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Purpose: The purpose of this paper is to explore the clubs and club memberships of 491 elite women in three eastern Australian states in the 1930s. It is the second part of a descriptive analysis of these women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). Design/methodology/approach: Using mixed methods within a prosopographical approach, described fully in the first paper on these data, this is mainly a quantitative analysis. After the numbers of club memberships of the women are given and compared on a state-by-state basis, a taxonomy of five main types of clubs was created and the clubs and club memberships listed for each of them. The five types are: (1) social and cultural clubs; (2) sporting clubs; (3) imperial, national and patriotic clubs; (4) professional clubs; and (5) service and educational clubs. The paper then explores the similarities and variations at the state level in the women's club memberships across the five types. It should be noted that the article does not include charities to which the women contributed because they required a separate typology and analysis to be taken up elsewhere. Findings: The paper frames women's clubs as informal educative networks where women were able to acquire the knowledge and skills in modernity for effective participation in the public sphere. The analysis shows that three-quarters of the 491 women were members of one club or more. Overall, the women listed 340 separate clubs with 1,029 memberships across the five types. The state-by-state analysis giving lists of clubs, and numbers of memberships per club in each type, enumerated variations of women's clubs at the state level. Overall, the analysis suggests that the "club habit" for such women was a substantial historical phenomenon at this time. Originality/value: This is the first study to encompass women's club memberships across three Australian states. Quantification of women's involvement in clubs has proved difficult, however, by using a prosopographical approach, this study creates a unique quantitative picture of the club data contained in 491 elite women's biographical sketches from the 1930s.

Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.

In this paper, we report on a participatory oral history study documenting the lives of late-diagnosed autistic adults in Australia. We interviewed 26 autistic adults about their life history and the impact of late diagnosis. All were diagnosed after the age of 35, growing up in an era when autism was not well known. Using reflexive thematic analysis, we uncovered a rich body of reflections on shared Autistic identity and identified three major themes within that data set: 'conceptualising the Autistic family', 'creating Autistic community', and 'contesting Autistic identity'. Overall, the study provides insights into the active creation of shared Autistic identity and the importance of Autistic community to these late-diagnosed autistic adults.

This paper draws from the ARC Discovery project called "Moving Ideas: Mobile Policies, Researchers and Connections in the Social Sciences and Humanities--Australia in the Global Context" (2006-2009). This project explored the ways that ideas travel and how knowledge transforms through travel. One aspect of the study was the critical examination of various research policies around the world that are associated with moving ideas and moving researchers. These are often coupled with notions of "brain drain-gain/mobility" and diaspora. A second focus was on the mobility biographies of globally mobile intellectuals with various links to Australia and on the implications of their mobility for their ideas, politics and national and trans-national identifications. It is our view that the actual experiences and insights of such people have the potential to enhance researcher (academic) mobility policies. A third concern has been to address the question of what it means to globalise the research imagination. In addressing this question we have drawn on leading researchers from around the globe who undertake research on globalisation itself. The paper to follow draws from selected publications associated with this project. The book from the project, to be completed in 2010, is titled "Moving Ideas and Mobile Intellectuals". It should be noted at the outset that our focus in the project and in this discussion paper is on researchers in the social sciences and humanities including but not exclusively educational researchers. We begin by asking what it means to globalise research and how is this related to the nation-state? (Contains 4 endnotes.)

This paper concerns the experiences and effects of a tertiary entrance program from two perspectives: that of a former student now engaged in her Honours program and of her enabling lecturer. The main aim of the paper is to present a literature review of published studies about mature women's engagement with tertiary study at the entry level. The authors utilise their enabling education biographies to connect the review of literature to lived experiences. The study asks: how far does the literature cover their experiences and what gaps, if any, are there? The first section briefly outlines the approach taken in the paper. In the second section the enabling experience is discussed in three parts: motivations to enter, the first assignment and course encounters. The third section examines the wider effects of participation in enabling on the self, family and friends. The paper bears out the findings of recent literature that highlighted the powerful transformative effects of such programs in all spheres of the students' lives and the importance of making connections in enabling programs. It suggests that more research needs to be carried out in a number of areas, especially gender, race and class.

