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.

Embodied choreography and performance of gender

Norms of fitting embodied behaviour for males and females, as promoted in Australian public arenas of popular culture and the everyday, disempower and marginalise those not inclined to embody in gendernormative and heteronormative ways.

This thesis engages with concepts of embodiment as meaning the manner of physical deportment in which a physical practice is performed, and with concepts of gender as social constructions of femininity and masculinity. It investigates the demands and implications of dominant norms of gender embodiment for those whose embodied inclinations do not fit comfortably with such dichotomous models. It interrogates gender inequitable machinations of education and performance arts disciplines by which educators and arts practitioners train, teach, choreograph, and direct those with whom they work, and theorises ways of broadening personal and social notions of possible, aesthetic, and acceptable embodiment for all persons, regardless of biological sex or sexual orientation.

This research is grounded in two major qualitative methods of enquiry. First, through an autoethnographic lens, it focuses on the impacts that social constructions of masculinity have on me, both as a person in the everyday and as a performance arts practitioner/educator. Through writing, illustration, choreography, and performance, as well as interviews with 3 members of my family, I analyse the delicacy of the relationship between social control/surveillance and personal agency over my embodiment of gender. Second, through empirical ethnographic fieldwork with some 400 high school students and 160 educators and performance arts practitioners, I utilise a combination of performance, discussion, practical workshop, and avenues for anonymous response to explore the potential of the performance arts in challenging inequitable notions of gender embodiment.

My findings demonstrate that inherent ideologies in dominant discourses regarding the execution and display of feminine and masculine embodiment continue to work, overtly and covertly, as definitive and restrictive barriers to the realm of possibilities of embodied gender expression and appreciation in the everyday and in the performance arts. This thesis recommends drawing individuals’ attention to embodied gender inequities and enculturation processes, not ordinarily critiqued within mainstream society, as a key toward safeguarding the well-being of those whose embodied performance inclination is at odds with prescribed norms of behaviour. Performance arts arenas are powerful sites in which such deconstructive work can occur, both cognitively and practically. However, as this thesis explores and illustrates, performance arts practitioners/educators need to first scrutinise existing and hidden inequities regarding the embodiment of gender within their own habitus, perspectives, taste, and practices.

Techno-literacy and learning in blended, multicultural course environments

For the last two decades, higher education institutions have been actively engaged in the use of online technology with the aim of transforming the way we teach and learn to improve students’ learning experiences and outcomes. However, despite significant investment in infrastructure and training and a wide-scale uptake of such technologies, the promised transformative effect on student learning is yet to be actualised outside of small pockets of innovation. In this paper, we argue that one of the factors contributing to lack of qualitative large-scale transformation is students’ lack of preparedness and experience in using online tools for learning purposes. Drawing on an ethnographic study of culturally diverse computing students and teachers within learning environments that blend online and face-to-face pedagogies, we argue that, although contemporary university students are largely operationally literate when using online learning tools, they often lack the cultural and critical skills required to use such technologies in a meaningful way to support powerful learning. We argue that, for online learning technologies to transform learning, students need to be supported to develop these higher order techno-literacy skills.

Senses of waiting among Tibetan nomads

Ethnographic vignettes on how Tibetan nomads move describe a modality of waiting that is attuned to the rhythms and syncopations of movement through pastures and the life-cycle. Such waiting complements moving and is in time. How waiting is experienced reveals an important facet of one's synchronicity with time and place.

Re-examining human-nonhuman relations among nomads of Eastern Tibet

In this paper, I explore how human-nonhuman relations among nomads of Eastern Tibet may be understood within the framework of a four-fold ontological system proposed by anthropologist, Philippe Descola. In what follows, I provide an account of Descola’s theoretical system, present ethnographic data on human-nonhuman relations from fieldwork with two nomadic communities in Eastern Tibet, and analyze these in light of Descola’s system. I argue that deep ethnographic engagement with and analysis of humannonhuman relations not only furthers our understanding of specific communities but also informs the politics around policies concerned with ‘the environment’.

Communication as coping; how staff working in public housing use narrative to understand their complex and sometimes challenging work.

This paper describes how ethnographic research was used to explore the communication practices of staff working organisation charged with the provision of low cost housing to some of the very poorest and most marginalised members of society in Victoria, Australia. This paper is concerned with how the narratives of the participants (that is, their ‘stories’) provides a very useful and potent insight into the daily life of staff working with people experiencing ‘multiple and complex needs’. The paper uses vignettes and case studies to illuminate the daily work of staff, sharing with the reader the things they see and hear and describing the complexity of the ‘wicked’ problems they face. More importantly, the research uncovered a number of narrative structures staff employ to understand and respond to these problems.

