Gender and Education Association Biennial Interim Conference 2014
9 - 11 December 2014
Gender and Education in the Asia-Pacific: Possibilities and Provocations
The Gender and Education Association (GEA), with the University of Melbourne, Monash and RMIT Universities, invite you to the 2014 Gender and Education Association Biennial Interim Conference, being held in the southern hemisphere for the first time, at the Melbourne Graduate School of Education, from 9 - 11 December.
The conference theme highlights the significance of place in the politics and production of knowledge. It is prompted by, but not restricted to, debates about knowledge hierarchies and relations between the 'global north' and 'global south'. The conference seeks to canvass the diversity of current challenges and emerging possibilities in the field of gender and education, and the various forms these take in local and specific contexts and transnationally. An overall concern of the conference is to promote critical dialogue on the role of context, place and history in shaping scholarship, practices and policies on gender, feminism and education
In addition to keynote addresses, there will be invited highlight panels and roundtables, as well as early career and doctoral pre-conference workshops.
Submissions of abstracts due 31st July 2014
The 2014 GEA conference follows on from the 2014 conference of the Australian Association for Research in Education (AARE), which will be held at QUT, Brisbane, November 30 - December 4. It is also preceded by the annual conference of the Australian and New Zealand History of Education Society, to be held at the University of Melbourne, December 6 - 8, 2014.
We acknowledge the Traditional Owners of the land in which this event is taking place, the land of the Wurundjeri and pay respect to their Elders and families.
Key datesEarly bird registration
Opens - 1st October 2014
Closes - 31st October 2014
Opens - December 2013
Closes - 31 July 2014
8 November 2014Confirmation of participation
16 June - 31 July 2014
- Place-based inequalities
- Australia in the Asian century
- Indigenous knowledges
- Religion and secularism
- Edu-business and gender
- Postcolonialism and education
- Childhood and youth studies
- Work and pathways beyond school
- Theoretical trajectories
- Transnationalism and globalisation
- Diverse methodologies
- New formations of privilege and disadvantage
- Popular and digital cultures
Melbourne Graduate School of Education (MGSE)
The University of Melbourne
234 Queensberry Street,
From Tullamarine Airport a taxi will cost approx. $50 Silver Top Taxi's (Australia wide): 131 008
Sky Bus operates from the airport to the city, departing and arriving from Southern Cross Railway Station. Cost is $18.00 single journey and $30.00 return
Public transportIn order to travel on Public Transport Victoria you will need to purchase a Myki card.
Bus: The conference venue is a short walk from Queensberry Street/Swanston Street (Carlton)
Trams: The conference venue is a short walk from tram stops on the corner of Elizabeth Street and Victoria Street and from the corner of Queensberry and Swanston Street (Carlton).
Both Budget and Avis hire out cars from Melbourne airport. Please note that tolls are charged on some roads in Melbourne, your hire car will be fitted with an e-tag and the cost of tolls added to the hire charge.
Registration fees cover lunch and refreshments throughout the conference, including welcome reception and music performance. A conference satchel will also be provided with a printed program.
The conference dinner will be charged separately and is not included in the cost of registration.
Registration fees also support the cost of the venue and associated facilities.
|GEA members *||$320||$375|
*GEA members must provide their membership number. GEA membership must be current in order to qualify for the member's fee. If your membership is lapsed please renew it before registering.
This conference accepts all major credit cards for registration. We do not accept cheques or cash.
Gender and Education Association Membership
The Gender and Education Association is a professional association for academics, researchers, students, policy-makers and activists working in gender and education. Becoming a member of the GEA will entitle you to reduced fees at our major conferences and other events. As a GEA member you will also receive other benefits, such as access to the GEA community, professional and funding opportunities via our association website.
The 2014 GEA conference is an important meeting place for our members, academically, professionally and politically. The conference will feature specific events for GEA members, such as networking sessions, publisher talks and journal editing and reviewing workshops. We look forward to seeing you there!
What if I need to cancel my registration?
In the unfortunate event that you must cancel, we will fully refund your fees for cancellations made more than 30 DAYS prior to the conference. After 30 days (Nov 2), we regret that no refunds will be made.
Call for papers
We welcome abstract submissions for individual papers, symposia as well as 'non traditional' presentations such as performance pieces, poetry and pecha kucha.