Often in the past, historians tended to study and write mainly about key figures, such as rulers or very famous people. However, in recent decades, historians have started to focus on local figures who had a role in their community. This paper narrates the life of one of those characters, an interesting individual who led a varied and interesting life with a strong connection to rural Australia. This man was George Victor Le Vaux, a Canadian educator whose life had numerous different facets and interesting twists. The idea that prompted the writing of this article was Le Vaux's connection to Italy and its unification, but also the fact that a complete account of his life had never been attempted. The methodology used was an historical analysis of the available sources and an investigation of the education sector in the second half of the 19th century in Queensland. Therefore, the aim of the study is to provide an account, as accurate as possible, of Le Vaux's life and his thoughts and ideas on education.

The highly imagined and contested space of higher education is invested with an affectively loaded "knowledge economy optimism". Drawing on recent work in affect and critical geography, this paper considers the e/affects of the promises of the knowledge economy on its knowledge workers. We extend previous analyses of the discursive constitution of academic subjectivity through the figuration of "emotional knots" as we explore three stories of the constitution of academic subjectivities in institutional spaces. These stories were composed in a collective biography workshop, where participants constructed accounts of the physical, social, material and imaginative dimensions of subjectivities in the "academic-city" of higher education spaces. Identifying moments of "perturbation" in these stories, this paper considers the micro-contexts of "becoming academic": how bodies, affects and relations become knotted in precise times and places. The figuration of "knots" provides an analytical strategy for unravelling how subjects affectively invest in the promises of spaces saturated with knowledge economy discourses, and moments of impasse where these promises ring hollow. We examine the affective bargains made in order to flourish in the corporate university and identify spaces of possibility where optimistic projections of alternative futures might be formed. These stories and their analysis complicate the metanarrative of "knowledge economy optimism" that is currently driving higher education reform in Australia.

This paper describes a new learning experience, which was introduced following an examination of the literature regarding preservice primary school teachers' (PPST) notions of their past experience in Physical Education (PE) (Elliott 2013). PPSTs were given the opportunity to recognise, reflect, interrogate and reframe a critical incident from their schooling in PE or Sport. This exercise was designed to enlighten students about their own schooling and the potential impact this event may have on pre-conceived ideas and opinions about teaching PE. Students (N = 214) enrolled in off and on campus mode, of a preservice teacher education program in a university located in regional NSW, were asked to provide information about, and to analyse, an incident, either positive or negative that occurred in PE or Sport during their primary or secondary school years. In addition, students were encouraged to reframe the incident and to seek out alternative actions that could have influenced the outcome. The aim was to encourage reflection about how preconceived notions pertaining to PE might be dealt within their present position as a preservice teacher. The PPSTs scripts were analysed using the Leximancer text mining software (Smith, 2000). Findings from the analysis provided themes and concepts, which suggest a similarity for both, off and on campus, males and females. However, there are some subtle differences between the cohorts that may be due to an age or experience.

Extensive linguistic research and theorising relating to maintaining the family heritage, as bilingual or multilingual family in differing language contexts, is currently available. Substantial research beneficially explores approaches to multilingual parenting, outcomes for individuals through parent and child perspectives, among linguistic and social realms of being multilingual in differing contexts. Personal experiences as emotive ways of reasoning, actions, and motive for sustaining one's heritage in a differing context are partially considered, but the cognitive-affective dimension could be more comprehensively explored. This paper conveys research methodology of parents' subjective sense for sustaining their heritage, as situated and unique for individuals through cultural-historical psychology elements. A cultural-historical framework provides a dynamic and multi-faceted scope of parent's subjective sense of self, for reasoning and approaches to sustaining their heritage with family. Construction of subjective perspectives involves the temporal motion of past to present, to enlighten motive and ideals for the present and future. Narrative analysis methodologies evidencing "perezhivanie" represent individuals' subjective configurations with individuals' contemporary and transpiring development of the subjective sense of self. This study associates Vygotsky's original "perezhivanie" conceptualisation and contemporary advances of subjectivity to cognise the intellectual-affective affiliation for motive substantiated through narrative analysis to show human subjective sense in motion.

This paper is presented as a tribute to Raymond J. Chambers. As its title suggests, it is a personal reflection through the eyes of someone who worked closely with him over a period of 10 years during a latter part of his career, and who completed a doctoral thesis with aspects of the work of Chambers as its subject. During this time, author Michael Gaffikin was fortunate to have many discussions, debates, and academic arguments with Chambers again over a wide range of topics. Despite the author's obvious admiration for Chambers, he believes that Chambers' achievements and contributions to accounting knowledge qualify him as a scholar fully worthy of a tribute as a significant figure in the history of the discipline.