Interconnectedness, multiplexity and the global student : the role of blogging and micro blogging in opening students horizons

The authors explore the world of blogging and micro blogging (twitter) as a means of mediating engagement with students, lawyers, academics and other interested and interesting people around the world. Through the use of auto-ethnographic case studies of their own experiences with blogging and micro blogging tools, the authors propose that far from being a distraction from student learning, these tools have the potential to open up an international professional collaborative space beyond the physical classroom, for both academics and our students, from their first year experience through to practical legal training and continuing professional development.

Where has class gone? The pervasiveness of class in girls' physical activity in a rural town

This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the paper questions the impact of class and how the girls experience the obstacles, impediments and interferences to participation in PA. These girls are portrayed as living multiple, complex and embodied subjectivities that shape and are informed by the relational geographies in which they are located, as they interact ‘with’, ‘to’ and ‘between’ the social, emotional and classed hierarchies that require them to access familial and other resources in making decisions about participation in PA.

Contact zones, third spaces, and the act of interpretation

The conceptual understanding of museums as ‘contact zones’ has been widely appropriated in the museum literature and beyond. But the discussion lacks empirical insights into actual experiences: What does ‘contact’ mean for the person experiencing it? How is it lived, negotiated and contested? Drawing on a long-term narrative study of global visitors to the Museum of New Zealand Te Papa Tongarewa (Te Papa), this paper offers an empirical interrogation and theoretical refinement of the ‘contact zone’. It moves beyond the more usual focus on museological production by shedding light on the meanings made by museum visitors. This paper augments current normative and theoretical approaches with an ethnographic study of processes of intercultural mediation during cross-cultural encounters, translation and dialogue. This is done through a hermeneutic analysis of visitors’ acts of interpretation that facilitates an understanding of ‘cultural action’ in ‘contact zones’ as an interpretive ontological endeavour of the shifting Self within a pluralist cosmopolitan space.

Cambodian migrant women's postpartum experiences in Victoria, Australia

Objective: to explore the postpartum experiences of Cambodian born migrant women who gave birth for the first time in Victoria, Australia between 2000 and 2010. Design: an ethnographic study with 35 women using semi-structured and unstructured interviews and participant observation; this paper draws on interviews with 20 women who fit the criteria of first time mothers who gave birth in an Australian public hospital. Setting: the City of Greater Dandenong, Victoria Australia. Participants: twenty Cambodian born migrant women aged 23-30 years who gave birth for the first time in a public hospital in Victoria, Australia. Findings: after one or two home visits by midwives in the first 10 day postpartum women did not see a health professional until 4-6 weeks postpartum when they presented to the MCH centre. Women were home alone, experienced loneliness and anxiety and struggled with breast feeding and infant care while they attempted to follow traditional Khmer postpartum practices. Implications for practice: results of this study indicate that Cambodian migrant women who are first time mothers in a new country with no female kin support in the postpartum period experience significant emotional stress, loneliness and social isolation and are at risk of developing postnatal depression. These women would benefit from the introduction of a midwife-led model of care, from antenatal through to postpartum, where midwives provide high-intensity home visits, supported by interpreters, and when required refer women to professionals and community services such as Healthy Mothers Healthy Babies (Victoria Department of Health, 2011) for up to 6 weeks postpartum

Social work supervision and discrimination

This article outlines a ‘mutual inquiry’ based approach to supervision using techniques,  concepts and insights drawn from social work supervision experience, a current Ph.D. institutional ethnographic research project and intersectionality. Good supervision of social work students and staff can progress efforts towards identifying and combatting discrimination, important steps towards a more socially just society. Reducing  discrimination also improves the quality of service provision with clients, often members  of the most marginalised groups in the community. Supervision to reduce discrimination needs to be shaped by humility rather than the more popular goal of competence. Humility is fostered when a supervisor and supervisee consider their work together from the standpoints of clients, and purposefully contemplate their complicities in the creation  and maintenance of discriminatory practices. This supervision approach aims to create the  vision, and ability, to challenge discriminatory policies and practices as they are normalised  and inflect at individual, supervision, organisational and societal levels.

Bloods, Crips and Southern Cross Soldiers: we are all gangbangers now!