Abstracts for single papers should be 250 words; and for symposia 250 words for each paper. For symposia, please include an overview rationale of up to 200 words.
Performance pieces and Pecha Kucha should also submit a description of the proposed presentation of 250 words.
How to submit a paper
All abstract submissions need to include;
- the name of presenter/s
- title of presentation
- a brief biographical statement up to 50 words
- and up to 5 key words to describe the focus and themes of the presentation
Instructions for presenters
Presenters should arrive at their presentation room approximately 15 minutes prior to the commencement of their session. Presenters should bring standard USB for use on AV equipment provided, or your own computer if necessary with pre-panel setup. Internet connectivity, video and/or sound capabilities will be available, however please alert the conference organisers of your needs prior to the event. Session chairs will introduce themselves to each presenter, confirm the order as in published program, and ensure all AV equipment is working. Session chairs are responsible for timekeeping, introducing all paper presenters throughout the session, and equitably moderating Q&A sessions following papers.
Audio visual equipment available
All presentation rooms are equipped with standard audio visual equipment for presenters, however the organisers cannot guarantee that internet connectivity and audio speakers will be available on the day. Therefore, wherever possible, presenters should save any materials needed onto a local drive, and in a standard format.
In consideration of others, we urge you to load your presentation materials early, to ensure that they work and that your session is not delayed. If you have concerns about your requirements for a successful presentation, please contact the organisers at firstname.lastname@example.org with the subject line 'Audio visual requirements'.
Call for papers has now closed.
Mary Lou Rasmussen is an Associate Professor in the Faculty of Education at Monash University, Australia. She is a leading scholar on the incorporation of Lesbian, Gay, Bisexual and Transgender (LGBT) matters within educational research, within teacher education, and within school education. She assembled and led an international interdisciplinary research team (2011-2012) that obtained the first ever Australian ARC Discovery grant in the area of sexuality education and was an Investigator on a Canadian SSHRC grant Affective Beginnings: Lesbian, Gay, Bisexual and Transgender Issues in teacher education. She is the author of Becoming Subjects (Routledge, 2006) and co-editor of Youth and Sexualities (Palgrave, 2004) and The Politics of Pleasure in Sexuality Education: Pleasure Bound. A monograph Progressive Sexuality Education: The Conceits of Secularism is also forthcoming (Routledge, 2014) and a Handbook of Sexuality Education (Palgrave, 2016) co-edited with Louisa Allen.
Lifestyle agreements, religious discrimination and Australia's religious schools...read more
Australian Bureau of Statistics (ABS) data suggest that independent schools (which in Australia are predominantly religious) are the fastest growing segment of our school system. In 2011 the split of students between government and non-government schools was 65.4% and 34.6% respectively, and these figures reinforce a long-term drift of students from government schools to non-government schools. Curiously, this shift has occurred at the same time as the ABS continues to record a long-term decrease in affiliation to Christianity from 96% in 1911 to 61% in 2011. So we are left with a conundrum; Australians are gradually turning away from Christianity while they are steadily sending more of their children to religious schools.
This trend towards independent religious schooling suggests the need to scrutinize the actions of this increasingly influential sector of our school system. Currently, Victoria's equal opportunity act stipulates that "religious schools can discriminate on the basis of a person's religious belief or activity, sex, sexual orientation, lawful sexual activity, marital status, parental status or gender identity where the discrimination conforms to the doctrines, beliefs or principles of the religion or is reasonably necessary to avoid injury to the religious sensitivities of people who follow the religion..." (See http://www.humanrightscommission.vic.gov.au/index.php/exceptions-exemptions-and-special-measures/exceptions). Different Australian states have different anti-discrimination laws in place.
It is difficult to find explicit examples of religious schools stating that they will discriminate against people on the grounds stipulated by the act (which isn't to say that such discrimination does not occur). For instance, Victoria's Maranatha Christian School which has three campuses states on its website that:
"All applicants for positions at Maranatha, both teaching and administrative roles, must be active Christians with current church involvement, and be in agreement with and supportive of the School's Christian ethos as expressed in its Articles of Association (Creed).""
