An empirical case for introductory psychology tutorials in a large-class format

This study examined the effectiveness of an instructional format that Involved conducting introductory psychology tutorials in large conventional lecture theatres with over 100 students per class. We maximised the use of skilled tutors, sharing of student perspectives, and cooperative learning in delivering interactive, active learning activities, Students (N = 284) within each class were randomly assigned to smaller groups that were scaled within the same large class environment. Students reported positive perceptions of their learning experience at an end-of-semester survey. Moreover, they performed significantly better in a major assessment on the tutorial component than a previous cohort taught in conventional small tutorial classes. Our finding indicate that active learning techniques can be implemented just as effectively in a large class tutorial format. These findings have practical implications for designing cost effective yet pedagogically vigorous instructional formats for introductory psychology and other liberal arts courses.

Animating child activism: Environmentalism and class politics in Ghibli’s Princess Mononoke (1997) and Fox’s Fern Gully (1992)

 Informed by ecocriticism, this article conducts a comparative examination of two contemporary animated children’s films, Princess Mononoke (1997) and Fern Gully (1992). While both films advocate for the prevention of deforestation, they are, to varying degrees, antithetical to environmentalism. Both films reject the principles of deep ecology in displacing responsibility for environmental destruction on to ‘supernatural’ forces and exhibit anthropocentric concern for the survival of humans. We argue that these films constitute divergent methodological approaches for environmental consciousness-raising in children’s entertainment. The western world production demonstrates marked conservatism in its depiction of identity politics and ‘cute’ feminization of nature, while Hayao Miyazaki’s film renders nature sublime and invokes complex socio-cultural differences. Against FernGully’s ‘othering’ of working-class and queer characters, we posit that Princess Mononoke is decidedly queer, anti-binary and ideologically bi-partisan and, in accord with the underlying principle of environmental justice, asks child audiences to consider compassion for the poor in association with care for nature.

Classification of main meal patterns - a latent class approach

Relatively little examination of the meals that are prepared in households has been conducted, despite their well-defined properties and widespread community interest in their preparation. The purpose of the present study was to identify the patterns of main meal preparation among Australian adult household meal preparers aged 44 years and younger and 45 years and over, and the relationships between these patterns and likely socio-demographic and psychological predictors. An online cross-sectional survey was conducted by Meat and Livestock Australia among a representative sample of people aged 18–65 years in Australia in 2011. A total of 1076 usable questionnaires were obtained, which included categorical information about the main meal dishes that participants had prepared during the previous 6 months along with demographic information, the presence or absence of children at home, confidence in seasonal food knowledge and personal values. Latent class analysis was applied and four types of usage patterns of thirty-three popular dishes were identified for both age groups, namely, high variety, moderate variety, high protein but low beef and low variety. The meal patterns were associated differentially with the covariates between the age groups. For example, younger women were more likely to prepare a high or moderate variety of meals than younger men, while younger people who had higher levels of education were more likely to prepare high-protein but low-beef meals. Moreover, young respondents with higher BMI were less likely to prepare meals with high protein but low beef content. Among the older age group, married people were more likely to prepare a high or moderate variety of meals than people without partners. Older people who held strong universalist values were more likely to prepare a wide variety of meals with high protein but low beef content. For both age groups, people who had children living at home and those with better seasonal food knowledge were more likely to prepare a high variety of dishes. The identification of classes of meal users would enable health communication to be tailored to improve meal patterns. Moreover, the concept of meals may be useful for health promotion, because people may find it easier to change their consumption of meals rather than individual foods.

Second families...first class. The experience of stepfamilies in Australia

Second families…first class explored stepfamilies in Australia and the difficulties they experience. The areas that caused higher levels of difficulty were legal and financial issues; and dealing with former partners. However, the findings also indicated many areas that provide few difficulties and many adults who are satisfied with stepfamily life.

Re-mapping class and caste consciousness: short narratives of South Asian diaspora in Australia

Thanks to Bollywood, a Non-Resident Indian (NRI) is predominantly imagined, back home in India, as super-rich, fully westernized in manners and doing India proud in foreign lands. One reason for this as explained by renowned Bollywood producer-director Late Yash Chopra, in his address at the first Pravasi Bharatiya Divas (Expatriate Indians Day) in 2003, is that as a director he is also working as a ‘historian’ and carrying on his shoulders the ‘moral responsibility [ … ] to depict India [and the Indian Diaspora] at its best’. In this regard, Ghassan Hage also notes that the ‘last thing’ the migrants (particularly men) would like to share with their families back home is shocking stories about racism, discrimination or prejudices that they may have experienced in public or the workplace. Such a revelation would obviously be followed by ‘why did you make us suffer and move to the end of the world just to get demeaned and insulted?’ Hage further notes that therefore the migrants’ familial and class experiences, be it in films, literature or even some sociological studies, are often ‘portrayed as a positive experience’ and this is ‘how the whole migratory enterprise continues to legitimise itself’'. It could be argued that this is one of the reasons the alleged ‘racist’ attacks against Indian students received so much attention in the Indian media. It was not just discrimination but the notion of discrimination and second class treatment (based on skin colour and origin) against the revered and much envied diasporic Indian that created such a media furor in India.

Cosmo girls: configurations of class and femininity in elite educational settings

In this paper we offer a unique contribution to understandings of schooling as a site for the production of social class difference. We bring together the rich body of work that has been conducted on middle-class educational identities, with explorations of the centrality of the feminine in representations of class difference from the field of critical girlhood studies. This is done in order to explore how young femininities mediate the representation of class difference in the environment of the private girls’ school. Drawing from our two research studies, located in private girls’ schools in Australia and the United Kingdom, we argue that the notion of ‘disgust’, commonly used in recent engagements around class, has only limited purchase in understanding the representation of class difference in these schools. It is the inconsistencies and complexities in how class and class relations are produced that we wish to illuminate.

Elite girls' schooling, social class and sexualised popular culture

Young women’s identities are an issue of public and academic interest across a number of western nations at the present time. This book explores how young women attending an elite school for girls understand and construct ‘empowerment’. It investigates the extent to which, and the ways in which, their constructions of empowerment and identity work to overturn, or resist, key regulations and normative expectations for girls in post-feminist, hyper-sexualised cultural contexts. The book provides a succinct overview of feminist theorisations of normative femininities in young women’s lives in western cultural contexts. It includes familiar sexist discourses such as sexual double standards, as well as more recent commentary about the regulation of young women’s subjectivities in neoliberal, post-feminist, hyper-sexualised cultures. Drawing on ethnographic research in the context of an elite girls’ secondary school, the author explores how empowerment for young women is constructed and understood across a range of textual practices. From visual representations of young women in school promotional material, to students’ constructions of popular celebrities, the question of how girls’ resistance to normative femininities begins to develop is examined. This rich empirical work makes a unique contribution to the study of elite schooling within the sociology of education, drawing on important insights from the field of critical girlhood studies, and posing a challenge to popular feminist notions about media literacy, young women and empowerment. It will be of interest to scholars and postgraduates in the areas of gender studies, sociology, education, youth studies and cultural studies.