” to=”” services=”” –=”” relegating=”” one=”” group=”” to=”” disadvantage=””>< different=”” treatment=”” –=”” choice=”” of=”” land=”” and=”” of=”” housing=”” different=”” for=”” the=”” indigenous=”” groups=””>< power=”” of=”” non-indigenous=”” to=”” control=”” and=”” judge=”” non-indigenous=”” lives=””>< time=”” and=”” energy=”” –=”” focused=”” on=”” survival=””>< exploring=”” key=”” ideas=”” belonging=”” is=”” about=”” how=”” the=”” individual=”” experiences=”” their=”” difference.=”” nan=”” dear=”” –=”” accepts=”” her=”” difference=”” from=”” white=”” society.=”” she=”” chooses=”” not=”” to=”” belong.=”” gladys=”” –=”” initially=”” represents=”” aboriginal=”” acceptance=”” of=”” assimilation.=”” she=”” seeks=”” to=”” belong=”” to=”” white=”” society.=”” all=”” her=”” dreams=”” for=”” acceptance=”” are=”” now=”” tied=”” in=”” with=”” dolly.=”” dolly=”” –=”” is=”” proud=”” of=”” her=”” aboriginality=”” but=”” is=”” increasingly=”” aware=”” of=”” the=”” differences=”” that=”” separate=”” her=”” from=”” white=”” society.=”” only=”” in=”” the=”” context=”” of=”” acceptance=”” can=”” a=”” person=”” feel=”” they=”” belong.=”” errol=”” –=”” recognises=”” that=”” by=”” not=”” accepting=”” dolly’s=”” ties=”” to=”” her=”” home=”” and=”” family,=”” she=”” cannot=”” accept=”” him=”” for=”” a=”” husband.=”” dolly=”” –=”” cannot=”” ‘belong’=”” to=”” errol=”” whilst=”” he=”” doesn’t=”” accept=”” her=”” ties=”” to=”” home=”” and=”” family.=”” the=”” individual=”” is=”” the=”” only=”” person=”” who=”” can=”” decide=”” whether=”” or=”” not=”” he/or=”” she=”” belongs.=”” dolly=”” –=”” errol=”” speaks=”” of=”” love=”” and=”” acceptance=”” but=”” dolly=”” does=”” not=”” feel=”” she=”” belongs=”” with=”” him=”” until=”” he=”” can=”” accept=”” her=”” within=”” her=”” family=”” and=”” cultural=”” environment.=”” gladys=”” –=”” suggests=”” errol=”” call=”” her=”” “auntie”=”” as=”” she=”” perceives=”” an=”” acceptance=”” of=”” her=”” and=”” her=”” family=”” what=”” promotes=”” belonging=”” is=”” a=”” willingness=”” to=”” be=”” accepting=”” of=”” others.=”” the=”” australian=”” govt’s=”” assimilation=”” policy=”” does=”” not=”” promote=”” belonging=”” in=”” that=”” it=”” does=”” not=”” accept=”” aboriginal=”” difference.=”” its=”” aim=”” is=”” to=”” remove=”” the=”” notion=”” of=”” a=”” separate=”” aboriginal=”” culture.=”” the=”” failure=”” of=”” this=”” policy=”” is=”” evident=”” in=”” the=”” social=”” consequences=”” demonstrated=”” in=”” the=”” play.=”” people=”” are=”” threatened=”” by=”” what=”” is=”” different=”” –=”” the=”” unknown,=”” the=”” other.=”” nan=”” is=”” threatened=”” by=”” errol.=”” differences=”” define=”” boundaries.=”” affects=”” of=”” assimilation=”” geographic=”” boundaries=”” by=”” culture=”” working=”” within=”” the=”” aos=”” |syllabus=”” extract=”” |working=”” with=”” the=”” text=”” |=”” |students=”” explore=”” the=”” ways=”” in=”” which=”” the=”” concept=”” of=”” belonging=”” is=”” represented=”” |students=”” examine=”” the=”” way=”” rainbow’s=”” end=”” and=”” related=”” material=”” explicitly=”” and=”” implicitly=”” represents=”” the=”” issues=”” relating=”” to=”” belonging,=”” such=”” as=”” notions=”” of=”” |=”” |in=”” and=”” through=”” texts.