ethnic residential concentration in Cabramatta.

Critically reflect on the impacts (including the positives and/ or challenges) of ethnic residential concentration in
Cabramatta. Utilise your field data (photographs, field transect etc) and make reference to relevant literature. Five
(5) photographs must be included in the essay as evidence to support and illustrate your argument.

use this References / Readings:
Suggested initial readings for the essay topic:

Birrell, B 1993, ‘Ethnic concentrations: the Vietnamese experience’, People and Place, vol. 1, no. 3, pp.26­32.

Boal, FW 1976, ‘Ethnic residential segregation’, in: D.T. Herbert and R.J. Johnston (Eds), Social areas in cities,
volume 1: spatial processes and form, London, John Wiley, pp.41­79.

Burnley, IH 1994, ‘Immigration, ancestry, and residence in Sydney’, Australian Geographical Studies, vol. 32, no. 1, pp.69­89.

Dunn, KM 1993, ‘The Vietnamese concentration in Cabramatta: Site of avoidance and deprivation, or island of adjustment and participation?’, Australian Geographical Studies, vol. 31, no. 2, pp.228­45. (see also

Dunn, KM 1998, ‘Rethinking ethnic concentration: the case of Cabramatta, Sydney’, Urban Studies, vol. 35, no. 3, pp.503­27.

Dunn, KM 2004, ‘Islam in Australia: contesting the discourse of absence’, The Australian Geographer, vol. 35, no. 3, pp.333­53.

Lewis, PF 1979, ‘Axioms for reading the landscape’, in The interpretation of ordinary landscapes: geographical essays, D.W. Meinig (ed.), Oxford University Press, New York, pp.11­32.

Waitt, G, McGuirk, P, Dunn, K, Hartig, K & Burnley, I 2000, Introducing human geography: globalisation, difference and inequality, Longman, Sydney (various pages depending on essay question).

Winchester, HPW, Kong, L, Dunn, KM 2003, Landscapes: ways of imagining the world, Pearson Education, London
(Ch 2).


Ensure that you record the location of each photograph you take, the direction you were facing, the subject of the photograph and the date/ time the photograph was taken. This information MUST be included in the source statement for the photograph.

Ensure that you use the background scholarly literature (see initial suggested readings above). See the marking criteria for this assignment for information about how many scholarly sources are required.

As with all titles of ‘geographic evidence’ (tables, bar graphs, pie charts, etc) the 3Ws must be covered in the title (caption) for a map: “what, where & when” (see Workshops in weeks 3 and 11). Remember the other basics about presenting figures.

Acknowledge all sources ­ even if paraphrasing or summarising, author and date still needed. Avoid online dictionaries or Wikipedia etc. No marks for quotations (only for your own words). Do not cite lecture notes – go to the original source. The readings should inform your choice of landscapes to photograph.

Use proper paragraph structures:
“A fairly typical paragraph begins with a topic sentence that makes a general statement. The sentences that follow then support or develop that statement with details, examples and evidence” (Australian Government Publishing
Style Manual, 1988:6).

Structure your essay. Have an Introduction that is aligned with a Conclusion. The Introduction should be a road map for the essay, and present your key argument and/or theory, define your case study, etc. The Conclusion must address the points raised in the Introduction. Address the essay question being answered. Make sure the argument is actually in response to the question ­ pick out keywords, make sure if it says critically evaluate that
you “critically evaluate”, etc.

Smaller points regarding Photographic Essays:

• Do not use symbols in text (e.g. %), use the term “percentage”.
• Do not start a sentence with a numeric. Instead: “Fifteen percent of people …”
• Data are plural.
• Full stops only at end of sentence (unless an abbreviation stop): “… according to Dunn (2004).” Not: “…
according to Dunn. (2004)”
• Do not use the possessive to describe Sydney or Australia. “Sydney has become polarised”. NOT “We have
become polarised”.
• Do not use conjunctions in formal text. “Can not”, NOT “Can’t”.
• Explain what acronyms stand for at their first use (NSW, GWS, DoP)

(1000 words maximum)