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Mirror, Mirror, Who’s the Greatest Power of them All? Patriarchal Trauma and Fantasy in Jessica Townsend’s Nevermoor Series
Get PDFIn the broader field of trauma theory, trauma is often characterised as an event that is physical, violent, and sporadic. However, feminist trauma theorists have argued that there are other forms of trauma inflicted by ideological systems such as patriarchy, resulting in less transparent versions of the traumatic. Fantasy literature, particularly children’s fantasy, has a potential to construct new visions of society that transcend these patriarchal systems for their young female heroines, and to reveal the functions of patriarchal trauma. By applying feminist trauma theory to children’s fantasy literature, this article exposes the subtler and more nuanced ways in which trauma operates, extending beyond understandings of physical and overt violence. The article offers a close reading of Jessica Townsend’s Nevermoor books (2017-2020)—a seminal Australian series that has risen to acclaim for its inclusivity, unconventional representations of gender, and creative world-building since its debut. I argue that Townsend repurposes the tropes of the fantasy genre in the Nevermoor series to hold a mirror to the harmful effects of patriarchy and the gendered violence it perpetuates. As a result, it rejects the common characterisation of trauma as overtly physical, violent, and sporadic. Rather, the series suggests that the representation of trauma in children’s literature, especially middle-grade fiction, is also gendered, and the direct consequence of patriarchy.
Harper, H. & Feez, S. (2020). An EAL/D handbook: Teaching and learning across the curriculum when English is an additional language or dialect. PETAA.
No full textAn EAL/D handbook: Teaching and learning across the curriculum when English is an additional language or dialect.
Harper, H. & Feez, S.
PETAA, 202
La fuite des cerveaux dans le secteur de l’aide humanitaire : une analyse des obstacles liés aux écarts de salaire
Get PDFThe existence of a dual-salary system in the aid sector creates structural barriers and impediments to the development of localised and sustainable responses. During the recruitment process, professionals are not evaluated according to their previous experience and titles. Instead, their nationality weighs on their application more than their expertise.
In this paper, I have conducted qualitative research through a Key Informant Interview (KII) methodology, aiming to identify trends of thought among aid professionals, particularly those in senior leadership positions working as expatriates from Least Developed Countries (LDCs). I will firstly introduce the topic, then analyse the advantages and disadvantages of creating a fairer system that encourages the return of aid professionals to their home countries. Finally, I will compare my assumptions through KIIs to identify the trends of thought among interested parties. In the conclusion, I review these ideas, hoping to foster further research on the topic and inform global aid leadership.Dans le système humanitaire, l’existence d’écarts de salaires entre deux personnes exerçant le même rôle génère de réels obstacles pour le développement de réponses humanitaires localisées. Pendant le processus de recrutement, les candidats ne sont pas évalués selon leurs expériences professionnelles ou leurs titres, mais selon leur nationalité, un aspect qui semble peser davantage que leur expertise dans leur dossier de candidature. Dans cet article, j’ai mené une recherche qualitative à l’aide de la méthodologie des entretiens avec les informateurs clés (KII), dans le but d’identifier des tendances au sein des professionnels du secteur de l’aide humanitaire, particulièrement chez les professionnels venant des pays du Sud, ayant des postes de direction et travaillant comme expatriés. Je commencerai par introduire le sujet, j’analyserai ensuite les avantages et les désavantages de créer un système plus équitable qui encouragerait le retour des professionnels de l’humanitaire dans leur pays d’origine. Finalement, je discuterai mes hypothèses provenant des entretiens avec les informateurs clés, afin de voir si des idées générales ressortent de ces échanges avec les parties concernées. Pour conclure, je discuterai les résultats, ce qui je l’espère favorisera la poursuite de recherches sur ce sujet et permettra d’informer les responsables de l’aide humanitaire à travers le monde
From we ask to iASK: a self-reflection strategy that enables students to connect assessment and employability
No full textMost students acknowledge shared responsibility, with the university, for their employability development. Many academics use assessments as the main driver for motivating students to learn. At the intersection between employability, assessment and learning, the emergent research question is - what are the mechanisms by which course-based employability is fostered? Prior research reveals that although academics identified course-based assessment as the key employability mechanism, neither students nor employers registered this conceptualisation, and thus purpose of assessment. The aim of this research was to stimulate and communicate the direct connection between assessment and employability to students and interpret their response. Over 100 first-year students, across a metropolitan and regional Australian university, participated. Students were directed to use a simple reflective tool, dubbed iASK by the researchers, that probed employability elements of identity, Attributes, Skills, and Knowledge. The research revealed the resulting student view that regular course-based assessment can develop their employability skills in communication and independence, but not in critical thinking and global citizenship
“THE LANGUAGED EXTERIOR AND THE FELT INTERIOR”: UNDERCURRENTS OF LOGOCENTRISM WITHIN PRACTICE-LED RESEARCH SCHOLARSHIP
Get PDFDespite the intention to legitimise creative arts research methodologies within academia, undercurrents of logocentrism have been maintained throughout its scholarship. In the effort to support creative practices within academia, scholars of creative research have adopted a lexicon and logic that position practice as a natural, original, and/or internal process, compared to theory, which is often described as external, artificial, deferred, and/or capable of corrupting the integrity of artistic practice. Drawing upon Jacques Derrida’s critique of the speech/writing relation within Western metaphysics, this provocation summarises the language used around artistic practice and theoretical knowledge within the scholarship, suggesting that, in its radical germination, a logocentric undercurrent has been maintained that reinforces binarism, hierarchies, and an overlooking of cultural influence on creative practice. I conclude that the traditional academic hierarchy between theory and practice has been reversed within creative research’s discourse, but not deconstructed. 