The Creed specifies "that the Scripture of the Old and New Testaments, acknowledged in the confessions of the Reformation, is the infallible word of God and so is, in all things, our supreme standard by which our whole life is to be judged…" While the school's intention to discriminate is not made explicit in the Creed, it may be argued that a reasonable parent or teacher surveying the website of this school may guess that a person's marital or parental status, gender identity or sexual orientation may impede their employment if it is at odds with the Creed. Creeds such as this one have come to be known as "lifestyle agreements". Teaching and administrative staff that work at the school must agree that they will strive to live their lives according to the principles stated by the school while they are employees of the organisation. While Maranatha's Creed potentially suggests its intention to discriminate on religious grounds in employment, other religious schools may discriminate but the basis of this discrimination may not be made public.
Marion Maddox in her book, Taking God to School (2014), and Deb Wilkinson, Richard Denniss and Andrew Macintosh of the Australia Institute have argued the need to repeal legislation that affirms the capacity of religious schools to discriminate. I explore the role of religious discrimination and lifestyle agreements and consider arguments that have been made for and against the continuation of such state sanctioned discrimination, paying attention to ways in which religious and sexual freedom are conceived in these discussions. I also argue that schools that wish to discriminate should have to make this intention explicit.
Associate Professor Simone Ulalka Tur
Simone Ulalka Tur is Director of Yunggorendi First Nations Centre, Flinders University, a key leadership role at Flinders, encouraging and supporting Indigenous students' participation and success in higher education. With an education background, Simone has had various teaching roles at Flinders University, and currently lectures to over 500 Indigenous and non-Indigenous students each year, representing her educational philosophy of privileging Indigenous cultures, languages and ideologies as a deconstruction and decolonising educational process, as well as exploring a new spaces where both Indigenous and non-Indigenous people can re-engage and transform their understandings of Australia and what it means to be Australian.Abstract
Indigenous Education Pedagogies of change
Indigenous Education within Australia is a complex and at times contested space for Aboriginal and Torres Strait Islander students, their families and communities. The historical influence of western education and its implications today, both positive and negative, can be felt through generations of Aboriginal families. ...read more
This relationship between the dominant education system and Indigenous communities needs to be constantly addressed and improved in schools and in pre-service teacher education. Teaching Indigenous Education topics - predominantly to non-Indigenous students - requires the development of a set of knowledge tools to allow consideration of diverse community contexts. A responsible approach to pre-service teaching can be built on the foundations of key understandings of: 'race' and privilege, colonisation of Aboriginal and Torres Strait Islander communities, curriculum as contested and not neutral space, and power dynamics. Teachers need powerful conceptual tools to allow them to contribute to the re-imagining of schooling for Indigenous children and appreciate the benefits to be derived from community-driven education.
This address will explore ideas of relationship, responsibility and re-imagining in Indigenous Education through the sharing of personal and inter-generational accounts. It draws on three generations of experience of education - grandmother, mother and daughter – and demonstrates the importance of community knowledge systems and approaches to contemporary Indigenous education.
Dr. Sakena Yacoobi is Executive Director and founder of the Afghan Institute of Learning (AIL). Established in 1995 to provide grassroots education and health services, AIL has served more than 11 million Afghans and was the first organization to offer human rights and leadership training to Afghan women. Dr. Yacoobi is an Ashoka Fellow, Skoll Social Entrepreneur and Schwab Foundation Social Entrepreneur. She has received many awards, including: the Peter Gruber Foundation Women's Rights Prize, the NED Democracy Award, the Jonathan Mann Award for Global Health and Human Rights, the Afghan National Peace Award, the German Media Award, the Henry R. Kravis Prize in Leadership, and the Opus Prize. Dr. Yacoobi has honorary doctorates from four universities, serves on the board of the Creating Hope International, is on the advisory boards of the New Global Citizens and the Millennium Campus Network and is a Commissioner for the Women's Refugee Commission.Abstract
Dr. Sakena Yacoobi is a visionary leader and pioneer in the field of education as it relates to women and girls in he war torn country of Afghanistan. ...read more
During her keynote speech, Dr. Yacoobi will discuss the challenges she has faced during nearly two decades of working in war torn Afghanistan, a country where the education of women and girls was not valued. Dr. Yacoobi's organization, AIL, takes a community-based approach with all of their projects, working with the communities to determine how to best meet their needs and requiring that the community contribute to the project. AIL has developed innovative education programs to meet the ever changing needs of Afghans, programs ranging from underground homeschools during the rule of the Taliban, to beginning Women's Learning Centers in lieu of schools, to a new literacy class which utilizes texting to increase the rate of literacy acquisition.