=”” |identity,=”” acceptance=”” and=”” understanding.=”” |=”” |perceptions=”” and=”” ideas=”” of=”” belonging=”” or=”” of=”” not=”” belonging=”” vary.=”” |students=”” examine=”” the=”” different=”” attitudes=”” of=”” the=”” characters=”” towards=”” belonging,=”” both=”” to=”” indigenous=”” and=”” non-indigenous=”” society.=”” students=”” also=”” examine=”” the=”” |=”” |=”” |attitude=”” and=”” influence=”” of=”” an=”” institution,=”” such=”” as=”” the=”” australian=”” government,=”” towards=”” promoting=”” or=”” impeding=”” feelings=”” of=”” belonging=”” among=”” the=”” aboriginal=”” |=”” |=”” |populace.=”” |=”” |these=”” perceptions=”” are=”” shaped=”” within=”” personal,=”” cultural,=”” historical=”” and=”” |students=”” examine:=”” |=”” |social=”” contexts.=”” |the=”” historical=”” context=”” of=”” the=”” play’s=”” setting,=”” being=”” 1950s=”” australia=”” |=”” |=”” |the=”” history=”” of=”” the=”” rumbalara=”” transitional=”” housing=”” project=”” in=”” victoria=”” |=”” |=”” |the=”” social=”” and=”” cultural=”” attitudes=”” to=”” aboriginal=”” society=”” and=”” culture=”” by=”” non-indigenous=”” australians=”” |=”” |=”” |the=”” social=”” and=”” cultural=”” impact=”” of=”” the=”” australian=”” government’s=”” assimilation=”” policy=”” and=”” the=”” impetus=”” behind=”” it=”” |=”” |=”” |the=”” social=”” and=”” cultural=”” impetus=”” behind=”” the=”” play’s=”” commission=”” and=”” ultimate=”” creation/staging.=”” |=”” |a=”” sense=”” of=”” belonging=”” can=”” emerge=”” from=”” the=”” connections=”” made=”” with=”” people,=”” |students=”” consider:=”” |=”” |places,=”” groups,=”” communities=”” and=”” the=”” larger=”” world.=”” |aboriginal=”” attitudes=”” to=”” familial=”” belonging=”” |=”” |=”” |aboriginal=”” identity=”” and=”” its=”” connection=”” to=”” place=”” (land)=”” and=”” tribe=”” (represented=”” through=”” nan=”” and=”” dolly)=”” |=”” |=”” |non-indigenous=”” australian’s=”” identity=”” of=”” belonging=”” to=”” the=”” british=”” empire,=”” encapsulated=”” by=”” the=”” queen’s=”” visit.=”” |=”” |=”” |compare=”” and=”” contrast=”” these=”” attitudes=”” with=”” those=”” exhibited=”” by=”” errol=”” and=”” the=”” other=”” non-indigenous=”” characters=”” in=”” the=”” play.=”” |=”” |within=”” this=”” aos,=”” students=”” may=”” consider=”” aspects=”” of=”” belonging=”” in=”” terms=”” of=”” |students=”” consider=”” the=”” limited,=”” conditional=”” or=”” partial=”” acceptance=”” of=”” aborigines=”” by:=”” |=”” |experiences=”” and=”” notions=”” of=”” identity,=”” relationships,=”” acceptance=”” and=”” |the=”” australian=”” government=”” |=”” |understanding.=”” |the=”” local=”” community=”” around=”” rainbow’s=”” end=”” |=”” |=”” |errol=”” |=”” |=”” |students=”” also=”” consider=”” the=”” different=”” attitudes=”” to=”” being=”” aboriginal=”” on=”” the=”” part=”” of=”” nan,=”” gladys=”” and=”” dolly.