When individuals select a particular occupation, they, their families and the community invest significant resources in their preparing for, learning about, and effective participation in that occupation. Yet, given the high attrition rates during that preparation and high levels of early separation from occupations, selection of occupations is shown to be frequently flawed with accompanying costs all around. Hence, it is important to understand more about how individuals select their occupation. This paper is based on a consideration of earlier studies and a current inquiry into student nurses' engagement with their occupation. It notes that individuals' bases for engagement are multi-fold, personally distinct and shaped by experiences within their life history or ontogeny. Moreover, individuals make occupational choices at various distances from the actual practice of the occupation itself. Seemingly, the more remote from actual practice the decision-making occurs, the greater this choice is premised on ideals, rather than actualities of the occupation. Hence, given the importance of compatibility and negotiations between the person and occupation constituting the vocations with which individuals come to identify, understanding occupation as a practice rather than an ideal becomes salient. The paper concludes that the importance of aligning personal interests and capacities with particular occupations through proximal access is critical. That is, individuals need to experience the occupation and its practice before significant levels of personal and societal investment are expended, and through successful participation it may well then become adopted as vocation. (Contains 1 table.)

What would prompt a primary school teacher in late career and from the Australian cultural mainstream to become interested in the societies and cultures of Asia and then to expand that interest into a personal and professional life focus? Through a life history approach, this paper recounts a teacher's journey from childhood, to becoming and working as a teacher, to initial inclusion in her late career of Asia-related aspects in her teaching and learning program, to extensive professional development in studies of Asia, culminating in a formal postgraduate study pathway. The teacher's story illustrates the complexity, the changing nature and uniqueness of individual teacher identity, thereby reinforcing Goodson's (1992a) view of a teacher as "an active agent making his or her own history". The story also demonstrates the value of the life history approach in showing how personal and professional influences interact to determine how teachers think, what they value, and what they choose to do at any given time--including why they actively engage with particular professional learning programs.

This paper tells the "back story" to the development of a local soccer hub, which focuses on the experiences of a predominantly South Sudanese team called the Western Tigers. We use a counter-story telling approach anchored in critical race theory, to develop a composite story that brings together biographical and autobiographical accounts gathered during an ethnographic study. These accounts are narrated from the vantage point of David, a player/coach, whose experiences expose everyday racism and its effects, while also illuminating responses to racism in the context of sport. This composite story challenges dominant narratives about sport in Australian society particularly those that position sport as the great equaliser and a pathway to "integration" and belonging. Our analysis sheds light onto how the dynamics of racialisation and exclusion take the form of a slow violence for young people of refugee background, shaping their experiences and trajectories on and off the field. We discuss the paradoxical role of settings such as the Western Tigers and the Community Soccer Hub as important "public homeplaces," that can also be understood as marginalised and marginalising for young people of refugee background.

Assistive technologies (AT) perform an important social role, interacting with cultural systems to produce or hinder accessibility to biosocial environments. This interaction profoundly shapes not only how an individual body can be experienced by users but also produce and hinder accessibility to biosocial environments. AT users have historically been viewed through a medical model, which deems them disabled by their impairments and by dominant ableist narratives. Therefore, this paper serves to provide an insight into the importance of ageing with and into AT. This paper aims to investigate polio survivors' and diabetic amputees' experiences of assistive technologies in order to better understand impacts upon narrative and identity. By applying an anthropological and sociological lens, a holistic view of the experiences of polio survivor and amputee AT users is developed. This paper draws on 16 in-depth interviews with polio survivors and diabetic amputees in the United States (US) and Australia, which were analysed using an experience-centered narrative approach. Both projects were approved by ethics boards. All participants provided written consent. Five themes were identified: a) disruption to biographies, which reflected AT impact on how narratives become altered; b) impacts to autonomy, which reflected the importance of regaining previous daily activities; c) re-engaging with community life, which highlighted how AT supported participation in valued activities; d) self-perceptions of assistive technologies, which act in opposition to external perspectives and challenge ableist narratives; and e) an intergenerational comparison of new and older AT users highlights the importance of temporalities. This paper offers new perspectives on ageing with assistive technologies, with a focus on identity and narrative. The importance of this paper is to contribute to the existing literature that demonstrates the cultural implications that arise through embodiment and assistive technologies. The use of assistive technology can help individuals regain function, but the individual circumstances require consideration The use of assistive technology is a complex entanglement of bodies, environments, biographies, and imagined futures. The use of assistive technology can provide participants autonomy over their narratives and assist with maintaining their identities [ABSTRACT FROM AUTHOR]

