List of Titles

You don’t have other teachers to bounce ideas off

- Tytler, Russell, Mousley, Judith, Tobias, Steve, MacMillan, Agnes, Marks, Genee

Authors: Tytler, Russell , Mousley, Judith , Tobias, Steve , MacMillan, Agnes , Marks, Genee
Date: 2006
Type: Text , Book chapter
Relation: Science, ICT and Mathematics Education in Rural and Regional Australia: State and Territory Case Studies Chapter p. 44-64
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Description: B1
Description: 2003002390

Young children’s design thinking skills in makerspaces

- Hatzigianni, Maria, Stevenson, Michael, Falloon, Garry, Bower, Matt, Forbes, Anne

Authors: Hatzigianni, Maria , Stevenson, Michael , Falloon, Garry , Bower, Matt , Forbes, Anne
Date: 2021
Type: Text , Journal article
Relation: International Journal of Child-Computer Interaction Vol. 27, no. (2021), p. 100216
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Description: The maker movement, expansion of makerspaces in schools and design activities utilising 3D apps and 3D printing technologies, allow educators to foster creativity through play and experimentation. However, little research exists to inform practice in makerspaces, particularly with young children, under eight years of age. This study adopted constructivist-referred methodology and examined how thirty-four children from Kindergarten to Grade 2 classrooms (5–8 year olds, three classrooms) designed and printed 3D objects using tablet devices, 3D printers, physical materials and IDEO’s five-stage design thinking model. Primary data comprised video screen recordings from separate episodes of pairs of children working together. Across the 16 h of analysed video, different manifestations of design thinking were observed. A range of makerspaces activities invoked creative, critical thinking, problem solving and decision-making skills, aligning with the IDEO design process. This study opens a powerful new door to rich learning potential for young children engaging in maker activities, and paves the way for teachers of young children to explore innovative approaches such as a design thinking, in their everyday practice.

Young children’s experiences with yoga after school

- Martin, Beverly, Peck, Blake, Terry, Daniel

Authors: Martin, Beverly , Peck, Blake , Terry, Daniel
Date: 2023
Type: Text , Journal article
Relation: Journal of Occupational Therapy, Schools, and Early Intervention Vol. 16, no. 2 (2023), p. 194-211
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Description: Currently, little is known about the lived experiences of children who participate in yoga, particularly using their own words. This study provides insights into how young children aged 6 to 10 years old were able to understand their bodies within a yoga space. The purpose of this study was to investigate young children’s lived experiences of yoga through qualitative interviews. Parents of children engaged in yoga were also interviewed to gain a sense of their point of view about the experiences of yoga for their children. Results indicated yoga had assisted children to find, and express joy, and fun by moving their bodies into different shapes. The physical and psychological difficulty of some of the yoga shapes assisted children to develop a persistent mind-set which enabled them to transfer knowledge to different contexts, such as difficulties at school, and finding ways to relax, and be with themselves. Yoga as an activity after-school develops strategies such as resilience, and assists in other contexts such as school, and family. The parents’ described how they were looking for techniques to help calm their children, and how challenging this was with the constant stimulation of everyday activities. The findings suggest that yoga may have a place in the school curriculum for the purpose of teaching students’ simple coping skills when experiencing feelings of stress, and anxiety, and assist with controlling their behavior. © 2022 Taylor & Francis.

Young Iranian women as agents of social change : a qualitative study

- Salehi, Asiyeh, Sebar, Bernadette, Whitehead, Dean, Hatam, Nahid, Coyne, Elisabeth, Harris, Neil

