'Unnatural', 'Unwomanly', 'Uncreditable' and 'Undervalued': the significance of being a childless woman in Australian society

Childlessness is an increasing trend, internationally and in Australia. The few studies exploring the lived experiences of childless women have been conducted in America, Canada and the United Kingdom; predominantly during the 1980s and 1990s. The experiences of childless women in contemporary Australia remain under-researched. This hermeneutic phenomenological study sought to enhance understanding of the lived experience of being a childless woman in contemporary Australia. In-depth interviews with five childless women revealed five key themes as significant facets of the experiences of childless women: notions of ‘natural’ and ‘unnatural’; woman = mother; childlessness as a discrediting attribute; feeling undervalued; and the significance of being childless. By privileging the experiences of childless women in a pronatalist society, it is apparent that misconceptions and stereotypes about childlessness continue to pervade. This study contributes to understanding this growing population group; highlighting that while childlessness is increasingly acknowledged, it is still not completely understood.

Writing as capitulation : the shelter of being-responsible

This paper explores the notion of writing and its relationship to an always-existing responsibility. It asks the question of whether writing might necessarily be a kind of biographical undertaking, and then drawing on Heidegger, it inquires into how writing might provoke an ontological encounter for the writer. Via a close investigation of the definitions and etymologies of the word ‘capitulate’, the paper links the concepts of Derridean violence, Hellerian freedom and (post)modernity, non-infinite temporality and assumptions of a metaphysics of presence to a practice of reading/writing. By taking up the Heideggerian concept of Being’s as ex-istence and porosity, it attempts to argue that post-modernity, in coming to terms with the consequences of freedom, offers the subject the opportunity for an ontological encounter with responsibility, and subsequently how an acknowledgement of this thrownness might function in itself as a kind of shelter, albeit an open one.

Activating teacher critical moments of learning through reflection

Mathematical modelling is one of the current focuses in the Singapore Mathematics Curriculum Framework. A multi-tiered teaching experiment using design research methodology was conducted to build teachers’ capacity in designing, facilitating, and evaluating learning during mathematical modelling tasks for Primary 5 students (aged 10-11). This paper illustrates the use of the retrospective analysis phase within design research cycles to activate a critical moment of teacher learning involving the interplay between questioning and listening during her first attempt at facilitating a mathematical modelling task. The teacher affirmed her deliberate focuses in the use of questions to (a) refine students’ models, (b) encourage articulation of student ideas in self-evaluation of the models, and (c) clarify and understand student reasoning. However, she also discovered the importance of interpretative listening in conjunction with questioning to promote more sophisticated mathematisation processes in model development. Implications from the use of the retrospective analysis phase on activating critical moments of learning during teacher education will be discussed.

'To be or not ...' Lacan and the meaning of being in Shakepeare's Hamlet

This chapter provides a reading of Lacan's important reading of Shakespeare's Hamlet in Seminar VI, in the context of his developing thought on the neuroses, and obsessional neurosis in particular.  The article draws atttention to the way Lacan's focus shifts from Hamlet's 'Oedipal' relation towards his uncle towards his inability to fathom teh desire of his mother, Gertrude.  This interpretive optic opens up many scenes of the play, and strange transformations in the heor's conduct: his terrible hostility to Ophelia, and his 'rebound' at the moment that he leaps into her open grave, able at last to say 'It is I, Hamlet the Dane!" and undertake to do the task his father's ghost had implored of him.

Driving down daily step counts: the impact of being driven to school on physical activity and sedentary behavior

This study investigated whether being driven to school was associated with lower weekday and weekend step counts, less active out-of-school leisure pursuits, and more sedentary behavior. Boys aged 10–13 years (n = 384) and girls aged 9–13 years (n = 500) attending 25 Australian primary schools wore a pedometer and completed a travel diary for one week. Parents and children completed surveys capturing leisure activity, screen time, and sociodemographics. Commute distance was objectively measured. Car travel was the most frequent mode of school transportation (boys: 51%, girls: 58%). After adjustment (sociodemographics, commute distance, and school clustering) children who were driven recorded fewer weekday steps than those who walked (girls: –1,393 steps p < .001, boys: –1,569 steps, p = .009) and participated in fewer active leisure activities (girls only: p = .043). There were no differences in weekend steps or screen time. Being driven to and from school is associated with less weekday pedometer-determined physical activity in 9- to 13-year-old elementary-school children. Encouraging children, especially girls, to walk to and from school (even for part of the way for those living further distances) could protect the health and well-being of those children who are insufficiently active.

The emotional toll of being a twice exceptional adult : a case study

This article presents a case study of a twice exceptional young woman