This paper presents findings from the author's PhD thesis exploring violent youth subcultures in Australia. It addresses whether growing uncertainties around issues of cultural identity and belonging in an era of risk has produced more defensive models of DIY youth culture at a local scale. Theoretically, the author examines whether globalisation has unsettled normative youth subject positions associated with the nation-state, problematising conventional logics of youth cultural formation (i.e. which view questions of race and racism through a white/black, mainstream/subculture binary). As Beck (1992;1999) argues, the de-bounding influence of globalisation has led to an ambivalent set of relations where forms of youth identity have become freed from the nation-state and class based forms of community and must be self-organised. In particular, he argues that this has produced cosmopolitan subjects and social movements as well as ‘counter-modern’ subjects and cultures. This paper applies Beck’s theories alongside theories focused on global/local influences on youth culture to an ethnographic study of two violent youth subcultures in Australia, these being the white ‘patriotic’ youth formation which emerged in the Cronulla riots and youth gang formations in Melbourne’s western suburbs. In doing so the author examines the extent to which violent youth subcultures in Australia can be regarded as strategic responses intended to restore forms of collective cultural belonging at a local scale vis a vis ‘the global’ and its destabilizing influences.

Developing teacher-researchers: a practice-based Masters of Education

Teachers’ work can increasingly be described as knowledge work conducted in a rapidly changing globalised, digital environment. In order to support contemporary teachers’ work, professional learning needs to be grounded in the contexts and identities of teachers, while engaging them in theoretical discourse. Such an approach challenges traditional approaches to the offering of a Masters in Education by distance learning. This presentation reports on a university-educational authority partnership designed to enable practising teachers to gain Masters qualifications through practice-based ethnographic data collection and research. The context of this partnership is a new professional learning program being offered by Deakin University, Australia and the Catholic Education Office Melbourne. Teachers plan and conduct projects in which they identify an issue to be addressed at their school; research the issue identified; develop and implement an intervention to address the issue; and report on the intervention. Teachers have the option of gaining credit towards a Masters of Education by submitting their work for formal assessment. The participants in this mixed methods study are teachers who are undertaking the post-graduate units embedded in a professional learning program. Teachers are invited to undertake anonymous online pre- and post- surveys with both qualitative and quantitative data collected. Data is also collected through teacher interviews and collection of classroom artefacts including planning documents and work samples. Initial findings illustrate that a practice-based approach to Masters studies engages teachers as creators rather than reproducers of knowledge. The use of a range of print and new digital media both within the design and operation of an online learning environment and pedagogies for effective adult professional learning enable flexible and creative pedagogical responses and knowledge creation by teachers.

Researching maternal, neonatal and child health service use in rural and pastoralist Ethiopia: A key informant research approach

Like many nations in sub-Saharan Africa, Ethiopia has both a high neonatal mortality rate and maternal mortality ratio and is unlikely to meet Millennium Development Goals 4 and 5 by 2015. This working paper examines how Key Informant Research (KIR) in rural and pastoralist Ethiopia will identify facilitators and barriers to the use of maternal, neonatal and child health services. The methodology is informed by Participative Ethnographic Evaluation Research (PEER) and Key Informant Monitoring (KIM). Key Informant Research (KIR) training will provide research skills to Health Extension Workers (HEWs) and Non-government organisation (NGO) staff to enable them to develop research questions, collect data and participate in preliminary data analysis. This will enable the identification of strategies that improve the identification of risk, enhance early referral, increase access, affordability and acceptability of skilled birthing services in rural and pastoralist Ethiopia.

Intercultural pathways for knowledge Transfer within academic mobility

This paper focuses on academic mobility with the view of examining knowledge flows and effective cultural pathways for knowledge transfer. Its main objective is to set up the theoretical parameters for exploring intercultural encounters within academic mobility with an additional goal of revealing underlining conditions for effective intercultural knowledge transfer and creation. Academic mobility describes global mobilities of tertiary students and university staff and refers to a growing phenomenon worldwide. It creates additional possibilities for exploring the enabling conditions for the intercultural knowledge flows. Academic migrants have been acknowledged as important agents of intercultural knowledge transfer, interchange and, ultimately, knowledge creation. This paper is guided by a hypothesis that cosmopolitan dispositions can create preconditions for successful knowledge transfer in everyday intercultural interactions in academia. In this paper, theoretical notions and ideas are discussed to provide a foundation for designing an ethnographic research which will seek to analyse empirical manifestations of emerging cosmopolitanism. Some preliminary findings of a pilot study are also analysed.