Managed identities : How do Australian university students who stutter negotiate their studies?
- Authors: Meredith, Grant
- Date: 2019
- Type: Text , Thesis , PhD
- Full Text:
- Description: Previous social research focused on people who stutter has problematised and largely ignored the experiences of university students who stutter, relying heavily upon surveys of teachers and peers while almost ignoring the authentic voices of students who stutter. Using a novel bricolage approach incorporating autoethnography, this project posed the question: “How do students who stutter negotiate their university experiences in Australia?” In 2008, a unique, web-based audit of 39 Australian public universities concluded that little publicly accessible information about stuttering support services was available for prospective university students. In many ways, stuttering is absent from disability classifications and service systems in higher education. An online survey of 102 Australian university students who stutter, and follow-up individual interviews with 15 students, revealed how these students manage their social identities from enrolment through to graduation. Only a minority of students reported ever formally disclosing their functional impairment to university support services or academic staff. This meant they rejected and/or avoided the disability label and associated stigma. The students were found to exercise a high degree of individual agency and creativity throughout their university journey. Many employed ‘concessional bargaining’ techniques to effectively navigate the oral assessment requirements during their degrees. Analysis of the interview and survey data is interspersed with critical self-reflection by the author – as a university lecturer who himself stutters. This thesis makes a significant contribution to shaping our understanding of the social identities and trajectories of university students who stutter. These students have been recast as positive, purposeful, resourceful and creative agents whose actions can be largely understood from a social model of disability. A series of recommendations for supporting and teaching these students are made to key stakeholders in higher education.
- Description: Doctor of Philosophy
- Authors: Meredith, Grant
- Date: 2019
- Type: Text , Thesis , PhD
- Full Text:
- Description: Previous social research focused on people who stutter has problematised and largely ignored the experiences of university students who stutter, relying heavily upon surveys of teachers and peers while almost ignoring the authentic voices of students who stutter. Using a novel bricolage approach incorporating autoethnography, this project posed the question: “How do students who stutter negotiate their university experiences in Australia?” In 2008, a unique, web-based audit of 39 Australian public universities concluded that little publicly accessible information about stuttering support services was available for prospective university students. In many ways, stuttering is absent from disability classifications and service systems in higher education. An online survey of 102 Australian university students who stutter, and follow-up individual interviews with 15 students, revealed how these students manage their social identities from enrolment through to graduation. Only a minority of students reported ever formally disclosing their functional impairment to university support services or academic staff. This meant they rejected and/or avoided the disability label and associated stigma. The students were found to exercise a high degree of individual agency and creativity throughout their university journey. Many employed ‘concessional bargaining’ techniques to effectively navigate the oral assessment requirements during their degrees. Analysis of the interview and survey data is interspersed with critical self-reflection by the author – as a university lecturer who himself stutters. This thesis makes a significant contribution to shaping our understanding of the social identities and trajectories of university students who stutter. These students have been recast as positive, purposeful, resourceful and creative agents whose actions can be largely understood from a social model of disability. A series of recommendations for supporting and teaching these students are made to key stakeholders in higher education.
- Description: Doctor of Philosophy
The making and placing of a personal view : Questions of place
- Authors: Farago, Anna
- Date: 2019
- Type: Text , Thesis , Masters
- Full Text:
- Description: The Making and Placing of a Personal View: Questions of Place uses various making methods to explore both the artist’s and others personal connection to place. The research investigates the intersection of memory, identity, and place. Memory is what informs personal history and collective futures. Identity, for the artist is as daughter, sister, mother, wife, friend, crafter, artist, woman and now widow. For others involved in the research, it is as Indigenous Elders, rangers and locals connected to specific sites. Place as which grounds and locates memories and landscapes that preoccupy the creative works. Memory and identity is explored materially through making, connecting art to place using craft’s historical connection with domestic and natural environments. Using the postmodern feminist geography of Doreen Massey, place is a site of flow and routes, rather than origins and roots. The relation between art and Massey’s notion of place is investigated as sympathetic to craft as a feminine epistemology. The creative work created comprises of four large textile patchworks, a series of small embroideries, and a pair of gouache paintings. The making of three large patchwork banner works were informed by conversational interviews conducted with Indigenous and non-Indigenous rangers. The banner works were installed for the duration of a weekend in Darebin Parklands in Alphington, Victoria in 2016 and at Pigeon House Mountain Didthul, Morton National Park, NSW in 2017. Performative and documentation photographs and videos were created in response to these installations. In addition a hand-stitched patchwork was slowly constructed over a year of grief and then used as a cloak and protective cloth in directed performative photos shot in the garden and on the roof of the artist’s home.