Autistic students as partners in the design of tailored employability provision
Get PDFA recent study of the destinations of graduates found that of all disabled graduates, autistic individuals are least likely to be employed (AGCAS, 2022). These outcomes for autistic people in the UK are widely recognised in literature (Remington and Pellicano, 2019, Vincent, 2020,) and highlight the way in which these individuals are marginalised. This article outlines the participatory action research project conducted at a UK university over the past two years that explored how to provide effective careers and employability support for autistic students. Understanding that it would be important to involve individuals whom this employability support would seek to benefit, a careers practitioner recruited autistic volunteers to act as consultants. With the exception of the final analysis, these autistic student consultants were engaged in all stages of the project, from analysing an initial survey of all autistic students in the university, to co-designing the careers-related programme and evaluating the effectiveness of these activities. This participatory methodology not only provided the careers practitioner with a deeper appreciation of the lived experience of being autistic and real insights into what provision to include in the future, but was also perceived to have an emancipatory impact on some of participants involved, with signs of a ‘ripple effect’ within the university. This article concludes with recommendations for careers practitioners and researchers who are eager to bring about change at their own educational institutions, resulting in more positive employment outcomes for autistic individuals
Out of time: (Re)working disabled graduate employability
Get PDFAs interest in disability employment increases across the world following the COVID-19 pandemic, understanding the employability of disabled graduates becomes an imperative for governments, universities and employers alike. This article investigates employability through the lens of the lived experience of disabled graduates, with one author (Alexandra) serving as a case study. Alexandra’s experience in higher education has been defined by living in crip time, a unique disabled experience of time as non-linear. Alexandra’s story describes how surviving within institutions which operate on normative understandings of time as linear, chronological, and inextricably tied to productivity has caused harm to disabled students. Disabled students are made to feel as though they are ‘falling behind time,’ ‘wasting time,’ and ‘losing time,’ resulting in a struggle to ‘catch up time,’ which impacts upon their wellbeing, confidence, and their sense of self. This struggle disadvantages disabled students from spending time building their ‘employability skills’ throughout their degree. As disabled students complete their studies and seek graduate employment, they come into further contact with industry who further compound harm through placement experiences and the graduate hiring process by not accommodating for crip time. This case study poses conventional mentoring programmes as a site in which disabled students such as Alexandra face barriers to engagement. We argue for a co-designed model of accessible, non-hierarchical peer mentoring, where crip time is accommodated and supported. Such accessible mentoring may serve as an effective intervention and an opportunity for disabled students to develop essential employability skills
Alford, J. H. (2021). Critical literacy with adolescent English language learners: Exploring policy and practice in global contexts. Routledge.
No full textCritical literacy with adolescent English language learnesr: Exploring policy and practice in global contexts.
Alford, J. H.
Routledge, 2021
Harper, H. & Feez, S. (2020). An EAL/D Handbook: Teaching and learning across the curriculum when English is an additional language or dialect. PETAA.
No full textAn EAL/D Handbook: Teaching and learning across the curriculum when English is an additional language or dialect.
Harper, H. & Feez, S.
PETAA, 2020
Design thinking-learning and lifelong learning for employability in the 21st century
Get PDFSurviving and thriving in this 21st century volatile, uncertain, complex, and ambiguous (VUCA) world caused by rapid digitalisation and changing work landscape, requires agile organisations with agile employees who are adaptable, resilient, and actively engaged in lifelong learning. A blended workforce encompassing full-time and 'gig' employees, working in tandem with smart machines, calls for an innovative and collaborative workforce capable of critical thinking and creative problem solving. This paper aims to highlight the potential of design thinking approaches to foster lifelong learning and graduate employability in a VUCA environment. The paper outlines an empirical study investigating the multiple benefits of incorporating design thinking process attributes in higher education. It argues that such processes can result in the development of 21st century skills and mindset and graduate capability themes that promote lifelong learning skills. Incorporating such strategies offers the potential to narrow the competency gap between workforce and work and enhance the employability and career development of graduates. The paper offers a Framework for Lifelong Learning in a VUCA environment that outlines the powerful traits that arise as payoffs from engaging in and practising design thinking. This framework can serve as a preliminary guide for higher education educators, learning organisations and individuals to inculcate and enhance lifelong learnin