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In this collaborative autoethnography, I (Rose) discuss my personal experience with cultural transmission as cultural conformity. As a cultural hybrid and a daughter of a southern Italian proxy bride I share my narratives with a daughter of a Greek proxy bride (Maria). We find confluences in our experiences and understandings that suggest we are Daughters of the Diaspora. We may not be unique. Using a shared autoethnographical approach between ourselves and a collaborator (Jane), we construct and critique vignettes that capture and interrogate our understandings. This study offers a potential model for further inquiry by women who are daughters of migrant parents and who may have had similar experiences of the impositions of cultural conformity. This study is situated in Australia, but as global citizens, it behoves us in terms of social inclusion and social equity to recognise who our people are, the different way which people came to new countries and how that impacts the generations that follow them. [ABSTRACT FROM AUTHOR]

This paper presents the lived experience of an intergenerational family, spanning three generations living with Facial Eye Disfigurement (FED). Living with vision loss and FED is estimated to affect nearly 8 billion people worldwide. Inadequate attention is paid to the impact of Living with FED (LwFED) on the lives of individuals. This research offers a deep dive into the lived experiences of one family LwFED. This family comprises a grandfather (deceased), son, wife, and child, all of whom have lived or live with FED. In this Interpretive Phenomenological Analysis (IPA) study three interviewees are deemed the experts. Data were collected using in-depth semi-structured interviews conducted by Zali who lives with FED. Our findings speak of childhood and subsequent issues living with FED (LwFED), family experiences of living with family members with FED while simultaneously LwFED themselves, shared stories and role modelling. We discuss LwFED healthily through the creation of a safe family space through acceptance, belonging, and support. We introduce and discuss the role of the eyelid, functioning versus nonfunctioning. We offer insights and understandings of an intergenerational family living with LwFED to advance research and inform practice within diverse fields. [ABSTRACT FROM AUTHOR]

People living with facial eye disfigurements (LwFED) are often shunned by a society that makes spontaneous judgements based on appearance. This article is a case study of the lived experience of Toni, a 27-year-old woman LwFED, the result of her treatment for ocular cancer. Semi-structured interviews facilitated the exploration of her experiences. We present the findings chronologically but interwoven with themes such as: being strong for others; responding to her partner's abuse; dealing with strangers; and reinventing her sense of identity and supporting others. We identified institutional perspectives of work, hospital, and family within the prevailing UK that impacted Toni's experiences of LwFED and argue that institutional perspectives need to be educated about the ordinary person's daily grind of LwFED to address unrecognised bias and assumption. Only when identified and addressed can the reframing of social, institutional, organisational, and medical understandings and responses facilitate and support the lives of those LwFED. [ABSTRACT FROM AUTHOR]

Building on qualitative approaches, post-qualitative is a turn of "becomings," never reached but always moving. Turning from and beyond established qualitative traditions, in the post-qualitative, we pursue the leads of St. Pierre and Lather to push qualitative boundaries and offer Langar - a Sikh cultural practice of collective cooking and consumption of a shared meal as an alternative site of knowledge creation. As part, we harness the philosophical virtues of Langar and utilise its resistive prowess to put forward a methodological footprint that turns from the qualitative yardstick of rigor-tested legitimisation of knowledge. We navigate the ontological turns to locate the post-qualitative determinants of Langar and argue for its methodological rightness that disclaim scientism-based warrantability of knowledge building and acceptance. [ABSTRACT FROM AUTHOR]

This article critically explores the understandings about the English academic literacy needs of international graduate students from the perspective of academic teaching staff in a Faculty of Education at a large Australian university. Research suggests that international graduate students for whom English is another language, on coming to English speaking countries, acquire English academic literacies as part of a complex set of academic competencies needed for successful graduate study. In this study, 16 academic teaching staff participated in focus groups and revealed their understandings and practices about academic literacies in the context of their experiences of working with international graduate students as teachers and supervisors. Emergent thematic analysis and Bourdieu's ideas of doxa, field, and habitus were used to examine the data. Findings revealed a range of beliefs about what international graduate students need regarding academic literacies and language support, and some contestation about the role of the academic in providing literacy support. This suggests challenges of consistency in graduate teaching and learning, and the need for greater clarity concerning what equitable support international students are given. [ABSTRACT FROM AUTHOR]

Dance fulfils several educational purposes, particularly in the context of second language teaching and learning. Nevertheless, challenges to implementing dance as an approach to teach and learn a second language do exist. For teachers, it is essential to develop varied pedagogical approaches to suit different student cohorts. But it is not reasonable to expect that every language teacher is a born expert and connoisseur of dance or every dance teacher a born expert and connoisseur of the target language. Moreover, we have not seen studies focus on the development of the pedagogy of using dance as an approach for teaching and learning a second language. In this article, we assembled autoethnography and educational connoisseurship and criticism to investigate Nan's experience through the process of generating descriptive narration, interrogating reflective analysis, evaluating understandings, and discerning themes. The themes discussed were communicative and intercultural competence, language acquisition and immersion, cognitive learning transfer, and multiple accesses. This study offers empirical evidence for the benefits that dance activities can make to students' second language competence development and affords pedagogical insights for teachers who want to employ dance as an approach to teach a second language. [ABSTRACT FROM AUTHOR]