Authors: Salehi, Asiyeh , Sebar, Bernadette , Whitehead, Dean , Hatam, Nahid , Coyne, Elisabeth , Harris, Neil
Date: 2020
Type: Text , Journal article
Relation: Women's Studies International Forum Vol. 79, no. (2020), p.
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Description: Objectives: Limited studies have investigated detailed insights into the experiences of women in transitioning countries such as Iran as active agents in their lives and their societies. This study explores how young Iranian women build and use their social capital to make a social change and improve their status. Methods: This study is the qualitative component of a larger mixed-method study exploring social capital and wellbeing in young Iranian women. Semi-structured, in-depth interviews were conducted with 17 young Iranian women aged 18–35. This data was supplemented with the open-ended responses provided by 87 of 391 participants in the quantitative phase of the study. Thematic analysis based on the Giorgi method was used for data analysis. Results: Two major themes that emerged from the data included “multiple identities” and “young women as agents of social change”, with more emphasis on the latter. Four main strategies were used by young Iranian women to enact social change and improve their position. These included building digital freedom, generating a new style of dressing, creating leisure opportunities, and changing social and sexual relationships. Conclusions: This study provides new insights into the necessity of moving away from simply looking at women as powerless victims within paternalistic societies to exploring their potential as agents of social change. Understanding the ways young Iranian women perceive themselves, their roles in society and their experience of enacting social change and building new social identities yields deeper insights into their expectations for transformational change. © 2020 Elsevier Ltd

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Young mothers: Discursive constructions of their lives and identities

- Felstead, Karen

Authors: Felstead, Karen
Date: 2020
Type: Text , Thesis , PhD
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Description: The notion that early motherhood is a significant problem for society is widely documented in the academic literature, and there is a complicated history surrounding young pregnant and parenting women in social and educational policy contexts. Less is known about young mothers themselves and how they experience the social and material effects of early motherhood. The purpose of this study was to examine how young mothers, who attended a young parent program in Lake City in Victoria Australia, experienced early motherhood and how they contested the social discourses that framed their lives. Using a poststructural lens and drawing on the work of Michel Foucault, this thesis used narrative inquiry and discourse analysis to examine the complex nature of seven young mothers’ lives. Analysis of the narrative data showed that despite the complexities, early motherhood was a significant turning point as the young mothers drew on resources of resistance and responsibility to transform their lives. An analysis of the social welfare policy practices identified surveillance and regulation measures as responses to alleviate long-term welfare dependency but did not account for the structural and economic barriers that young mothers encountered in their lives. In educational contexts, the young mothers in this study had experienced disrupted education trajectories before moving to an alternative setting. The findings highlight that they were ‘invisible’ in mainstream educational contexts and while ‘learning from the margins’ in the young parent program. This study found that the voice of the young mother was missing in the social and educational policy discourses, and the complexities of early motherhood were not accounted for within the policies. This thesis argues that young mothers’ voices need to be included in strategic policy responses to address issues of inequity and reduce the structural and economic barriers faced by young mothers.
Description: Doctor of Philosophy

Young people and structural inequality : beyond the middle ground

- Farrugia, David

Authors: Farrugia, David
Date: 2013
Type: Text , Journal article
Relation: Journal of Youth Studies Vol. 16, no. 5 (2013), p. 679-693
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Description: This paper draws on recent debates about the work of Ulrich Beck to explore the conceptual promise of concepts such as individualisation and reflexivity for understanding contemporary youth inequalities. The aim of the paper was to suggest a theory of reflexivity that views reflexive practices as one of the ways that inequalities operate in modernity. The argument is made in three stages. In the first, debates about the meaning of reflexivity for understanding young people's identities are reviewed, foregrounding suggestions for dialogue and synthesis between the individualisation thesis and the work of Bourdieu. Taking this as a starting point, the paper then reviews changing themes in the literature on young people's identities and the structuring of their biographies amidst conditions of social change, arguing that reflexivity is an important feature of young people's identities, and that reflexive practices articulate classed inequalities under conditions of 'structured fragmentation'. The paper then argues that reflexivity is a means by which the dispositions of the habitus are realised and reworked in practice. The paper concludes by emphasising that reflexive practices are oriented towards local structural conditions, and are one of the ways in which economies of cultural capital operate in late modernity. © 2013 Copyright Taylor and Francis Group, LLC.
Description: 2003011218

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Young people speaking back from the margins