- Description: Masters by Research
- Authors: Farago, Anna
- Date: 2019
- Type: Text , Thesis , Masters
- Full Text:
- Description: The Making and Placing of a Personal View: Questions of Place uses various making methods to explore both the artist’s and others personal connection to place. The research investigates the intersection of memory, identity, and place. Memory is what informs personal history and collective futures. Identity, for the artist is as daughter, sister, mother, wife, friend, crafter, artist, woman and now widow. For others involved in the research, it is as Indigenous Elders, rangers and locals connected to specific sites. Place as which grounds and locates memories and landscapes that preoccupy the creative works. Memory and identity is explored materially through making, connecting art to place using craft’s historical connection with domestic and natural environments. Using the postmodern feminist geography of Doreen Massey, place is a site of flow and routes, rather than origins and roots. The relation between art and Massey’s notion of place is investigated as sympathetic to craft as a feminine epistemology. The creative work created comprises of four large textile patchworks, a series of small embroideries, and a pair of gouache paintings. The making of three large patchwork banner works were informed by conversational interviews conducted with Indigenous and non-Indigenous rangers. The banner works were installed for the duration of a weekend in Darebin Parklands in Alphington, Victoria in 2016 and at Pigeon House Mountain Didthul, Morton National Park, NSW in 2017. Performative and documentation photographs and videos were created in response to these installations. In addition a hand-stitched patchwork was slowly constructed over a year of grief and then used as a cloak and protective cloth in directed performative photos shot in the garden and on the roof of the artist’s home.
- Description: Masters by Research
Stay or go? Young people’s agency and mobility in and out of small towns
- Authors: Parkin, Ember
- Date: 2018
- Type: Text , Thesis , PhD
- Full Text:
- Description: This doctoral thesis examines young people’s place attachments in two small Victorian towns. This qualitative ethnographic study uses auto-driven photo-elicitation to understand young people’s sense of place and futures in their home towns of Castlemaine and Maryborough. These case study towns are of a similar size, geography and heritage fabric. However, they are home to starkly different social indicators and economic policy contexts. The study seeks to understand how the cultural features of small towns affect young people’s place attachment and also how place relationships might subsequently affect young people’s sense of futures through their desired and intended locations and aspirations. To achieve this, the thesis explores young people’s social constructions of place. The photoelicitation method enables close attention to be paid to young people’s engagement with their home towns. This thesis argues that agency or lack of agency is a significant factor in strengthening or diminishing young people’s place attachments. Previous research suggests that one result of place attachment is that people will seek to remain being in a place. For young people in this study there appears to be an inverse relationship. Young people who had a broad and holistic sense of place engagement and attachment also had a broad sense of future possibilities and thus, intended to leave their home towns in pursuit of personal growth and education. Whereas young people who had a more limited sense of attachment or engagement had a narrower sense of future possibilities and were less likely to desire to leave their home town. The study contributes to knowledge about the ways in which place engagement can affect young people’s social and physical mobility.
- Description: Doctor of Philosophy
- Authors: Parkin, Ember
- Date: 2018
- Type: Text , Thesis , PhD
- Full Text:
- Description: This doctoral thesis examines young people’s place attachments in two small Victorian towns. This qualitative ethnographic study uses auto-driven photo-elicitation to understand young people’s sense of place and futures in their home towns of Castlemaine and Maryborough. These case study towns are of a similar size, geography and heritage fabric. However, they are home to starkly different social indicators and economic policy contexts. The study seeks to understand how the cultural features of small towns affect young people’s place attachment and also how place relationships might subsequently affect young people’s sense of futures through their desired and intended locations and aspirations. To achieve this, the thesis explores young people’s social constructions of place. The photoelicitation method enables close attention to be paid to young people’s engagement with their home towns. This thesis argues that agency or lack of agency is a significant factor in strengthening or diminishing young people’s place attachments. Previous research suggests that one result of place attachment is that people will seek to remain being in a place. For young people in this study there appears to be an inverse relationship. Young people who had a broad and holistic sense of place engagement and attachment also had a broad sense of future possibilities and thus, intended to leave their home towns in pursuit of personal growth and education. Whereas young people who had a more limited sense of attachment or engagement had a narrower sense of future possibilities and were less likely to desire to leave their home town. The study contributes to knowledge about the ways in which place engagement can affect young people’s social and physical mobility.
- Description: Doctor of Philosophy
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