In this autoethnographic article we focus on the issues of "disability" and "inclusive education" and the challenges of being positive and affirming in this area of research and practice. As a teacher, I (Alina) continue to encounter regularly the dominant deficit view of "disability," in spite of the extensive body of literature that advocates for the rights of people with disabilities as well as the benefits of inclusive education best built on strength-based thinking. The autoethnographic methodology allowed me to explore my experiences as an educator and reflect on specific events, presented through four vignettes that capture how my beliefs and values as an educator have formed over time. Throughout the article, I work closely with two academic colleagues (Ed and Jane), who become my critical friends, as I travel through this personal and professional journey that includes emotional reaction, reflection and academic analysis. I also engage with the emerging field of strength-based approaches to disability, as well as the importance of dialogue and justice, on an individual and professional level, with the aim of empowerment for students and teachers. [ABSTRACT FROM AUTHOR]

People increasingly log on to Social Networking Websites to remain updated with the latest News and to share their thoughts and their significant life events. Their perception of their own and others' identities influences their selfpresentation on social media. There is a mental image of the audience on the mind of online users when they share content. The extent to which individuals reveal or conceal aspects of their identities within a socio-cultural context affects the presentation of their digital gender identity. We have explored Internet accessibility and use of social media relating to adult users for both Iranians living in the country that are experiencing filtered social media and those living outside of the country. The identified influential elements through conducting this in-depth research was an attempt to address the gap in online identity formation in the Iranian context. This qualitative case study examined online interviews (N=9) and follow-up Facebook observations (N=10) from ten Iranian male and female Facebook users. A relationship was found between the specific identity-presentation and the individuals' gender and their level of conservatism. Regardless of the socio-cultural conservatism, individuals make themselves known via the manipulated digital images and Facebook avatars. [ABSTRACT FROM AUTHOR]

We explore the experiences of Nick, a secondary school student with vision impairment in an Australian mainstream school in this study, and we particularly focus on whether he perceived his education as inclusive. We have used Interpretative Phenomenological Analysis in this single individual case as this approach explores our participant's understandings which may be revealed by close examination of mindful experiences. The "gem" spoken by Nick (pseudonym), our 16-year old participant, was "They accept me, like as in I am there, but they just won't talk to me." This statement summarises his sense of not belonging, of being other, and of being bullied. The inability of his school to provide an inclusive education was apparent to him, and his often-unfulfilled need for access to specialist teachers of vision impairment is explored. Our study includes vivid quotes from Nick to bring his voice to our phenomenological interpretation. [ABSTRACT FROM AUTHOR]

This autoethnographic study unpacks Sonia's experiences as a stepmother. Historically stepmothers are the evil, unkind villains in fairy tales. Most research about stepfamilies has deemed stepmotherhood to be ambiguous and stress-laden. This research explores how becoming a stepmother has impacted her evolving sense of self-identity. To do this we undertook an autoethnographic study of Sonia's experiences. The use of authoethnographic method supports and challenges personal narrative. We reflected upon the specific situations that caused her to question, alter and sustain a healthy sense of self, so in turn she may create a safe and secure environment that supports healthy and ongoing connections within her stepfamily. We found that the growing pains of adjusting to a new role can lead stepmothers into positive self-discovery. Through this process it is vital that one remains true to one's core self while provoking the development of self-identity within a newly constructed family form. This autoethnography offers insight to both stepfamilies and those researching and working with them to build a deeper understanding of the unique issues and experiences stepfamilies have which may be unexpected, complex, and diverse. [ABSTRACT FROM AUTHOR]

Students with vision impairment who attend mainstream secondary schools in Australia may not experience education as an inclusive and positive experience. This study of one senior secondary student with vision impairment provides a rare opportunity to give voice and provide understandings of the experience from the perspective of the student. The research question that drove this study was: What is the experience of mainstream schooling for a student with a vision impairment? The participant in this Interpretative Phenomenological Analysis study was Edward (pseudonym), a student in his final year of secondary schooling. Edward encountered significant barriers to inclusion, specifically teaching, technology, administrative inflexibility, and restricted social engagement. The participant has become resilient with a strong sense of self and has developed a range of personal strategies to address his challenges. It is evident that Edward was rarely asked about his needs and perceptions, rather decisions were made for and about him by those without a vision impairment. Educators require a clearer understanding of vision impairment and the impact that their often unintentionally exclusionary teaching practices may have on the educational experiences of their students. [ABSTRACT FROM AUTHOR]

"Calista" is a bilingual, bicultural Greek-Australian musician in Melbourne, Victoria who explores and enacts her bicultural identity by musicking (making music). This single case study explores the formation and development of hybridized identity which is a complex lifelong process that may generate tensions for an individual that changes across the lifespan. There are strengths and challenges for those traversing different cultures. This study focuses on a bicultural identity formed by personal, musical and cultural contexts. Calista enacts her bimusicality in different musical genres and in different modes of musical engagement. Data were collected by semi-structured interview and by reference to published materials. Data were analysed using Interpretative Phenomenological Analysis. The findings are reported under three themes that reflect different stages in Calista's life: Becoming a Greek-Australian musician; Mature musicking; and Teaching and community work. [ABSTRACT FROM AUTHOR]