=”” |=”” |texts=”” explore=”” many=”” aspects=”” of=”” belonging,=”” including=”” the=”” potential=”” of=”” the=”” |students=”” examine:=”” |=”” |individual=”” to=”” enrich=”” or=”” challenge=”” a=”” community=”” or=”” group.=”” |the=”” impact=”” and=”” contribution=”” of=”” errol=”” to=”” the=”” dear=”” family.=”” |=”” |=”” |the=”” impact=”” and=”” contribution=”” of=”” gladys=”” to=”” her=”” aboriginal=”” community=”” by=”” the=”” end=”” of=”” the=”” play=”” |=”” |they=”” may=”” reflect=”” the=”” way=”” attitudes=”” to=”” belonging=”” are=”” modified=”” over=”” time.=”” |student’s=”” consider:=”” |=”” |=”” |errol’s=”” movement=”” towards=”” full=”” acceptances=”” and=”” understanding=”” |=”” |=”” |gladys’=”” development=”” of=”” her=”” aboriginal=”” pride=”” and=”” determination=”” to=”” influence=”” change=”” |=”” |=”” |nan’s=”” gradual=”” acceptance=”” of=”” errol=”” in=”” the=”” family=”” and=”” acceptance=”” of=”” dolly=”” participating=”” in=”” european=”” rituals,=”” such=”” as=”” dancing=”” and=”” dating.=”” |=”” |=”” |other=”” reported=”” and=”” potential=”” social=”” changes=”” to=”” the=”” community=”” by=”” the=”” end=”” of=”” the=”” play.=”” |=”” |texts=”” may=”” also=”” represent=”” choices=”” not=”” to=”” belong=”” or=”” barriers=”” which=”” prevent=”” |student’s=”” examine:=”” |=”” |belonging.=”” |nan=”” dear’s=”” reasons=”” not=”” to=”” belong=”” to=”” white=”” society=”” |=”” |=”” |dolly’s=”” limited=”” sense=”” of=”” belonging=”” |=”” |=”” |social=”” impediments=”” to=”” aboriginal=”” belonging=”” in=”” white=”” society=”” |=”” |=”” |geographical=”” boundaries=”” create=”” barriers=”” |=”” |=”” |government=”” assimilation=”” policy=”” |=”” |=”” |level=”” of=”” aboriginal=”” disadvantage=”” forces=”” focus=”” on=”” survival=”” |=”” |=”” |ignorance/prejudice=”” (state-sanctioned)=”” |=”” |perception=”” and=”” ideas=”” of=”” belonging=”” in=”” texts=”” can=”” be=”” constructed=”” through=”” a=”” |.=”” students=”” examine=”” the=”” ways=”” in=”” which:=”” |=”” |variety=”” of=”” language=”” modes,=”” forms,=”” features=”” and=”” structures.|dialogue,=”” |=”” |=”” |stage=”” directions,=”” |=”” |=”” |narrative=”” structure,=”” |=”” |=”” |and=”” characterisation=”” |=”” |=”” |support=”” the=”” notions=”” of=”” belonging=”” presented=”” in=”” the=”” play.=”” |=”” |in=”” engaging=”” with=”” the=”” text,=”” a=”” responder=”” may=”” experience=”” and=”” understand=”” the=”” |students=”” may=”” wish=”” to=”” examine:=”” |=”” |possibilities=”” by=”” a=”” sense=”” of=”” belonging=”” to,=”” or=”” exclusion=”” from=”” the=”” text=”” and=”” |the=”” absence=”” of=”” a=”” male=”” aboriginal=”” voice=”” in=”” the=”” text=”” |=”” |world=”” it=”” represents.=”” this=”” engagement=”” may=”” be=”” influenced=”” by=”” the=”” different=”” ways|the=”” representation=”” of=”” white.=”” australia=”” in=”” the=”” text=”” |=”” |perspectives=”” are=”” given=”” voice=”” in=”” or=”” are=”” absent=”” from=”” a=”” text.|their=”” own=”” experience=”” of=”” forced=”” integration=”” or=”” their=”” experience=”” of=”” being=”” defined=”” and/or=”” confined=”” by=”” their=”” origins,=”” geographically=”” or=”” racially.