I don't need IT because I'm going to be a teacher, and other popular beliefs: High school students' explanations for the under representation of girls in information technology subjects

This paper examines the implications for teacher educators of the dominant beliefs currently circulating within diverse Australian high schools about the (lack of) relationship between girls’ interests, girls’ careers, girls’ futures and the broad field of information technology. It identifies students' attitudes towards the content, relevance and general appeal of IT subjects to highlight the challenges for both teachers and teacher educators who may be seeking to address the issues associated with girls’ under representation in IT courses and also contribute to an ongoing project of gender based educational reform. Emphasis throughout the paper is on the persistence of discourses that continue to position girls and IT in opposition to each other and on the challenges of subverting these discourses through the introduction of new figurations (cf Rosi Braidotti, 1994) or transformative understandings of what it now means to be a female student, a female teacher, or a female IT user. The paper concludes by reflecting on the implications of these themes for teachers and teacher educators: particularly those with an on-going commitment to the broad field of educational justice.

Australia and the Middle East : a front-line relationship

Australia’s encounters with the Middle East have historically been defined initially through its membership of the British Empire, later as a key Commonwealth player and more recently through Australia's close strategic relationship with the US. This book traces the nature of the Australia-Middle East relationship, from an insular ‘White Australia’ ideology through to the global impact of September 11, the wars in Afghanistan and Iraq and the new and menacing terror threat that has arrived on its own doorstep. A comprehensive analysis of this complex relationship provides an essential basis for understanding past encounters, evaluating present policies and developing a framework for future interactions. The book seeks to draw together the various dimensions and themes of this relationship – from trade and migration, to Australia’s increasing strategic interest and current military involvement in the region.

Youth culture educational reform and pedagogy

The discourse of globalisation and the knowledge economy are now front and centre of the ever changing discourse of youth and youth identity. Educational reform in Malaysian society is seeking to engage the problems of globalization and the need for reform in schooling as a prerequisite for social and economic development. The education of youth is as a critical prerequisite for national advancement and development. The syllogism that structures debate with respect to globalization, youth and education is that reform to teaching technique will lead to improved competencies in students and this in turn will lead to improvements in human capital thus leading to economic and social advancement. Missing from such a simple approach is an understanding of youth culture in its multiple forms as now being productive of capacities, knowledge’s and attitudes that are arguably often far in advance of what is taught in schools. This argues that often the action in terms of cognitive growth, glocalised competencies, collaboration, cross cultural dialogue and innovative creativity are found in youth cyber communities, popular cultural movements often portrayed as problematic or troublesome. Proper educational strategies in Malaysian schooling society require teachers to learn from their students and engage innovative pedagogy not as something to be taught top down in rote fashion, but as something that is genuinely open, interactive and dialogical. This paper will discuss this theoretical issue with specific reference to Malaysian examples and policy initiatives.

Creating ambiguity, creating social change

Current government policy in Victoria, as elsewhere, is seeking to change the provision of maternity care from an obstetric-led system to a flatter, more collaborative system that brings midwives to the front line as primary carers, at least in the public sector.

However, dominant medical discourses continue to exert a sedimentary effect on contesting claims from midwives that deny the high-risk nature of the majority of births and which valorise the competence of the female body. Although there have been modifications in maternity arrangements (and the incumbent government is currently considering more), medical discourses continue to legitimate obstetric power via legal and professional structures, fortify the obstetric ‘habitus’, infect mainstream popular consciousness and undermine autonomous midwifery practice. Drawing from research material gleaned from in-depth interviews with nine obstetricians and thirty midwives conducted in 2004 and 2005, I argue that alternative discourses may strategically undermine obstetric dominance. Specifically, reversing stereotypes; inverting the binary opposition and privileging the subordinate term (or substituting the negative for positive); and defamiliarizing what is perceived to be fixed and given, all play on the ambiguities of representation and present social activists (midwives, childbirth educators and women) with valuable opportunities to challenge fundamentalist medical orthodoxies.

