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Stage Persona, Stand-Up Comedy and Mental Health: ‘Putting Yourself out There’
Get PDFThis article addresses the subject of stand-up and mental health through the prism of comic persona, generating new, non-diagnostic discourses around mental illness. The article focuses on British and Australian comedians whose material addresses conditions such as bipolar disorder (John Scott), depression and anxiety (Seymour Mace; Lauren Pattison; Felicity Ward), or feigns the staging of mental collapse (Stewart Lee). Based on the analysis of live events and one-on-one interviews, the essay considers the role that persona plays in mediating the relationship between the comedian and their material, arguing that shaping persona is key to developing practices framed within a poetics of vulnerability
Students as colleagues: The impact of working on campus on students and their attitudes towards the university experience.
Get PDFThis paper considers research that engaged with a university wide population of students who were employed on campus to better understand why they chose to work alongside their studies; how this impacted upon their attitudes to study and the university, and the benefits for those students. This paper reveals that the primary motivation to work on campus is the development of skills; considers the nature of those skills and behaviours; discovers the changing relationship between student workers and university staff; and discusses how engagement leads to an enhanced sense of student confidence and belonging. The paper concludes by considering the implications for the university and sector and how the outcomes might be best deployed for impact on those students who would most benefit
Employability initiatives in undergraduate education and application to human nutrition: A scoping review
Get PDFHuman nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate attributes. Placements were the most common type of initiative and project-based industry collaboration demonstrated the highest levels of student and employer satisfaction. The success of initiatives was often attributed to incorporating diverse approaches to real-world, problem-solving skills. Mentoring and eLearning were used to promote employability soft skills, while industry-based placements provided students with practical experience. Placement in specific workplace settings should be representative of the diverse job options for nutrition graduates. Human nutrition degrees should consider incorporating strategies that develop soft skills and project-based skills while exposing students to diverse workplace settings within industry
Editorial: If the settler never came
Get PDFIf the settler never came and the (Australian) continent developed herself, what kinds of conversations would we consider? Perhaps, we would highlight the fact that the Country and Island landscape did not have an estimated number of languages but significantly more than the speculated 250 (or “over 300”, or “hundreds of”) Aboriginal and Torres Strait Islander languages across the island and continental landscape. It would be a given continuance that every year across the Country, and not just 2019 declared by the United Nations General assembly, as the year to celebrate the Indigenous languages. Perhaps the ways we define, discuss and distinguish these numerous, living languages would be very different from our current forensic approaches
Symbolic capital and the problem of navigating English language teacher practice: the case of Indonesian pesantren
Get PDFEnglish is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a ‘global lingua franca’. In engaging a Bourdieusian lens, this paper explores teachers’ perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power
When 'Leadership' Means Acknowledging Others Might Know Better
Get PDFHumanitarian work in the early twenty-first-century is steeped in the rhetoric of ‘inclusion’ and ‘leave no one behind’. Yet, “too often it is the most vulnerable people and the people most in need [who] fall through the cracks” of humanitarian responses (International Federation of Red Cross and Red Crescent Societies 2018, p. 5).
This paper argues that humanitarian leadership is in need of a major paradigm shift: one requiring agencies to actually learn from people’s lived reality, rather than trying to fit that lived reality into pre-existing international systems and procedures. Humanitarians should reconsider tools that are not fit for purpose and reconsider ways of working that are built on a flawed logic of ‘vulnerability’ and ‘protection’. This paradigm shift is vital for ensuring that those “most vulnerable people”, the most marginalised and excluded, are at the forefront of humanitarian (and development) thinking.
(International Federation of Red Cross and Red Crescent Societies (IFRC) 2018, ‘Leaving no one behind’, World Disasters Report, IFRC, Geneva, https://media.ifrc.org/ifrc/world-disaster-report-2018/
Institutional Amnesia and Humanitarian Disaster Management
Get PDFInstitutional amnesia is a serious concern for those who plan for, respond to and recover from humanitarian crises. Yet little effort has been made to understand its effects in disaster management generally and humanitarian agencies specifically. Consequently, we have no idea how to reform in ways which can deal with the issue of memory-loss. This paper addresses these concerns by defining institutional amnesia in conceptual and empirical terms, establishing its causes in the humanitarian policy space, ascertaining its effects within and across disasters and, most importantly, setting out a series of recommendations that can help humanitarian agencies address their own amnesia. The central argument is that institutional memory-loss is robbing individuals, organisations and networks of their lesson-learning gains. This is the single biggest reason why memory-loss must be acknowledged and treated as matter of some urgency
‘Detached Desires’ - Resituating Pornographic and Celebrity Persona Online
Get PDFCelebrity and pornography are dominant features of late-capitalist consumption, and both serve to influence and bolster the performance, curation and construction of a sexualised and/or sexually explicit persona online. More so, a range of social and networked spaces such as Twitter XXX, Instagram, JustFor.Fans and onlyfans.com have enabled ‘ordinary’ subjects to assimilate and adapt elements of celebrity and pornographic representation in ways that have permitted them to explicitly and publicly present (and profit from) their private sexual persona. Individuals create and sustain their individual profiles through boundless processes of self-branding, self-promoting, self-objectifying, and the self-management of their sexual personas as “an ideal typification of the neoliberal self, emphasising how demotic neoliberalism, with the aid of celebrity role models instructs” not only their own, but also their viewers desires (McGuigan 2014, p. 224). This enigmatic discourse of sexual self-presentation as a form of empowerment, entrepreneurialism, and an aesthetic mode of influence may well function as an apex of neo-liberal and late capitalist ideology. It is here that the meticulous construction of sexual authenticity and tropes we connect to the banal and everyday are refined and embodied to tactically produce amateurish porn content that followers and fans identify with, algorithmically rate, consistently follow, prolifically share, and (of course) economically subscribe
Graduate generic competences from the perspective of VNU employers
Get PDFThe COVID-19 pandemic has accelerated a shift to new ways of working, prompting companies to reimagine how, where and by whom work gets done (World Economic Forum & Watson, 2020). This shift was already under way with the technological changes of the Fourth Industrial Revolution. Employers are looking for workers who are able to learn new knowledge and skills, adapt to the workplace, be sufficiently flexible to move jobs, and expand on the knowledge learnt at university. Applying the theory of generic competences and the model of thirteen generic competences for university graduates of the Tuning Asia - South East project (TASE), this research investigates the perspectives of VNU stakeholders about the generic competences of VNU graduates. In particular, this paper discusses the employers’ perspective of VNU graduates’ generic competences. Although employers rate all generic competences as important, they evaluated graduates’ achievement of seven generic competences as being at a less than satisfactory level. The findings of the research point to the need for the university to focus more on developing generic competences throughout the delivery of programs
LANGUAGE PRACTICES OF INDIGENOUS CHILDREN AND YOUTH: THE TRANSITION FROM HOME TO SCHOOL
Get PDFLANGUAGE PRACTICES OF INDIGENOUS CHILDREN AND YOUTH: THE TRANSITION FROM HOME TO SCHOOLWigglesworth, G., Simpson, J., & Vaughan, J. (Eds.) Springer, 201