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We are on Aboriginal land – and as a mark of respect to the traditional owners of this country – I want to recognise their culture and their law because they are integral to what we now call Coogee.
We are on Aboriginal land – and as a mark of respect to the traditional owners of this country – I want to recognise their culture and their law because they are integral to what we now call Coogee.
I would like to thank you Councillor Kemmis and your CEO Monica Barone for the invitation to attend this Forum as it gives me an opportunity to discuss the critical role that Local Government can play in ensuring people with disabilities have access to, and are able to contribute to, the social, cultural, economic and political community in which we live.
Allow me to commence by acknowledging the traditional owners of the land on which we meet today, and by so doing remind ourselves that Australia's cultural traditions stretch back many thousands of years. I acknowledge also people with disabilities here together with advocates and other conference participants.
Introduction Distinctive features of the DDA Definition of disability Standards Limits of standards Action plans Focus of legislation on long term and large scale change Exemptions Complaint processes Courts and the role of anti-discrimination agencies
Let me start by saying that Australia is a culturally diverse society with 23% of Australians being born overseas. Amongst others, there is a sizeable Japanese community and, as you may hear from my accent, I myself was born in Poland.
I congratulate EOPHEA for organising this discussion. Although, of course, your focus is primarily on employment in the university environment, the conference program is clearly designed to address equal opportunity issues of much more general significance. I have approached my own paper in the same spirit: I hope it will be particularly relevant in your own context as equity practitioners in higher education, but I have taken the opportunity to raise issues of wider relevance.
I've always been fascinated by numbers. Although remembering some of my maths exam results, I'm not so sure that they have been as fascinated by me. If you ask a group of people to say the first number that comes into their heads, you'll get a lot of 7's. Perhaps it's because we all have an intuitive awareness that 7 is the smallest number of faces of a regular polygon that cannot be constructed with a ruler and compass.
I follow this custom wherever I go to speak in public. I think recognising Australia 's indigenous peoples and their prior ownership of this land in this way is more than just good manners. It is an important part of recognising our diversity as a nation.
Perhaps it's just because I'm getting older, but I increasingly have the feeling that Australia is becoming a more sentimental and nostalgic nation. We have a Prime Minister whose vision for us is to be relaxed and comfortable. And many of us spent last night - after watching the final stages of the Australian cricket juggernaut's comprehensive winning of the ashes for the eighth time in a row - watch a bunch of old blokes who used to be rock and roll singers showing us that it was a long way to the top. Haven't we got anything more exciting to do than that?
I have called this paper "the right to belong", and it is with this idea that I wish to begin my address to you this afternoon, before discussing in more detail the current state of the law in relation to disability discrimination.
Thank you for inviting me here today, to speak about a topic which in my view receives too little attention yet is one of critical importance not only to the way we live but to the kind of society we live in – the topic of human rights education.
I think it's always good manners to make this acknowledgment. But at a Deaf community event it's also an important reminder that the rate of deafness and hearing impairment in some indigenous communities - over 30% - is even higher than it is throughout the community as a whole.
For thousands of years, Aboriginal groups, who might spend much of their time living far apart in the expanses of this land, pursuing separately the business of survival, would come together at times to meet, to trade, sometimes to resolve differences, but also to exchange knowledge for mutual benefit.
I want to talk today about the relationship between the lofty principles of international law on human rights and the practical realities for people with a disability in Australia.
Scarlett Finney was only six when she saw the brochures for the Hills Grammar School, set in park-like grounds in Sydney's outer suburbs. She indicated her keenness to attend "the school in the bush". Her parents were prepared to pay the fees, and saw the setting and curriculum as providing her with a great education. But the school refused her enrolment due to the fact that she had spina bifida, and sometimes used a wheelchair [1].
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