Dr. Yacoobi will speak about her experiences working within the cultural context of Afghanistan, finding culturally appropriate ways to bring education and healthcare to those who need it and how others might be able to apply these lessons to their situations.
Global girlhoods, pedagogy and gender justice: reflections on the documentary film 'I am a girl'.
Rebecca Barry (film maker 'I am a girl'),
Kristina Gottschall (Charles Sturt University),
Johannah Fahey (Monash University).
Facilitator: Claire Charles (Deakin University, Melbourne)
The cultural and political landscape in the west has been described as 'post-feminist' by influential scholars in the global north, such as Angela McRobbie. For McRobbie, a post-feminist cultural context is one in which feminism has been taken into account so that it can be constructed as no longer necessary. This has serious implications for young women, as they are expected to accept ongoing forms of social and sexual injustice without any recourse to a feminist politics. For scholars and educators interested in gender justice, this post-feminist context raises many important questions such as: In what ways might attention to gender justice feature in contemporary education policy, and school curriculum, and what might the effects of this be? What ideas are young people developing about gender politics and justice in diverse global locations? How might place and geography become significant when thinking about pedagogies of girlhood and gender justice? How useful are theories about girlhood and gender justice from the so called 'global north' in other regions? The panel features Australian filmmaker Rebecca Barry, who will speak to her 2013 documentary film 'I am a girl'. This evocative film features snapshots of the lives of 6 girls on the brink of womanhood in 6 different countries, and explores various issues around identity, safety, and justice in the lives of diverse young women in the 21st century, such as early marriage, and denial of the right to education. Other respondents on the panel will offer perspectives and provocations around the themes raised in the film, its constructions of gender justice and global girlhoods and its educative potential for young people in the Asia Pacific region.
Visual cultures, digital media and education
Ines Dussel (Departmento de Investigaciones Educativas, Mexico),
Larissa Hjorth (School of Media and Communications, RMIT),
Erminia Collucci (Doctoral Candidate, University of Melbourne),
(chair) Anne Harris (Faculty of Education, Monash University)
This panel will address the expanding and diversifying roles of digital media in education and public pedagogies, and the growing impact of visual culture/s on global education and culture more broadly. As the expressions, influence and implications of digital technology & visuality continue to expand from policy to institutional structures and content, visual cultures increasingly influence the ways in which teaching and learning occur both virtually and face to face. These panelists problematize new discourses and practices of digital media and literacies – including their promises and compromises – for twenty-first century gender, education, and online, offline and hybrid communities. In both informal public contexts (activist, infotainment and social media) to more traditional institutional ones, the influence of visual and digital cultures is already ubiquitous and promises to herald unprecedented change as this new century unfolds.
Gender-jamming in Education
Sally Goldner (Executive Director, TransGender Victoria),
Ernest Price (secondary school teacher),
Joel Radcliffe (Safe Schools Coalition Victoria)
(Facilitator) Anne Harris (Monash University, Faculty of Education)
With the September 2014 launch and publication of the Australian Research Centre in Sex, Health and Society (ARSCHS) project report "From blues to rainbows: The mental health needs of young people with diverse gender", gender-diverse, trans and intersex young people are finally getting the visibility and support they need, at least in urban parts of Australia. It is an important and symbolically significant step for improving service delivery, research, and educational outcomes for still-marginalised youth in our LGBTIQ community. However, each step toward recognition of the unique needs of our diverse sub-communities also points to ways in which further work is required. For genderqueer and gender diverse teachers and other adult workers, this growing field makes it clear that innovation and improvement is needed in service delivery, research design, and workplace and education conditions for adults – not just the young people with whom we work. For teachers and other adult youth workers, where trust plays such a major role in public and private institutional education and community programs, persistent heteronormative discourses of 'queer sexual predators', 'angry lesbians' and 'recruitment/grooming behaviours' still mean that teachers and other adults (including researchers, project workers, and community advocates) routinely experience higher-than-usual harassment, vilification, and stress at work. Do adults working in gender diversity in education have to create change from outside the system? Do the best gender diverse educators still leave education for 'safer' workplace environments, even as we work to create change for students in schools? These 4 panelists speak from their own experiences about how much better it might (or might not) be getting for genderqueer adults in a wide range of education-related settings.
