Inquiry question How have Australian legal institutions responded

Inquiry question: How have Australian legal institutions responded to the social tensions between immigration and exclusion? What is the role of Government policy, administrative bodies and international law in the disadvantage suffered by migrants? Disadvantage experienced by migrants is addressed by Governments, legislation, the Courts, human rights law and administrative bodies. There a range of current issues: International students/permanent residency; border protection; child detention; 457 visas; temporary protection; adverse security assessments. P 1. 2; 2. 3; 3. 1; 4. 1; 5. 2; 5. 3; 5. 4 Jigsaw task for the final two lessons 6 and 7: Students, in groups of 4, will research one migrant or refugee rights issue with implications for Australian law and prepare a lesson for the class on their topic. A presentation scaffold will be provided. The lesson will include recommendations on how Australian law needs to be reformed to deal with issues of effectiveness and enforcement. Students will also submit an individually prepared one page summation of their topic and lesson. Lesson 4 – Anti-discrimination legislation and migrant Disadvantage. The group Task is to discuss and evaluate Kimble and Souris v Orr a case involving racial discrimination and vilification under the Anti. Discrimination Act 1977 (NSW). Lesson 5 - - Unauthorized Immigration and the criminal law. The task is a hypothetical moderated by the teacher around an unauthorized boat entry, and a death in detention using real situations (i. e. Woomera hunger strikes). Students are given roles to play in the guards, immigration department, Ministers, detention centre staff etc. Where they are required to make decisions and take actions according to law. Lesson 3 - Voluntary and Involuntary Immigration and International treaties Part 2. The second lesson is a task is to make a short movie maker, animoto presentation , or sketch a cartoon, that highlights our obligations under the UN Convention Relating to the Status of Refugees 1951. Lesson 2 – Voluntary and Involuntary Immigration and International treaties Part 1. The first part of the two lessons is mostly content delivery by the Teacher. The final part of the lesson is a task devoted to software training on Animoto and preparing students for the task in the next lesson. Students are assigned groups and choose topics for their final assessment task. Lesson 1 – History of Immigration 1788 to 2007 and the Current Policy. The learning task is an online quiz (also downloadable) developed by NSW BOS at http: //www. multiculturalaustralia. edu. au/activities/quizz es. php