- Smyth, John

Authors: Smyth, John
Date: 2010
Type: Text , Journal article
Relation: Education Canada Vol. 50, no. 5 (2010), p.
Relation: http://purl.org/au-research/grants/arc/LP100100045
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Description: The young people the author has worked with are predominantly from backgrounds where they, their families, and their communities have been put at a disadvantage through the effects of social, economic, and political forces and by the flow-on effects of globalization that have effectively devastated their communities and lives. He wants to explore what is happening when young people from contexts of disadvantage adopt a position of making choices against the institution of schooling that appear to be against their own long term economic interests and that may have the effect of further exacerbating their apparent marginalization. These young people -- who are ignored, silenced, and marginalized, whose lives are ridden over, and who either self-exile themselves from schools or are propelled out of them -- are the same young people who have some extremely perceptive views on the very different conditions that can and need to be created for them to learn.

Young people speaking back from the margins

- Smyth, John

Authors: Smyth, John
Date: 2013
Type: Text , Book chapter
Relation: Youth, education, and marginality : Local and global expressions (SickKids community and mental health series) Chapter 2 p. 43-58
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Description: The line I want to take in this chapter is that the way we position young people has a profound bearing on how we deal with them, both in terms of policy and practicality. In taking this line, I want to draw upon some of the issues that have emerged from my own research with young people in Australia over the past two decades or so. The young people I have worked with are predominantly from backgrounds where they, their families, and their communities have been put at a disadvantage through the effects of social, economic, and political forces and by the flow-on effects of globalization that have effectively devastated their communities and lives. Their diminished educational opportunities and subsequent life chances have been dramatic, even to the point of being catastrophic. Having said that, these young people are not hapless victims nor are they passive recipients of deficit categories such as 'at-riskness,' which are placed upon them by the media, politicians, agencies, and some academics. Rather they are active agents exercising choices and making decisions about their lives in situations that amount to 'speaking back.'

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Young people transitioning from Out-of-home Care and Access to Higher Education: A Critical review of the literature

- Mendes, Philip, Michell, Dee, Wilson, Jacqueline

Authors: Mendes, Philip , Michell, Dee , Wilson, Jacqueline
Date: 2014
Type: Text , Journal article
Relation: Children Australia Vol. 39, no. 4 (2014), p. 243-252
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Description: Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education.

Young people, child pornography, and subcultural norms on the Internet

- Prichard, Jeremy, Spiranovic, Caroline, Watters, Paul, Lueg, Christopher

Authors: Prichard, Jeremy , Spiranovic, Caroline , Watters, Paul , Lueg, Christopher
Date: 2013
Type: Text , Journal article
Relation: Journal of the American Society for Information Science and Technology Vol. 64, no. 5 (2013), p. 992-1000
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Description: Literature to date has treated as distinct two issues (a) the influence of pornography on young people and (b) the growth of Internet child pornography, also called child exploitation material (CEM). This article discusses how young people might interact with, and be affected by, CEM. The article first considers the effect of CEM on young victims abused to generate the material. It then explains the paucity of data regarding the prevalence with which young people view CEM online, inadvertently or deliberately. New analyses are presented from a 2010 study of search terms entered on an internationally popular peer-to-peer website, isoHunt. Over 91 days, 162 persistent search terms were recorded. Most of these related to file sharing of popular movies, music, and so forth. Thirty-six search terms were categorized as specific to a youth market and perhaps a child market. Additionally, 4 deviant, and persistent search terms were found, 3 relating to CEM and the fourth to bestiality. The article discusses whether the existence of CEM on a mainstream website, combined with online subcultural influences, may normalize the material for some youth and increase the risk of onset (first deliberate viewing). Among other things, the article proposes that future research examines the relationship between onset and sex offending by youth. © 2013 ASIS&T.
Description: 2003011027

Young peoples' use of self-handicapping when faced with evaluative threat on a physical skill test

