Craft groups : sites of friendship, empowerment, belonging and learning for older women

This article reports on a qualitative research project conducted in Victoria, Australia, with nine older women. The purpose of the research was to explore the women's experience of involvement in craft groups, and specifically, the impact of this involvement on their sense of well-being. Traditionally the health of older people has been examined in relation to medical markers of physical well-being, and often, decline. We were interested to widen this perspective to understand the impact of social connection, belonging and ongoing learning and development on the ageing experience. While the focus of the groups was on domestic craftwork, the process of coming together as a collective appeared to have significant bearing on the holistic health of the women involved. Consistent with feminist groupwork literature, the findings indicated that the women we interviewed experienced the group setting as affirming and generative in a number of ways. These include providing an avenue for mutual aid, addressing isolation, affirming individual and collective strength and wisdom, while acquiring new skills, and normalising concerns regarding health and family.

Craft groups: sites of friendship, empowerment, belonging and learning for older women

This article reports on a qualitative research project conducted in Victoria, Australia, with nine older women. The purpose of the research was to explore the women’s experience of involvement in craft groups, and specifically, the impact of this involvement on their sense of well-being. Traditionally the health of older people has been examined in relation to medical markers of physical well-being, and often, decline. We were interested to widen this perspective to understand the impact of social connection, belonging and ongoing learning and development on the ageing experience.

While the focus of the groups was on domestic craftwork, the process of coming together as a collective appeared to have significant bearing on the holistic health of the women involved. Consistent with feminist groupwork literature, the findings indicated that the women we interviewed experienced the group setting as affirming and generative in a number of ways. These include providing an avenue for mutual aid, addressing isolation, affirming individual and collective strength and wisdom, while acquiring new skills, and normalising concerns regarding health and family.

Rural primary health care workers and research : what is their present capacity?

Aims & rationale/Objectives : The main objectives of this project were to:
- conduct an audit of research skills and experience of primary health care staff in nine south western Victorian not-for-profit agencies
- identify capacity for research in five pre-identified areas
- investigate unpublished research endeavours/innovative projects taking place in the linked community organisations.
Methods : A 9-item survey was developed and will be distributed to all primary health care staff at the nine agencies via the internal email system of each organisation. The survey was developed after consultation with several agency directors, to obtain an organisational perspective on research capacity issues. Staff were also invited to take part in informal focus groups exploring key themes.
Principal findings : This study is in progress, and is expected to be completed at the end of March, 2007. Expected findings are the identification of primary health care staff's capacity for research, and discussion of relevant organisational assistance which would develop their research skills or enable continued participation in research.
Discussion : Phase 2 of the Australian PHC Research, Evaluation and Development Strategy aims to support the development and expansion of the primary health care research workforce. Findings from the current study will support this goal by assisting rural primary health care workers to identify the training and support they need to undertake quality research. The data could also be used to: a) assist the consortium to identify common research interests; b) to inform the consortium regarding the potential for collective research efforts; and c) to support funding submissions from the consortium or from individual agencies.
Implications : These findings will help to inform improved strategic planning in relation to building research capacity. The data could also be used by participating agencies to support applications for research grant funding.
Presentation type : Poster
Session theme : Building research capacity

Older women crafting ethical subjectivities in rural places

Over the last two years my colleagues and I conducted research conversations with older women living in rural Victoria about the meaning of craft in their lives. These conversations are the basis for our speculations on how women constitute ethical subjectivities through specific craft activities and through their engagement with Country Women Association (CWA) craft groups. The CWA is recognised as a ‘community of practice’ with local, regional, state, national and global networks, aiming to improve the lives of rural people. The focus of this paper, however, is on how ethical subjectivities by rural women are fashioned through specific involvements in craft activities and craft groups. I aim to elaborate on how Foucault’s later work on the ‘Care of the Self’ may open possibilities, even if limited, for understanding the complex ways women take up subject positions in interaction with historical, political, economic and social arrangements, and through engagement with specific institutions. For Foucault, ‘care of the self’ is an inherently social practice. Currently, modern power relations incite us to relate to our selves through self confessional and self-disciplining technologies. Could a differently constituted mode of self-care be drawn from the Ancient Greeks to offer us ideas for enacting personal and social transformations today?