=”” |=”” essay=”” questions=”” theme-based:=”” in=”” contrast=”” to=”” how=”” a=”” child=”” belongs=”” in=”” the=”” world,=”” adult=”” belonging=”” is=”” never=”” as=”” natural,=”” innocent,=”” or=”” playful.=”” adult=”” belonging=”” has=”” to=”” be=”” chosen,=”” received,=”” and=”” renewed.=”” it=”” is=”” a=”” lifetime’s=”” work…=”” ”=”” –=”” john=”” o’donohue=”” to=”” what=”” extent=”” is=”” our=”” sense=”” of=”” belonging=”” dependent=”” on=”” our=”” acceptance=”” of=”” our=”” own=”” and=”” others=”” differences?=”” in=”” your=”” response,=”” you=”” must=”” refer=”” to=”” your=”” set=”” text=”” and=”” at=”” least=”” two=”” pieces=”” of=”” related=”” material.=”” techniques-based:=”” our=”” perceptions=”” of=”” belonging=”” are=”” shaped=”” within=”” the=”” personal,=”” cultural,=”” historical=”” and=”” cultural=”” context=”” in=”” which=”” we=”” live.=”” discuss=”” how=”” this=”” idea=”” is=”” reflected=”” in=”” the=”” texts=”” that=”” you=”” have=”” studied.=”” you=”” will=”” need=”” to=”” refer=”” to=”” your=”” set=”” text=”” and=”” at=”” least=”” two=”” pieces=”” of=”” related=”” material.=”” assessment=”” task=”” course:=”” standard=”” english=”” unit:=”” area=”” of=”” study=”” –=”” belonging=”” task:=”” oral=”” assessment=”” weighting:=”” speaking=”” –=”” 15%=”” syllabus=”” outcomes=”” 2.=”” a=”” student=”” demonstrates=”” understanding=”” of=”” the=”” relationships=”” among=”” texts.=”” 6.=”” a=”” student=”” engages=”” with=”” the=”” details=”” of=”” text=”” in=”” order=”” to=”” respond=”” critically=”” and=”” personally.=”” 7.=”” a=”” student=”” adapts=”” and=”” synthesises=”” a=”” range=”” of=”” textual=”” features=”” to=”” explore=”” and=”” communicate=”” information,=”” ideas=”” and=”” values=”” for=”” a=”” variety=”” of=”” purposes,=”” audiences=”” and=”” contexts.=”” 8.=”” a=”” student=”” articulates=”” and=”” represents=”” own=”” ideas=”” in=”” critical,=”” interpretive=”” and=”” imaginative=”” texts=”” from=”” a=”” range=”” of=”” perspectives.=”” 10.=”” a=”” student=”” analyses=”” and=”” synthesises=”” information=”” and=”” ideas=”” into=”” sustained=”” and=”” logical=”” argument=”” for=”” a=”” range=”” of=”” purposes=”” and=”” audiences.=”” a=”” sense=”” of=”” belonging=”” is=”” an=”” instinctive=”” human=”” need=”” in=”” all=”” of=”” us.=”” in=”” a=”” formal=”” speech=”” to=”” an=”” audience=”” of=”” your=”” peers,=”” discuss=”” this=”” statement=”” in=”” relation=”” to=”” your=”” set=”” text=”” and=”” at=”” least=”” two=”” pieces=”” of=”” related=”” material.=”” duration=”” of=”” speech:=”” 4=”” minutes,=”” with=”” a=”” warning=”” bell=”” at=”” 3=”” students=”” will=”” be=”” penalised=”” for=”” speaking=”” longer=”” than=”” 4=”” minutes=”” or=”” less=”” than=”” 3=”” minutes.=”” remember=”” to=”” focus=”” on:=”” using=”” the=”” concept=”” of=”” belonging=”” to=”” connect=”” your=”” discussion=”” of=”” your=”” texts=”” the=”” main=”” ideas=”” connected=”” to=”” the=”” concept=”” of=”” belonging=”” in=”” your=”” prescribed=”” text=”” and=”” at=”” least=”” two=”” texts=”” of=”” own=”” choosing=”” your=”” delivery=”” of=”” the=”” speech=”” and=”” your=”” audience:=”” pitch,=”” tone,=”” intonation,=”” stress,=”” pace,=”” etc.