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In this article, we explore the concept of belonging and its utility as a means for understanding academics' experiences of working in the academy. Transformative changes have reorientated academic work in recent years and continue to do so as we grapple with what it means to work and live in a post-digital, post-covid, world. We engage a collective biography methodology to highlight the embodied spatial-material assemblages in which belonging can be (un)made, the ways in which belonging may stick, slip and slide, as well how we might support colleagues to deal with the fragility and fluidity of academic work. Collectively, we sketch a portrait of the currents, spaces and relations of belonging that sit uncomfortably alongside common conceptions of belonging as linear, or as an internal, individual, emotion. This study therefore offers new possibilities for enhanced understandings of belonging as mobile, flickering and processual, that are generative within education and beyond. [ABSTRACT FROM AUTHOR]

Amy Goods's software review article "V-Note: A video analysis tool for teacher | researchers" stimulated our interest in adopting this software to understand social bonding dynamics in a group of 10th-grade science students' during a science inquiry project. Three of us employed V-Note to analyze two video files for the same lesson in which the student group completed an inquiry about the effects of mass on speed using a marble and ramp. Subhashni provides her perspective as teacher | researcher, James offers an analysis as an independent researcher, and Alberto is the classroom researcher who designed a larger project investigating the interplay of social bonds with science learning of which this study is a part. Alberto also drew upon a more extensive set of data sources including social bond diaries completed by students, and reflective dialogs with the class. Rebecca interprets the three video analyses, as an independent researcher who did not access the video data. Our independent analyses and additional data sources produce diverse understandings about the impact of shifting social bond status on science learning and science inquiry. Outcomes include differentiation between social bonds and social roles adopted by students during the inquiry. Data analyses also reveal the researchers's different ontologies and epistemologies. We also showcase V-Note's capabilities, affordances, and constraints for social inquiry. Implications for further research on social bonds in science education are presented.

Changes to the purpose and scope of health and physical education (HPE) in schools have prompted revisions in teacher education degrees within Australia. Using a qualitative approach, this study explored HPE teachers' perceptions of these changes. Of particular interest was pre-service HPE teachers' reflections on the importance of skill acquisition (also referred to as motor learning) content in their university degree, which focuses on the theories and practices involved in learning movement and perceptual skills. Findings were based on the thematic analysis of four semi-structured focus groups with 25 pre-service HPE teachers at one Australian metropolitan university. Analysis suggests that the importance of skill acquisition and the imperative to increase physical activity without a focus on competence are contradictory priorities within pre-service HPE curricula. The goal of promoting enjoyment of physical education sustained this tension, implying that there is a new discourse in HPE and suggesting the need for further research into the self-reflection and emotional dynamics of pre-service HPE teachers' reflections on curricula.

Interprofessional education (IPE)--students of different professions learning together, from and about each other--is increasingly common in health professional degrees. Despite its explicit aims of transforming identities, practices and relationships within/across health professions, IPE remains under-theorised sociologically, with most IPE scholarship focussed on evaluating specific interventions. In particular, the significance of a shared knowledge base for shaping professional power and subjectivity in IPE has been overlooked. In this paper we begin to develop a framework for theorising IPE in allied health, by drawing parallels with a cognate area in which there has already been fruitful conceptual development: interdisciplinarity. Specifically, we offer a worked example of how the two areas may be brought into dialogue, by deploying Barry, Born and Weszkalnys' (2008) conceptualisation of interdisciplinarity as a lens for understanding IPE. Following Barry et al. (2008) we delineate a number of "modes" and "logics" of knowledge-production that emerge both in IPE literature and in our own empirical study of IPE. Our empirical data are drawn from 32 semi-structured interviews with 19 allied health students participating in an IPE curriculum at one Australian university. Findings point to the emergence of interprofessional practitioner identities among students that have the potential to undermine traditional epistemological boundaries and transcend role-based distinctions in future health profession(al)s. We argue that Barry et al.'s "logic of ontology" sheds light on previously unidentified processes of transformation within IPE, and offers a theoretical framework that can explain the importance of a shared pan-professional knowledge base for the reflexive individual construction of new interprofessional ontological subjects.

Objectives: Justice and equity-focused practices in health services play a critical but overlooked role in low back pain (LBP) care. Critical reflexivity – the ability to examine and challenge power relations, and broader social issues embedded in everyday life – can be a useful tool to foster practices that are more socially just. No research has yet explored this approach in back pain health services. This study sought to understand how clinicians construct LBP in relation to broader socio-cultural-political aspects of care and explore if those constructions changed when clinicians engaged with critically reflexive dialogues with researchers. Methods: Using critical discourse analysis methods, this qualitative study explored institutionalised patterns of knowledge in the construction of LBP care. We conducted 22 critically reflexive dialogues with 29 clinicians from two health services in Australia – a private physiotherapy clinic and a public multidisciplinary pain clinic. Results: Our analyses suggested that clinicians and services often constructed LBP care at an individual level. This dominant individualistic discourse constrained consideration of justice-oriented practices in the care of people with LBP. Through dialogues, discursive constructions of LBP care expanded to incorporate systems and health service workplace practices. This expansion fostered more equitable clinical and service practices – such as assisting patients to navigate health care systems, considering patients' socioeconomic circumstances when developing treatment plans, encouraging staff discussion of possible systemic changes to enhance justice, and fostering a more inclusive workplace culture. Although such expansions faced challenges, incorporating broader discourses enabled recommendations to address LBP care inequities. Conclusions: Critical reflexivity can be a tool to foster greater social justice within health services. By expanding constructions of LBP care beyond individuals, critical reflexive dialogues can foster discussion and actions towards more equitable workplace cultures, services and systems. [ABSTRACT FROM AUTHOR]

Chronic low back pain is characterised by multiple and overlapping biological, psychological, social and broader dimensions, affecting individuals' lives. Multidisciplinary pain services have been considered optimal settings to account for the multidimensionality of chronic low back pain but have largely focused on cognitive and behavioural aspects of individuals' pain. Social dimensions are usually underexplored, considered outside or beyond healthcare professionals' scope of practice. Employing Actor Network Theorist Mol's concept multiplicity, our aim in this paper is to explore how a pain service's practices bring to the fore the social dimensions of individuals living with low back pain. Drawing on 32 ethnographic observations and four group exchanges with the service's clinicians, findings suggest that practices produced multiple enactments of an individual with low back pain. Although individuals' social context was present and manifested during consultations at the pain service (first enactment: 'the person'), it was often disconnected from care and overlooked in 'treatment/management' (second enactment: 'the patient'). In contrast, certain practices at the pain service not only provided acknowledgement of, but actions towards enhancing, individuals' social contexts by adapting rules and habits, providing assistance outside the service and shifting power relations during consultations (third enactment: 'the patient-person'). We therefore argue that different practices enact different versions of an individual with low back pain in pain services, and that engagement with individuals' social contexts can be part of a service's agenda. [ABSTRACT FROM AUTHOR]