List of Titles

Bread and roses : Voices of Australian Academics from the working class

- Michell, Dee, Wilson, Jacqueline, Archer, Verity

Authors: Michell, Dee , Wilson, Jacqueline , Archer, Verity
Date: 2015
Type: Text , Book
Full Text: false
Reviewed:
Description: Bread and Roses is an Australian first, a collection of stories from academics who identify as coming from working-class backgrounds. At once inspiring and challenging, the collection demonstrates how individual narratives are both personal and structural, in that they illustrate the ways in which social forces shape individual lives. Central themes in the book are generational changes in university education provision in Australia, the complexities of coming from a working class background and being female, or coming from a working class background and being female and a recent migrant, and the particular challenges facing students and staff from rural and regional areas. An essential read for anyone interested in widening participation programs in higher education, including administrators, academics, past and present students, Bread and Roses is both a map for those who want to undertake a similar journey and a community for those who want to join. Â© 2015 Sense Publishers. All Rights Reserved.

Authors: Archer, Verity
Date: 2016
Type: Text , Book chapter
Relation: Sociologic : analysing everyday life and culture Chapter 6 p. 98-118
Full Text: false
Reviewed:
Description: James Arvanitakis, who put this book together, tells the following story in his lecture on class: It is a cool winter’s morning and I’m sitting in a café at a beach in Sydney with a good friend. We have just had a swim in the sea and we’re talking about the merits of what makes a good co ee when she turns to me and states: ‘You swim like a public schoolboy.’ I am a little stunned. ‘Sorry,’ I replied, ‘What did you say?’ She smiles and repeats: ‘You swim like a public schoolboy. You see, where I grew up in Tasmania, I went to a private school. We had access to pools and swimming lessons and my friends and I are all good swimmers. When we used to go swimming at the Launceston Gorge, we used to make fun of the boys from public schools who couldn’t swim very well. You swim like one of them.’ She is right— I did go to a public school, and the only access we had to swimming pools was at the annual swimming carnival. I begin to protest, but after thinking of the way she left me behind when we were swimming, I withdraw my protests and sink behind my co ee. This concept of dividing by those who have access to di erent levels of income and resources is known as ‘class analysis’. The issue of class is one that has been debated by sociologists and cultural theorists for centuries. One reason for this is that, although class essentially refers to social groups denied by their access to economic resources, the exact meaning of ‘class’ varies. While some argue that we should de ne class in terms of wealth, others believe that status is more important. In modern societies such as Australia, many believe that class is now irrelevant.
Description: James Arvanitakis, who put this book together, tells the following story in his lecture on class: It is a cool winter’s morning and I’m sitting in a café at a beach in Sydney with a good friend. We have just had a swim in the sea and we’re talking about the merits of what makes a good co ee when she turns to me and states: ‘You swim like a public schoolboy.’ I am a little stunned. ‘Sorry,’ I replied, ‘What did you say?’ She smiles and repeats: ‘You swim like a public schoolboy. You see, where I grew up in Tasmania, I went to a private school. We had access to pools and swimming lessons and my friends and I are all good swimmers. When we used to go swimming at the Launceston Gorge, we used to make fun of the boys from public schools who couldn’t swim very well. You swim like one of them.’ She is right— I did go to a public school, and the only access we had to swimming pools was at the annual swimming carnival. I begin to protest, but after thinking of the way she left me behind when we were swimming, I withdraw my protests and sink behind my co ee. This concept of dividing by those who have access to di erent levels of income and resources is known as ‘class analysis’. The issue of class is one that has been debated by sociologists and cultural theorists for centuries. One reason for this is that, although class essentially refers to social groups de ned by their access to economic resources, the exact meaning of ‘class’ varies. While some argue that we should de ne class in terms of wealth, others believe that status is more important. In modern societies such as Australia, many believe that class is now irrelevant. Sociologic: Analysing Everyday Life and Culture, edited by James Arvanitakis, Oxford University Press, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ballarat/detail.action?docID=4747936.

Identity and intersectional responsive pedagogy in higher education : insights from two locations in regional and urban Australia

- Goriss-Hunter, Anitra, Archer, Verity, Arvanitakis, James

Authors: Goriss-Hunter, Anitra , Archer, Verity , Arvanitakis, James
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 13 p. 181-196
Full Text: false
Reviewed:
Description: In this chapter, we investigate the ways in which academics’ identity factors can impact their work experiences and pedagogies in two Australian tertiary institutions. While there is a body of literature that interrogates the concept of diversity in higher education, most of the research focuses on diverse student populations rather than examining academic diversity. Current research does not explore in depth the ways in which intersections of identity factors such as gender, race, class, and able-bodiedness might impact academics’ experiences in the chiefly middle-class-institutions that comprise the Australian Higher Education landscape. The authors employed a mixed methods approach. To collect data for the project, we constructed an anonymous online Qualtrics survey and invited participation from academics working at one regional and one urban university. The survey consisted of a mixture of open and closed questions concerning the relationship between identity and teaching approaches within universities. Responses were coded, and common themes were examined by the researchers using an intersectional approach. The survey findings reveal that academics who identify as equity group members see these identities as a strength in teaching and interactions with students, however, these identities sometimes give rise to tensions with colleagues and can be seen as a barrier to career progression.

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