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In the context of intercultural relations, the boundaries between dominant and subordinated communities are constructed in a variety of ways. Language frames, or discourses, understood from a sociological rather than a linguistic perspective can be considered to constitute one of the main processes for determining the character of intercultural boundaries. Using this theoretical perspective, this article examines a number of discourses that have contributed to the construction of social relations between Australian Aborigines and the dominant nonindigenous cultural groups in Australia. Examples from the colonial period show the way in which indigenous people were oppressed along racial boundaries, even as they resisted, while more recent instances chart the process of indigenous people in renegotiating social relations and in asserting the process of self‐determination and cultural celebration.

The passing of legislation in July 1999 to legalise Chunkyojo, the Korean Teachers and Educational Workers Union signalled the culmination of ten‐year struggle by teachers to form a representative organisation that could represent them in industrial matters and push forward their agenda for educational reforms in South Korean schools. However the gains, as this article points out, were substantially less than the original goals of the movement. These goals, as this article discusses, were founded on grievances of the movement located in complex facets of South Korean education at its intersection with history, politics and development. The article examines some of the core grievances of the movement emanating from issues of teachers' identities, the role of education in national development, the dominance of the examination system and the industrial relations contexts of school teachers. The analysis confirms that the systemic features which the teachers union movement challenged reside in the social and historical foundations and political constructions of school education in South Korea and indicates that the recent developments are not likely to address these but, instead, signal the emergence of a new phase of conflict between reform‐minded teachers and the South Korean government.

The passing of legislation in July 1999 to legalize Chunkyojo, the Korean Teachers & Educational Workers Union, signaled the culmination of a ten-year struggle by teachers to form an organization that could represent them in industrial matters & push forward their agenda for educational reforms in South Korean schools. However, the gains, as this article points out, were substantially less than the original goals of the movement. These goals, as this article discusses, were founded on grievances of the movement located in complex facets of South Korean education at its intersection with history, politics, & development. The article examines some of the core grievances of the movement emanating from issues of teachers' identities, the role of education in national development, the dominance of the examination system, & the industrial relations contexts of schoolteachers. The analysis confirms that the systemic features that the teachers union movement challenged reside in the social & historical foundations & political constructions of school education in South Korea, & indicates that the recent developments are not likely to address these but, instead, signal the emergence of a new phase of conflict between reform-minded teachers & the South Korean government. Adapted from the source document.