- Cooley, Dean

Authors: Cooley, Dean
Date: 2012
Type: Text , Conference paper
Relation: Hawaii International Conference on Education, 5th-8th January 2012, Honolulu, Hawaii p. 1293-1320
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Description: Self-handicapping refers to the process whereby people engage in self-defeating behaviours to proactively obfuscate the link between actor and outcome. Evaluative threat from either non-contingent success or failure is proposed to elicit episodes of self-handicapping. Furthermore each evaluative threat condition is associated with a specific form of self-handicap (effort withdrawal & self-reports of disruption to performance, respectively). This experiment used a stratified random sample of young people aged between 10 and 16 (N= 250), to explore differences in young peoples' use of different self-handicaps in response to different evaluative threats associated with a test of athletic skill. The study used an AXB design, with participants' exposed to a two test scenario with the opportunity to self-handicap after receiving bogus performance scores on the first test. Results showed there were significant differences between type of self-handicap and evaluative threat condition. After being exposed to one of three evaluative conditions (non-contingent success, non-contingent failure, & non-evaluative) after the first test, only young people aged over 13 who were exposed to non-contingent failure, reported experiencing significantly more performance impediments such as illness and sports injuries than participants in either the non-contingent success or non-evaluative conditions. Participants in the non-contingent failure condition reported that the impediments would have a significantly greater debilitative effect on their second test performance than participants in either the non-contingent success or non-evaluative conditions. This same pattern of results was not evident for the use of effort withdrawal as a self-handicap in any evaluative condition. The implications of these findings on how teachers and coaches use performance feedback are discussed.

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Young surfers finding their wave: telling the tale of enskilment in surf places

- Prins, Alex, Wattchow, Brian

Authors: Prins, Alex , Wattchow, Brian
Date: 2023
Type: Text , Journal article
Relation: Leisure Studies Vol. 42, no. 2 (2023), p. 268-281
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Description: This paper seeks to contribute to the growing body of literature focused on the recreational activity of surfing. Investigations into how young people learn to surf are rare, particularly those that focus on the pedagogical aspects involved in learning the practical ‘know-how’ required to surf in particular places and under specific environmental conditions (tide, wind, swell, currents, terrain). How do young people learn where and when a break will be worth a surf? When to duck dive under a broken wave or when to paddle further out? Recent research suggests that a process of enskilment, a form of knowledgeable practice, may provide pedagogical insights into how young people are developing the practical know-how to be able to surf skilfully and safely in particular places. This research used narrative methodology as an alternative way to investigate and represent these complex (and often tacit) aspects of a human learning experience, and findings are presented in the form of a set of short stories. This paper draws from that research to provide important insights into the phenomenon of how young people learn to surf with the intention of improving formal coastal experiences such as those in the leisure and education fields. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Young women living in Iran : gendered drivers influencing social participation and wellbeing

- Salehi, Asiyeh, Whitehead, Dean, Sebar, Bernadette, upadhyay, Ravi, Coyne, Elisabeth, Harris, Neil

Authors: Salehi, Asiyeh , Whitehead, Dean , Sebar, Bernadette , upadhyay, Ravi , Coyne, Elisabeth , Harris, Neil
Date: 2021
Type: Text , Journal article
Relation: Journal of Gender Studies Vol. 30, no. 4 (2021), p. 478-495
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Description: This paper investigates the social participation and wellbeing outcomes of young Iranian women, using a concurrent mixed method. Findings demonstrated relatively low levels of structural and functional social support as well as low level of social participation at the community level, particularly local and national group participation compared with casual/informal group participation. The individuals who socialized more with friends, relatives, colleagues, neighbours, as well as those with higher civic participation, were more likely to report higher wellbeing, as measured through satisfaction with life, quality of life and healthier lifestyle behaviours. The most common themes regarding barriers to social participation included: lack of time, money, cultural and societal barriers such as low socialization/leisure opportunities/infrastructure in the neighbourhood, lack of community/civic groups, lack of the culture of volunteering/volunteer jobs and low level of trust in society. This study suggests that women are further united and focus on their internal power through challenging gender bias and creating a culture of transformational change; which, in turn, lends itself to positive well-being outcomes. Furthermore, studies are required among Iranian men, how they can advocate for women’s rights and reconstruction of the gendered systems for the interest of both genders. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

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