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Abstract
This article investigates Chinese-Australian parents' ideologies and visions about the maintenance of Chinese as a heritage language (CHL) as well as their struggles in using family language policy (FLP) as defence and coping mechanisms to address tensions associated with the transgenerational transmission of CHL. Language policy defined as an assemblage of ideologies, practices and management and parental agency understood as parents' capacity to pursue their visions are deployed within Curdt-Christiansen's dynamic model of FLP that accommodates a complex interplay of internal and external factors. The study focuses on 15 parents who were committed to and made agentive efforts to maintain CHL and transmit it to their next generations. Using interviews, parents' visions based on their children's future CHL proficiency and their agentive efforts around CHL transmission were examined. The findings revealed sharp contrasts between parents' future visions and their lived experiences of struggles at present. Anticipating the eventual loss of CHL among their future generations in the Australian context, the parents struggled to negotiate FLP to combat the foreseeable language shift and defend their visions. The findings have implications for individuals, families, communities, institutions, and policies concerning the maintenance of heritage languages in Australia and globally.

This article examines evidence of teachers' work and learning in one school setting in the northern regions of Queensland, Australia, revealing how globalized performative practices that circulate around the collection and use of data in schooling settings are both confirmed and contested. Drawing upon the literature on the nature of accountability, particularly in relation to educational governance, and alternative theorizing of educational practice as praxis, the research reveals how teachers' work and learning are heavily implicated in the development and perpetuation of reductive, performative conceptions of education, even as teachers seek to foster a more educative disposition. The research draws upon interviews and meeting transcripts of teachers seeking to enhance their own learning for student learning. The article reveals that even as teachers are actively involved in developing and analysing a plethora of data to foster their own learning for enhanced student learning, they also struggle to do so in a context that ascribes particular standardized forms of school, regional and national data as the data of most value. At the same time, the article describes how more sustainable practices do exist, and serve as examples of forms of praxis that challenge more reductive, performative conceptions of learning in schools more broadly.