=”” you=”” are=”” not=”” to=”” read=”” the=”” speech!=”” you=”” will=”” be=”” assessed=”” on=”” how=”” well=”” you:=”” make=”” integrated=”” and=”” meaningful=”” connections=”” between=”” the=”” texts=”” in=”” relation=”” to=”” the=”” concept=”” of=”” belonging=”” discuss=”” critically=”” and=”” personally=”” how=”” concept=”” of=”” belonging=”” is=”” represented=”” in=”” your=”” prescribed=”” text=”” and=”” at=”” least=”” two=”” texts=”” of=”” own=”” choosing=”” discuss=”” the=”” main=”” ideas=”” of=”” your=”” prescribed=”” text=”” and=”” texts=”” of=”” own=”” choosing=”” present=”” a=”” formal=”” speech=”” to=”” an=”” audience=”” of=”” your=”” peers=”” aos=”” –=”” advanced=”” &=”” standard=”” marking=”” guidelines.=”” |criteria=”” |marks=”” |=”” |articulates=”” an=”” insightful=”” critical=”” and=”” personal=”” understanding=”” of=”” concept=”” of=”” ‘belonging’=”” |=”” |=”” |analyses=”” and=”” explains=”” (adv)=”” or=”” describes=”” (stand)=”” skilfully=”” the=”” ways=”” composers=”” represent=”” the=”” concept=”” of=”” belonging=”” |=”” |=”” |demonstrates=”” skilful=”” control=”” of=”” language=”” and=”” structure=”” appropriate=”” to=”” audience,=”” purpose,=”” context=”” and=”” form=”” |15=”” –=”” 13=”” |=”” |discusses=”” insightfully=”” the=”” main=”” ideas=”” of=”” the=”” prescribed=”” text=”” and=”” at=”” least=”” two=”” texts=”” of=”” own=”” choosing=”” |=”” |=”” |articulates=”” a=”” thoughtful=”” critical=”” and=”” personal=”” understanding=”” of=”” concept=”” of=”” ‘belonging’=”” |=”” |=”” |analyses=”” and=”” explains=”” (adv)=”” or=”” describes=”” (stand)=”” effectively=”” the=”” ways=”” composers=”” represent=”” the=”” concept=”” of=”” ‘belonging’.=”” |=”” |=”” |demonstrates=”” effective=”” control=”” of=”” language=”” and=”” structure=”” appropriate=”” to=”” audience,=”” purpose,=”” context=”” and=”” form=”” |12=”” –=”” 10=”” |=”” |discusses=”” thoughtfully=”” the=”” main=”” ideas=”” of=”” the=”” prescribed=”” text=”” and=”” at=”” least=”” two=”” texts=”” of=”” own=”” choosing=”” |=”” |=”” |articulates=”” a=”” sound=”” critical=”” and=”” personal=”” understanding=”” of=”” concept=”” of=”” ‘belonging’=”” |=”” |=”” |analyses=”” and=”” explains=”” (adv)=”” or=”” describes=”” (stand)=”” soundly=”” the=”” ways=”” composers=”” represent=”” the=”” concept=”” of=”” ‘belonging’=”” |=”” |=”” |demonstrates=”” sound=”” control=”” of=”” language=”” and=”” structure=”” appropriate=”” to=”” audience,=”” purpose,=”” context=”” and=”” form=”” |9=”” –=”” 7=”” |=”” |discusses=”” soundly=”” the=”” main=”” ideas=”” of=”” the=”” prescribed=”” text=”” and=”” at=”” least=”” two=”” texts=”” of=”” own=”” choosing=”” |=”” |=”” |articulates=”” a=”” limited=”” understanding=”” of=”” concept=”” of=”” ‘belonging’=”” |=”” |=”” |.