'They don't associate it with feminism' : in-service educators' conceptions of gender-inclusive curriculu

This article seeks to address significant gaps in educational policy discourses. Namely, to respond to professional development discourses that lack significant engagement with feminist perspectives, as well as to feminist discourses that fail to consider the significance of in-service education. The data reported here are drawn from a broader case study of Australian primary practitioners from 1975 who were interviewed about their enactment of gender-inclusive reform in the state of Victoria. This discussion takes as its focus the standpoint of 17 in-service educators in terms of their conceptualisation of gender inclusiveness. Three distinctive conceptions emerged in data analysis, which may be represented as three amalgams on a continuum according to a feminist perspective. Implications of this plurality of meaning for professional development are concluded.[2]

`Don`t call me sweetie!` patients differ from nurses in their perceptions of caring

Effective nursing care relies on congruent nurse-patient perception of needs. This study used Q methodology to compare nurses' and patients' perceptions of important nursing care behaviour. Q methodology applies statistical analysis to qualitative data through a technique of comparative rating using a forced choice format. The Care Q Sort, comprising fifty statements of nursing behaviour, was administered to nurses and patients from medical wards. Participants ranked the nursing behaviours from most to least important. Analysis was completed on 74 rankings. There was agreement for many behaviours but bimodal distributions for nurses' scores for some statements which may be attributable to different professional levels. An additional open comments section provided an experiential dimension to the research results. The findings will inform nursing practice and patient care planning.

Ian's story : the complex interaction of ethnicity, class and masculinities

In this paper, a narrative is used to convey the complex connectedness that exists between class, ethnicity and masculinity. The story is of Ian, a successful academic who describes himself as Eurasian, and traces his development through parts of his childhood and into his professional career, using what Gough (1994) describes as a 'realistic fiction'. Relevant literature on masculinities and ethnicity is considered. There is some evidence to suggest that Ian has developed a fluid version of masculinity as a result of his Asian-Australian upbringing, and that he expresses different masculinities according to the social settings in which he finds himself. The paper concludes, just as Ian's story does, that masculinity interacts with class and ethnicity. This accords with Connell's (1995) caution that it is dangerous to think that there is a colored masculinity or a working class masculinity, and that the milieux of class and race need to be considered as well.