Impact of front-of-pack 'traffic-light' nutrition labelling on consumer food purchases in the UK

Front-of-pack ‘traffic-light’ nutrition labelling has been widely proposed as a tool to improve public health nutrition. This study examined changes to consumer food purchases after the introduction of traffic-light labels with the aim of assessing the impact of the labels on the ‘healthiness’ of foods purchased. The study examined sales data from a major UK retailer in 2007. We analysed products in two categories (‘ready meals’ and sandwiches), investigating the percentage change in sales 4 weeks before and after traffic-light labels were introduced, and taking into account seasonality, product promotions and product life-cycle. We investigated whether changes in sales were related to the healthiness of products. All products that were not new and not on promotion immediately before or after the introduction of traffic-light labels were selected for the analysis (n = 6 for ready meals and n = 12 for sandwiches). For the selected ready-meals, sales increased (by 2.4% of category sales) in the 4 weeks after the introduction of traffic-light labels, whereas sales of the selected sandwiches did not change significantly. Critically, there was no association between changes in product sales and the healthiness of the products. This short-term study based on a small number of ready meals and sandwiches found that the introduction of a system of four traffic-light labels had no discernable effect on the relative healthiness of consumer purchases. Further research on the influence of nutrition signposting will be needed before this labelling format can be considered a promising public health intervention.

Invisible labour : home–school relations and the front office

When school front offices are mentioned in research on schools and their relations with the community, it is often to describe how parents/carers and the public are treated officiously and/or inappropriately. In professional development materials, schools are urged to improve communication, and occasionally directed to consider the practices of the front office staff. Yet when schools send out information to parents/carers, the school office is usually the place to which all queries are directed. However, there is almost no detailed research that looks at what actually happens in this place. In this paper we draw on a small-scale commissioned research project which began to fill this gap. In seeking to reread our data and push further on analysis, we have come to realize that those who work in school front offices are women whose physical and emotional labour is not only rendered largely invisible in a wide range of literatures relating to home-school relations but is also inadequately recognized through recruitment practices, professional development and remuneration. We suggest that there needs to be further research into the high energy, multitasking, nurturing work that goes on in school front offices.

Child protection practitioners and decision-making tools : observations and reflections from the front line

Decision-making tools, particularly risk-assessment tools, have been implemented by governments around the world, perhaps most notably in the field of child protection, though little attention has been paid to how practitioners use them. This article presents the findings from ethnographic research that explored how child protection practitioners in the Department of Child Safety, Queensland, Australia, used four Structured Decision Making tools developed by the Children's Research Centre in Wisconsin in their daily practice in the intake and investigation stages of a case. The findings that the tools were not being used as intended by their designers and, in fact, tended to undermine the development of expertise by child protection workers has profound implications for the future development of technological approaches to child protection and, more broadly, human services practice.

“… what lies behind a brownstone front”

After entering the nondescript door to her building, ordinary Oliver Reed follows Irena Dubrovna as she ascends the ornate stairs that lead to her front door. He hovers at the foot of the stairs, and rhetorically admits: “I never cease to marvel at what lies behind a brownstone front.” Behind each façade lies something hidden. What lies hidden from Oliver Reed in Cat People (1942) are the dormant stories waiting behind each door. This article is based on my presentation at the 2009 Double Dialogues Conference, Hidden Stories, held in Melbourne, December 2009. In the Conference presentation, the early scenes from Cat People were screened with the film sound interspersed with my commentary. This article uses still frames from the film, descriptions from the original screenplay (in courier font) and the storyboard layout for a DVD commentary.

Popular culture, the 'victim' trope and queer youth analytics

This article offers a joint reading of two cultural texts that reflect the contest over victim-oriented characterizations of queer youth in contemporary culture. The first text is a representation of queer youth taken from the popular UK television series Shameless (2004). The second text is an online discussion about representations of gay and lesbian characters on television that was recently posted on the Queer Youth Network website. Through my reading of these two texts, I explore the rise of explicit mainstream representations of gay and lesbian characters and the emergence of an identifiable queer youth audience as key characteristics of the contemporary 'after-queer' moment. Through a reflection on the queer youth analytical techniques observable on the Queer Youth Network site, I conclude by outlining some key implications for future educational research in the field of youth, sexuality and popular culture.