=”” describes=”” the=”” ways=”” composers=”” represent=”” the=”” concept=”” of=”” ‘belonging’=”” |6=”” –=”” 4=”” |=”” |demonstrates=”” limited=”” control=”” of=”” language=”” and=”” structure=”” |=”” |=”” |describes=”” in=”” a=”” limited=”” manner=”” the=”” main=”” ideas=”” of=”” the=”” prescribed=”” text=”” and=”” at=”” least=”” two=”” texts=”” of=”” own=”” choosing=”” |=”” |=”” |articulates=”” an=”” elementary=”” or=”” no=”” understanding=”” of=”” concept=”” of=”” ‘belonging’=”” |=”” |=”” |describes=”” some=”” or=”” no=”” textual=”” features=”” or=”” details=”” |3=”” –=”” 0=”” |=”” |demonstrates=”” elementary=”” control=”” of=”” language=”” and=”” structure=”” |=”” |=”” |describes=”” in=”” an=”” elementary=”” manner=”” some=”” of=”” the=”” main=”” ideas=”” of=”” the=”” prescribed=”” text=”” and=”” at=”” least=”” two=”” texts=”” of=”” own=”” choosing=”” |=”” |=”” related=”” material=”” newspaper=”” articles.=”” investigate=”” the=”” archives=”” of=”” smh=”” for=”” articles=”” on=”” the=”” plight=”” or=”” experience=”” of=”” aboriginals=”” or=”” other=”” minority=”” groups=”” forced=”” to=”” make=”” choices=”” about=”” the=”” extent=”” to=”” which=”” they=”” choose=”” to=”” ‘belong’=”” in=”” anglo-australian=”” society.=”” www.=”” smh.=”” com.=”” au=”” one=”” good=”” example=”” is:=”” “we’re=”” aborigines,=”” too”,=”” by=”” paul=”” briggs.=”” smh,=”” 23=”” august=”” 2006.=”” books=”” the=”” kite=”” runner,=”” khaled=”” hosseini,=”” bloomsbury,=”” 2003=”” (afghanistan).=”” issues:=”” acceptance=”” and=”” understanding;=”” familial=”” belonging;=”” minority=”” groups;=”” social=”” and=”” psychological=”” barriers=”” to=”” belonging.=”” nervous=”” conditions,=”” tsitsi=”” dangarembga,=”” ayebia,=”” 1988=”” (zimbabwe)=”” coming-of-age=”” novel=”” of=”” a=”” young=”” african=”” girl=”” growing=”” up=”” in=”” post-colonial=”” zimbabwe.=”” issues:=”” acceptance=”” and=”” understanding;=”” familial=”” belonging,=”” social=”” and=”” psychological=”” barriers=”” to=”” belonging;=”” post-colonial=”” influence=”” of=”” the=”” former=”” empire=”” creates=”” social=”” and=”” familial=”” conflict=”” graphic=”” novel.=”” american=”” born=”” chinese,=”” cene=”” luen=”” yang,=”” first=”” second=”” books,=”” new=”” york,=”” 2006=”” (chinese=”” american)=”” issues:=”” acceptance=”” and=”” understanding;=”” social=”” and=”” psychological=”” barriers=”” to=”” belonging;=”” stereotypes;=”” minority=”” groups;=”” familial=”” belonging;=”” cultural=”” clash=”” academic=”” essays=”” “a=”” helping=”” white=”” hand”:=”” assimilation,=”” welfare=”” and=”” vitoria’s=”” transitional=”” aboriginal=”” housing=”” policy,=”” corinne=”” manning,=”” downloaded=”” from=”” www.=”” historycooperative.=”” org/journals/lab/87/manning.=”” html=”” an=”” excellent=”” essay=”” on=”” the=”” background=”” and=”” issues=”” related=”” directly=”” to=”” rainbow’s=”” end.=”” poetry=”” “prayer=”” of=”” a=”” black=”” boy”=”” guy=”” tirolien=”” (guadeloupe)=”” “you=”” the=”” choice=”” of=”” my=”” parents”,=”” konai=”” helu=”” thaman=”” ———————–=”” rainbow’s=”” end=”” jane=”” harrison.=””>

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