Background: While inclusive research has become an important stream in research with people with intellectual disabilities, there is a tension between the possibly empowering research process and the strength of the research itself to make social change happen. In this paper, we explore the contribution of two inclusive qualitative research studies in Australia and the Republic of Ireland to change in policy and legislation. Materials and Methods: Both studies used qualitative methods including life stories and focus groups to explore the issue of sexuality and relationships. In both studies, people with intellectual disabilities were actively involved in undertaking the research. Results: Both studies revealed that it was difficult for people with intellectual disabilities to express their sexuality openly or to form adult relationships. Conclusions: Both studies were used by people with intellectual disabilities and their supporters to promote change in which they had a heard voice.

In this paper, the author discusses the life of Jane Hay Brown, later Hamilton (1827-1898), who worked as a governess and schoolmistress from the late 1840s to the mid 1880s. She was a woman whose life would have remained largely unknown without emigration which resulted in a rich collection of family letters. Jane's letters provide insight into the life of a lower middle-class woman whose voice is usually only faintly heard. Jane remained outside the growing state sector of education in the late nineteenth century largely because she lacked a training certificate, but found that running her own small school better fitted her family circumstances and allowed her to combine employment with domestic responsibilities. Marjorie Theobald has noted that whereas Jane's establishment of a school for young ladies in Victoria in 1867 appears "the last throw of a desperate woman--an enduring stereotype of the lady school-keeper," her letters give another, more positive impression. The author also shows that Jane herself had benefited from the development of secondary education for middle-class girls in Scotland which had begun in the 1830s and which had been pioneered by men. Despite the patriarchal nature of the Scottish educational tradition, its democratic aspect meant that girls had access to academic (although generally not classical) learning. (Contains 88 footnotes.)

In order to enhance understandings of the international mobility of researchers and the implications of their mobility for knowledge production and circulation, we need to develop more sophisticated conceptual resources. Here we draw on and seek to develop ideas generated from literary theory and geography in order to highlight the links between internationally mobile researchers, knowledge, geography and power. In particular, we develop three interrelated concepts: "geographies of power/knowledge", "empires of knowledge", and "edges of empires". We also turn to Edward Said's notion of the "exilic intellectual" because it speaks to the manner in which some mobile individuals navigate this terrain, as well as to issues of their links to place, positionality and the academy. The paper puts these concepts to work as we ask "What do they look like through the lens of an individual's intellectual biography?" and "How can a biography add nuance to the concepts?" Overall we adopt what Said calls a "worldly" perspective that involves considering the time and place of ideas. (Contains 13 notes.)

In light of the policy and research interests in optimising the educational experiences and outcomes of Indigenous young people, this paper aims to give voice to young Indigenous students' experiences of school and to convey a sense of the varied and complex nature of their educational and life pathways. Using a qualitative, life history research approach, 14 young people were interviewed seven times over two and a half years as they transitioned from primary school to secondary school in order to explore their perceptions of health, schooling and plans for the future. The findings demonstrate the complex and multifarious lived experiences of these young people and the incongruence with apparent assumptions underpinning education policies focused on improving and measuring educational outcomes. We argue that in order to avoid isolating, threatening or marginalising Indigenous (or any other) students within education systems, traditional educational pathways and trajectories need to be challenged so as to celebrate the cultural wealth of young people; recognise, value and build on their previous educational experiences; and support the transition across different learning and vocational avenues. (Contains 2 tables.)

In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post-structuralist analysis of subjectification and power.

It is the aim of this paper to provide a better understanding of how university students in Australia are preparing for their future work in the labour market through their work orientations. It draws upon a survey of over 300 final-year undergraduates to present their rationales for engaging in paid work, and their preferences for different job facets in the workplace. On one hand, the "risk society" thesis proposed that the disruptions and uncertainty in the modern work environment are prompting many young graduates to "become stage managers of their own biographies". On the other hand, there is an argument that despite the switch towards the promotion of individual responsibilities, structural factors such as gender continue to impinge on their choices. This article will also examine whether the students' individualised attempts to manage their careers through their work orientations are influenced by gender differences. (Contains 2 tables.)

This paper outlines the ethical considerations when engaging in life story research with ex-prisoners with intellectual disability. Based on a study conducted in Queensland, Australia, the authors explore some of the challenges that have arisen through the lens of principle-based ethics. The significant disadvantage experienced by ex-prisoners with intellectual disability warrants further attention by social researchers, and care must be taken not to further harm this group through the research process. Issues pertaining to the broad ethical concepts of integrity, justice, respect for persons and beneficence are examined to identify the degree to which they can guide the actions of the life story researcher. Examples are given as to how the researcher responded to difficulties as they arose and the authors discuss ways forward from a principle-based approach.

