From the Editors

We are very proud to commend to you the second edition of Perspective. In this edition, we extend beyond Higher School Certificate Extension course essays to a collection of student research from other grades. The papers within are drawn from course work, academic competitions and conference speeches, as well as from the HSC History and Science Extension courses where a range of impressive research projects originated.

The process of collecting these papers has been humbling and joyful in equal measure. Very little editing has been needed, owing to the care and attention each student has given her research, writing and presentation. Whether prepared for HSC assessment, competition or class task, the core phases of scholarship are evident within this collection – taking time to settle on the topic of interest, crafting a robust research question, conducting the inquiry with openness and curiosity, writing with flair, and seeking and applying feedback. The role of Editor for this journal has been primarily located in identifying and encouraging our researchers and writers and bringing their perspectives forward. We feel assured that the future is in very good hands as our students consider and offer their perspectives on topics that truly matter. A significant number of papers in this edition explore historical topics, reflecting students’ understanding of the value of history as a starting place for better directions for humanity. Helena Tang (Year 7) uses historical fiction as a vehicle to evocatively explore anti-Semitism in Nazi Germany in World War II and Hanna Cheung (Year 10) reflects on an iconic painting by artist Brett Whiteley as she considers meanings of culture and place in Australia today. A number of papers foreground the College’s strategic pillar, Social Intelligence, deepening our knowledge by illuminating histories of people, places and objects. Maya Hu and Hayley Zhou (Year 10) research familiar items with Asian roots, namely chopsticks and paper, respectively. Winners of the prestigious National History Challenge in 2021, Joy Ye (Year 9 – National winner of the Asia and

The importance of Australia category) and Amy academic literacy to Zhang (Year 8 – NSW State students is often underestimated. winner) share their papers. Joy It is essential for the next takes readers on an historical generation to immerse tour through Asian restaurants themselves in credible, and comprehensive information… in Australia, and Amy We hope to encourage a examines the contributions of generation that is well-informed Indigenous Australian soldiers and educated regarding in the first World War. academic journals, as they are In their Extension History often inaccessible or difficult to studies, Alexandra Johnson understand for the vast majority (Year 12) explores a Europeanof the population. focused topic with Joan of Arc and Priya Mehra (Year 12) (Clark and Hartin, 2021, p.53 this brings a traditional European edition) lens of the historian, Leopold van Ranke, to re-assess Paul Keating’s famous Redfern Park speech on reconciliation. Sophia Mitchell (Year 12) considers the communication of our First Nations history through an examination of processes in the National Museum of Australia and Alice Dixon (Year 12) discusses the tragic events of the Myall Creek massacre of First Nations people in New South Wales in the 1830s.

This important group of papers on social and historical topics positions our students as active participants in the ways that histories and stories will be written in the future.

Year 12 Science Extension students also make their mark as skilled researchers in a diverse range of influential fields. Charlotte Armstrong writes from an environmental perspective on the role of coal in global warming and Isabella Pippa offers a detailed analysis of genetic disease in a breed of horses. Reflecting the importance of studies into mental health in today’s society, Isabelle Jimenez investigates substance use through a range of data and Alexandra Whittingham conducts her own research to explore linkages between Year 12 female students, movement and stress. The skills of the Science Extension students to locate, interrogate and explain datasets is extremely impressive and readers will not fail to be engaged by their strength of analysis.

We are also pleased to publish the speeches of the student presenters at the 2nd Pymble Research Conference, held online in October 2021. In her speech about the Science Extension course, Charlotte Armstrong draws attention to the early stages of the research process provoked by childhood experiences in Hong Kong that lead to her environmental research. Lucy Clark and Charlotte Hartin (Year 10) take their own steps into academia by not only conducting research, but interrogating the very culture of research through an examination of academic journals. The full speech is a must-read as their findings lead us to three well-considered and practical suggestions for raising academic literacy in school students: 1. Introduce students to academia from a younger age – making the field and the process appear less daunting.

2. Integrate it into the everyday classroom by providing academic articles to assist with teaching.

3. Educate students on how to comprehend these articles, by learning how to navigate their structure and identify their importance

Lucy and Charlotte are already opening new doors to Pymble students and students from other school through the Junior Journal Club and through preparations for our inaugural student research conference in 2022. Thus, it is fitting we leave the final word of this editorial to Lucy and Charlotte,

This journal is one way Pymble Ladies’

College is making the field of academia more approachable and accessible for students, as researchers, readers and writers.

Dr Sarah Loch

DIRECTOR – PYMBLE INSTITUTE

Mrs Debbie Tarrant

HIGH POTENTIAL LEARNING CO-ORDINATOR

QUESTIONS AND ANSWERS

Joy Ye

1. Where did the inspiration for your work come from?

As strange as it might seem, my motivation to enter the National History Challenge actually came from the sense of frustration and helplessness I felt when COVID-19 hit. When racially motivated crimes were being committed against Asians across the world, they were justified with the excuse that “they deserved it because they eat bats and dogs”. As an Australian-born Chinese girl who grew up being told sandwiches were acceptable, while 妈妈’s (Mum’s) homemade dumplings weren’t, it was upsetting to see the hypocrisy in the global food discourse. French snails and frog legs are revered as fine dining whilst Chinese people were verbally and physically abused just by being racially associated with eating bats. The irony of this situation truly drove me to research more about this issue of hidden racism within our discussions of cultural foods.

2. What was the most memorable thing learned from researching your topic/project?

The most memorable thing that I learned from researching my project would be coming to understand the historical complexities of Chinese restaurants. I think that having the opportunity to analyse something so integral and familiar to me through an academic lens makes one realise that beyond the taste of home, the Chinese restaurant was a symbolic sanctuary that represented the fight for a new life. When we recognise the personal sacrifices immigrant families have made to ensure a future in Australia, it brings a greater meaning to the xiao long baos and mapo tofu that my people brought along with them. 3. What challenges did you come across in your research?

In my research, the biggest challenge that comes to mind would be narrowing down my scope of research. As I was starting out with such a broad topic, I needed to be strict with myself in filtering through ideas to find the key ones I wanted to talk about, and have harsh criteria for what ‘relevant’ information looked like. It was difficult for me as I can sometimes try to convince myself that everything is relevant, so this experience was extremely helpful in training myself to be more disciplined.

4. How did you overcome the challenges?

My biggest hurdle was my indecisiveness and in order to become disciplined in my research. I often wrote one-sentence summaries that captured the kernel of my arguments. I would then use these summaries to form my criteria for sources and see if my writing or references aligned with my argument’s purpose.

5. Complete this line. Research can…

challenge or affirm any one point of view, but it ultimately grants you a greater understanding of the world around you.