https://hdl.handle.net/1959.11/26177 Thu, 27 Feb 2020 12:57:47 GMT 2020-02-27T12:57:47Z https://hdl.handle.net/1959.11/28045 Title: ‘A Strong Belief in the Possibility of a Better Life’: The Pedagogy of Contingency and the Ethic of Solidarity in the Yes, I Can! Aboriginal Adult Literacy Campaign Contributor(s): Boughton, Bob; Williamson, Frances Abstract: The widespread social and economic inequality between Aboriginal and non-Aboriginal Australia is unlikely to change unless the people who are most marginalised themselves become more able to intervene effectively in the economic, social and political processes and practices which continue to reproduce this situation. For a number of reasons, this requires a level of English language literacy which a large proportion of those most in need have so far been unable to acquire. While the current focus in Indigenous education policy is almost solely on children’s literacy, this chapter suggests a different approach. Yes, I Can! (Yo, Si Puedo) is a Cuban mass literacy campaign model that is currently being deployed for the first time in Australia in North-Western NSW in the Murdi Paaki Region. We report on the first four years of the campaign, which is led by an Aboriginal organization, the Literacy for Life Foundation. Between 2012 and 2015, four communities joined the campaign, enrolling 150 participants in six months of literacy instruction and practice provided by locally-recruited facilitators, who were supported by a small team of professional advisers. Having achieved a successful completion rate of 69%, which is several times greater than comparable formal courses, the campaign has now extended into three more communities. Through our analysis of qualitative data gained through interviews with participants, staff and local agencies who took part between 2012 and 2015, we highlight two aspects of the campaign model which help explain this success, namely a pedagogy of contingency and an ethic of solidarity. Tue, 01 Jan 2019 00:00:00 GMT https://hdl.handle.net/1959.11/28045 2019-01-01T00:00:00Z https://hdl.handle.net/1959.11/28042 Title: An introduction to human enhancement drugs Contributor(s): van de Ven, Katinka; Mulrooney, Kyle J D Abstract: Human enhancement drugs (HEDs) have become incorporated into the everyday life activities of large sections of the population. While their use has been synonymous with sport and doping, use now transcends all aspects of society and is emerging as a global public health issue. This introductory chapters aims to clarify the various terms and categories related to human enhancement drugs (HEDs). It defines what we mean by HEDs and gives a brief description of the six HED categories: muscle drugs, weight loss drugs, skin and hair enhancers, sexual enhancers, cognitive enhancers, and mood and behaviour enhancers. While we recognise that the different HED categories are fluid and can overlap, classifying them is a useful exercise when attempting to describe a broad phenomenon like enhancement drugs. Wed, 01 Jan 2020 00:00:00 GMT https://hdl.handle.net/1959.11/28042 2020-01-01T00:00:00Z https://hdl.handle.net/1959.11/28041 Title: Steroid Madness: Has the dark side of anabolic-androgenic steroids (AAS) been over-stated? Contributor(s): Mulrooney, Kyle J D; van de Ven, Katinka; McVeigh, Jim; Collins, Rick Abstract: Has the “dark side” of anabolic-androgenic steroids been overstated? In what follows, we examine this question with the intention of injecting some nuance and much-needed debate into discussions surrounding the non-medical use of steroids. We set out by unpacking what we call here the “narrative of harm” which has tended to dominate discourses around steroids. Next, we introduce an alternative perspective on steroid use which focuses on the user’s voice and understanding, particularly with respect to the capacity of these drugs to provide pleasure. Finally, we explore some of the policy consequences which arise from these outlooks. Wed, 01 Jan 2020 00:00:00 GMT https://hdl.handle.net/1959.11/28041 2020-01-01T00:00:00Z https://hdl.handle.net/1959.11/28037 Title: Posthuman Methodology and Pedagogy: Uneasy Assemblages and Affective Choreographies Contributor(s): Charteris, Jennifer; Nye, Adele Abstract: Pedagogic posthuman assemblages are a generative means for exploring entanglements of affect that circulate through humans and non-humans. In this chapter, we include a poetic account of our posthuman pedagogic research practice that leverages our work as feminist scholars in the academy. Through the curation of an uneasy assemblage (Bone and Blaise in Contemporary Issues in Early Childhood, 16: 18-31, 2015), and its presentation as an affective choreography, we juxtapose the personal and political, the biographical, the technological and the sociological. The uneasy assemblage, comprising images, media articles and reported responses to scandals from the public, deterritorialises qualitative research practice, and allows for an interrogation of how affect mobilises in the form of gendered violence. This research work, generated through a feminist process of slow musings (Taylor in Cultural Studies-Critical Methodologies, 16: 201-212, 2016), underpinned a conference presentation that was conceptualised as an affective choreography. In taking up an imaginative posthuman approach, we rethink our embodiment in assemblages and entanglements across a range of spaces: higher education spaces; pedagogic spaces at conferences; cyber spaces; and schooling spaces. This pedagogic practice in higher education embraces vital materialism. Tue, 01 Jan 2019 00:00:00 GMT https://hdl.handle.net/1959.11/28037 2019-01-01T00:00:00Z