English as a second language (ESL) is taught in Australia to adult learners of mixed language backgrounds through the medium of English, and there is currently no requirement that ESL teachers speak another language. This paper reports on a study which asked what advantages there may be for ESL teachers to have proficiency in two or more languages. Data were gathered from semi-structured interviews and language biographies to explore the connection between the language backgrounds of multilingual and monolingual teachers of ESL, and their knowledge and beliefs about language learning. Theoretical constructs from the field of teacher cognition are used to argue that teachers' own language learning experience is a resource which is a powerful contributor to their conceptions of language, language use and language learning. The more multilingual the teacher, and the more varied his or her learning experiences, the richer this resource appears to be.

This paper provides an account of the way Enterprise Resource Planning (ERP) systems change over time. These changes are conceptualized as a biographical accumulation that gives the specific ERP technology its present character, attributes and historicity. The paper presents empirics from the implementation of an ERP package within an Australasian organization. Changes to the ERP take place as a result of imperatives which arise during the implementation. Our research and evidence then extends to a different time and place where the new release of the ERP software was being 'sold' to client firms in the UK. We theorize our research through a lens based on ideas from actor network theory (ANT) and the concept of biography. The paper seeks to contribute an additional theorization for ANT studies that places the focus on the technological object and frees it from the ties of the implementation setting. The research illustrates the opportunistic and contested fabrication of a technological object and emphasizes the stability as well as the fluidity of its technologic. [ABSTRACT FROM AUTHOR]

Radio astronomy commenced in earnest after World War II, with Australia keenly engaged through the Council for Scientific and Industrial Research. At this juncture, Australia's Commonwealth Solar Observatory expanded its portfolio from primarily studying solar phenomena to conducting stellar and extragalactic research. Subsequently, in the 1950s and 1960s, astronomy gradually became taught and researched in Australian universities. However, most scientific publications from this era of growth and discovery have no country of affiliation in their header information, making it hard to find the Australian astronomy articles from this period. In 2014, we used the then-new Astrophysics Data System (ADS) tool Bumblebee to overcome this challenge and track down the Australian-led astronomy papers published during the quarter of a century after World War II, from 1945 until the lunar landing in 1969. This required knowledge of the research centres and facilities operating at the time, which are briefly summarised herein. Based on citation counts—an objective, universally-used measure of scientific impact—we report on the Australian astronomy articles which had the biggest impact. We have identified the top-ten most-cited papers, and thus also their area of research, from five consecutive time-intervals across that blossoming quarter-century of astronomy. Moreover, we have invested a substantial amount of time researching and providing a small tribute to each of the 62 scientists involved, including several trail-blazing women. Furthermore, we provide an extensive list of references and point out many interesting historical connections and anecdotes. [ABSTRACT FROM AUTHOR]

This article presents a discussion on class biography and class consciousness in Australia. This paper develops a theory of the formation of class consciousness based on direct and indirect linkages which compose an individual's class biography. Using data from a representative sample of the Australian adult population, a general structural equation model is estimated in which class biography variables and controls predict class identification, and these variables predict subjective class interests. Subjective class interests are parameterized as a second-order confirmatory factor model incorporating attitudes towards trade unions, strikes, government intervention in the market, and the rights of private enterprise. The analysis largely supports the theory. Measurement parameters show that subjective class interests are consistent with the four first-order factors, which are dimensions of an underlying second-order factor. Class biography variables predict both class identification and class interests, with direct class location having larger effects on class consciousness than indirect links to the class structure through mobility, marriage and friendship. The fact that class location has direct effects on class interests suggests that people do not have to identify with a class in order to espouse interests consistent with that class.

This in-depth conversation with Professor Andrew Linklater engages with his academic biography, his intellectual contribution to the field of International Relations (IR) and his reflections on the current state of, and challenges facing, the discipline of (IR). It thereby traces his biography from his undergraduate days in Aberdeen, via his first lectureships in Australia, back to the United Kingdom and eventually to Aberystwyth University; it engages with his main oeuvres from the 1982 book Men and Citizens in the Theory of International Relations to his most recent work on The Problem of Harm in World Politics, and covers the development of IR as a global discipline from the 1970s until today. [ABSTRACT FROM AUTHOR]