'Everybody has settled in so well': How migrants make connections and build social capital in Geelong

Australian and Victorian Government policies encourage settlement in regional areas for international migrants, refugees and internal migrants. Migrants to regional areas are diverse in terms of their area or country of origin, skills and occupation, family status and other demographic characteristics. The regional cities to which they migrate are also varied in terms of their community resources, social and cultural capital. The objective shared by all of these cities is for migrants to engage successfully with their new communities. Just how this occurs is the subject of debate and a lack of clarity. This therefore calls for a sound, theoretically informed understanding of how employers and community groups (formal and informal) can effectively assist migrants to make social connections in regional cities, and practical strategies which respond to these insights. The well-established social determinants of health tell us that the more socially included, connected and stable workforce and their families are, the better will be their physical and mental health and wellbeing.

The role of informal groups in organisational knowledge work : understanding an emerging community of practice

Managers and researchers alike have sought new ways to address the challenges of sharing dispersed knowledge in modern business environments. Careful consideration by sharers of receivers’ knowledge needs and behaviours may improve the effectiveness of knowledge sharing. This research examines how sharers react to their perceptions of receivers’ knowledge needs and behaviours when making choices relating to sharing knowledge. The focus of this article is to propose and empirically explore a theoretical framework for a study of the role of the receiver in knowledge sharing — receiver-based theory. Data collected from two case studies highlight a key role played by perceived receiver knowledge needs and behaviours in shaping sharer choices when explicit knowledge is shared. A set of receiver influences on knowledge sharing is provided that highlights key receiver and sharer issues. The paper concludes that companies should develop better ways to connect potential sharers with receivers’ real knowledge needs. Further, the findings suggest that sharing on a need-to-know basis hinders change in organisational power structures, and prevents the integration of isolated pockets of knowledge that may yield new value.

Learning in social action : the informal and social learning dimensions of circumstantial and lifelong activists

This paper explores the informal and social learning dimensions of activists as they learn skills and knowledge through participating in social action. In doing this I draw on Lave and Wenger's epistemology of situated learning and Bourdieu's theory of "habitus". I argue activists learn an array of community development skills in the social environment of activism. I claim activists' learning is cognitive, embodied and situated in practice. This paper is based on empirical research in Australia, where in-depth interviews were conducted with activists to uncover their important pedagogy. It explores the learning dimensions of two groups of activists. "Lifelong activists" who have generally been involved in student politics and have participated in activism over many years, and "circumstantial activists" who become involved in protest due to a series of life circumstances. This paper claims that while both groups' learning is social and informal, lifelong activists tend to develop their skills incrementally by being involved in the fertile site of student politics. On the other hand, circumstantial activists, not having had the benefit of early immersion in a community of practice, are rapid learners. They are frequently taken out of their comfort zone as activists and need to acquire new knowledge and skills urgently in order to practise effectively. Some circumstantial activists remain on the periphery of activism and never fully immerse themselves in the practices of activism. I argue there is much to be gained from understanding learning in social action, an epistemology of adult learning which deserves greater prominence in current adult education discourse.

Older women and craft: extending educational horizons in considering wellbeing

While the social work literature is broader and more holistic than many disciplines, we undoubtedly still limit the knowledge we draw upon in ways that stifle our creativity in conceptualising and attempting to facilitate wellbeing, which flows on to limit our teaching. In particular, the significance to wellbeing of place and social space, the value of informal networks to generate support and opportunities for reciprocity, and the inherent therapeutic value of creative activity appears to be neglected. In this paper we draw upon a small Australian research study around older women and craftmaking to explore how learning from diverse disciplines, such as critical gerontology and textile making, can illuminate our understanding of wellbeing. We relate this discussion to examining notions of ageing that go beyond a focus on illness and deterioration, to enhance positive and diverse concepts of health in the context of everyday life. We then discuss the implications for social work education, with particular emphasis on ageing, and argue that by engaging with a diverse range of disciplines, we are able to think about, teach and advocate for wellbeing in more expansive and useful ways.

Digital systems for open access to formal and informal learning

 Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms.