En-Gendering the Nation: Gender-bending and Nationalism in Miles Franklin’s My Brilliant Career and Emily Lawless’ Grania: the Story of an Island

Writing in the lee of first-wave feminism and in an era of nation-invention, the Irish ascendancy novelist, Emily Lawless, and the aggressively Australian Miles Franklin (of Irish, English and German extraction and coming from families who were pastoralists) wrote novels of adolescence, Grania: The Story of an Island (1892) and My Brilliant Career (1901) respectively. Similar and different in many ways, they both write as women, and self-consciously insert themselves into nation-inscribing projects with an eye to overseas readerships, and they play fast and loose with class. Curiously, both contributed to the process of transforming ‘nowhere-places’ into iconic nationalist places: Franklin put the Monaro on the map (a region that was a nationalist icon before the ‘Red Centre’ usurped its place); and Lawless wrote in ethnographic ways about the Aran Islanders more than a decade before Synge tramped westward in search of the ‘Peasant Quality’ so beloved of the Abbey playwrights and audiences. Most compellingly, they write of the near-pathologies of masculinities within nationalist agendas, and of marriage and sexuality. This paper examines the novels comparatively and contrastively and asks uncomfortable questions about why and how their interventions were untimely.

Gender-common and -specific neuroanatomical basis of human anxiety-related personality traits

Exploration of the relationships between regional brain volume and anxiety-related personality traits is important for understanding preexisting vulnerability to depressive and anxiety disorders. However, previous studies on this topic have employed relatively limited sample sizes and/or image processing methodology, and they have not clarified possible gender differences. In the present study, 183 (male/female: 117/66) right-handed healthy individuals in the third and fourth decades of life underwent structural magnetic resonance imaging scans and Temperament and Character Inventory. Neuroanatomical correlates of individual differences in the score of harm avoidance (HA) were examined throughout the entire brain using voxel-based morphometry. We found that higher scores on HA were associated with smaller regional gray matter volume in the right hippocampus, which was common to both genders. In contrast, female-specific correlation was found between higher anxiety-related personality traits and smaller regional brain volume in the left anterior prefrontal cortex. The present findings suggest that smaller right hippocampal volume underlies the basis for higher anxiety-related traits common to both genders, whereas anterior prefrontal volume contributes only in females. The results may have implications for why susceptibility to stress-related disorders such as anxiety disorders and depression shows gender and/or individual differences.

Games and movement

Videogames give us new bodies able to move through the world with grace and precision. In this conversation session, we explore how the form of dance can follow on from the function of the game's rules.

Unpacking academic practices: international students in management and education disciplines

This paper reports the findings of a qualitative case study that explores how international students in different disciplines struggle to interpret their disciplinary requirements. The study shows the emergence of five main forms of unpacking academic expectations that individual students in the study employed. It will be argued that these international students appear to be active and capable of drawing on various strategies and problem‐solving skills in order to take control of their academic life and enable them to participate in the academic practices of their discipline. The students' experiences also indicate that the interaction and dialogue they establish with their lecturers plays a significant role in their success in the course.

Sex does not matter: gender bias and gender differences in peer assessments of contributions to group work

This paper considers the possibility of gender bias in peer ratings for contributions to team assignments, as measured by an online self-and-peer assessment tool. The research was conducted to determine whether peer assessment led to reliable and fair marking outcomes. The methodology of Falchikov and Magin was followed in order to test their finding that gender has no discernable impact on peer ratings. Data from over 1500 participants at two universities enrolled in four different degree programmes were analysed. The research indicates an absence of gender bias in six case studies. The research also found that women received significantly higher ratings than men.

Iranian women's sports fandom : gender, resistance, and identity in the football movie offside

As sport enters new global territories, attending to questions of cultural difference is increasingly important to studies of women’s sports fanship. This article draws on theories of transnational feminism and feminist sports scholarship to contemplate the cinematic portrayal of the non-Western female football supporter. Women sports fans rarely appear as film protagonists, with the notable exception of the 2006 movie Offside, which tells the story of Iranian women soccer fans attending a World Cup qualifying match. By focusing on the ways that women fans negotiate their marginal status in the sporting arena, I argue that the film unsettles cultural associations between masculinity and football in Iran, and confounds the oppositional construction of the “other” woman as a passive victim of, or freedom fighter against, Islam. 

Creativity and education :teaching the unfamiliar

The development of capacities of creativity has long been important in creative arts education (Morgan, 2012) and is increasingly becoming important to other fields in higher education (McWilliam and Haukka, 2008, Csikszentmihalyi, 2006, Edward, McGoldrick & Oliver, 2006). To develop such capabilities at least two factors need to be addressed: defining 'creativity' and thinking about how to teach it. This paper has two aims; firstly to consider the idea that creativity is a process (Morgan, 2012) of changing habits (Koestler, 1964, McWilliam and Sandra Haukka, 2008) that is inherently traumatic (Peirce, 1940) because it involves taking risks with habits which have previously proven useful and comforting. The centrality of trauma and risk raises concerns if creativity is to become a standard graduate attribute; concerns for students asked to take risk and the concern that the university is traditionally adverse to risk-taking. Secondly, a technique for teaching how to be creative derived from Russian Formalism is considered. Ostranenie, or making strange might be deployed with the aim of teaching students a technique for habit breaking

Gender, sexuality and embodiment : access to and experience of healthcare by same-sex attracted women in Australia

This article identifies the way same-sex attracted women negotiate healthcare in a rural Australian setting. In-depth interviews were conducted with 10 women. Respondents choose general practitioners (GPs) carefully, `interviewing' them to see if they hold acceptable attitudes to same-sex attraction. However, sexuality is not the only evaluative criteria women use. Some women invoke gender-based discourse, evaluating GPs by how well they treat women's bodies. In other instances, women utilize a framework based on sexuality; good healthcare is associated with how the practitioner dealt with same-sex attraction. Sometimes women evaluated care by reference to a model of the body that did not implicate gender or sexuality and GPs are evaluated on the basis of clinical knowledge. This shows that women do not define themselves in a unitary way in relation to gender or sexuality. They selectively and strategically employ discourses of gender, sexuality and embodiment to structure and evaluate healthcare