Gender, sexuality and education in the 'Asian Century'
Fran Martin (Culture and Communication, University of Melbourne),
Helen Forbes-Mewett (School of Social Sciences, Monash University),
Claire Maree (Asia Institute, University of Melbourne)
Facilitator: Julie McLeod (Melbourne Graduate School of Education, University of Melbourne.
The former Australian federal Labor government declared that Australians needed to be more knowledgeable about living in the Asian century, and in 2012 released a 'White paper' on the same topic. In a nation-building spirit, the then Prime Minister, Julia Gillard, observed that 'whatever else this century brings, it will bring Asia's rise', which she characterized in predominantly economic and homogenizing terms. Australia's own future prosperity was linked to harnessing the economic and strategic opportunities afforded by closer ties with the geopolitical region and economic space of Asia. How else might we characterize Australia's (and other nations') relationship with 'Asia'? Is the Asian century now over, as some commentators have observed? What does the proclamation of the Asian century invoke, conceal, or make possible? From language policy in schools, to the movement of international students, to notions of cultural literacy and forms of representation and public pedagogy, the idea of Asia remains both very much alive and contested across educational discourses and practices. In this panel, our invited speakers respond to such matters in different and compelling ways, bringing perspectives from their own research in/on/about Asia to questions about gender, sexuality and education, inviting us to think afresh about the so-called Asian century and the cultural politics of place.
Rebecca's driving passion is to facilitate stories, share these with an audience in a creative way, and get people thinking. Her work spans across documentary and drama and has screened on most major television stations in Australia as well as many local and international film festivals. Recent projects include producing the ratings success, The Surgery Ship (www.thesurgeryship.com), a television one hour for SBS through her production company Media Stockade (www.mediastockade.com) and I Am A Girl, a feature length documentary film funded completely through philanthropy (www.iamagirl.com.au). I Am A Girl was nominated for four Australian Academy of Cinema and Television Arts Awards (AACTA) including Best Documentary Feature, Best Direction, Editing and Cinematography in a documentary. She was also nominated for an Australian Directors Guild Award (ADG). Other work as director or producer include: Footy Chicks (SBS), Inspiring Teachers (SBS), Home and Away (Channel 7), The Surgeon (Channel 10), You Am I - The Cream and The Crock (DVD release), Beats Across Borders (ABC), The Space In Between, The McDonagh Sisters (SBS), A Modern Marriage (SBS) and Overture (ABC). For more information please go to: www.rebeccabarry.com.au
Erminia Colucci is an ethnographic filmmaker and completed her doctoral studies at Melbourne University.
Inés Dussel is a researcher and professor at the Departmento de Investigaciones Educativas, Mexico. She researches the relationships between knowledge, school, and politics, using a historical and sociological approach, and has published 8 books and over 100 articles and chapters in academic journals and books in 5 languages. She was the Director of the Education Research Area at FLACSO (Latin American School for the Social Sciences) in Argentina, from 2001 to 2008. Ines' current research includes the relationships between new digital media and schooling, the changes in visual technologies of schooling and the production of new cultural authorities in Latin American countries where massive ICT programs are being implemented.
Johannah is Senior Research Fellow in the Faculty of Education at Monash University, Australia. Her research interests are located in the areas of education and global studies, and are informed by her expertise in cultural studies. She has a strong national and international reputation in the areas of intersectionality (gender, race and class), and cultural globalisation and mobilities. She is the author or co-author/co-editor ofIn the Realm of the Senses: Social aesthetics and the sensory dynamics of privilege (Springer, forthcoming),Globalizing the Research Imagination (Routledge, 2009), Haunting the Knowledge Economy (Routledge, 2006) and David Noonan: Before and Now (Thames & Hudson, 2004) and has published in many top tier international journals and edited books. She is the leading Research Fellow on the international team conducting the research project called Elite independent schools in globalising circumstances: a multi-sited global ethnography.
Sally Goldner has been involved in Melbourne's queer community for the last sixteen years. This includes involvement with TransGender Victoria (now Executive Director), presenter of 3 CR's "Out of the Pan" and as a member of the Intersex, Trans and Gender Diverse working group of the GLBTI Health Alliance. She is the focus of an autobiographical documentary "Sally's Story," a life member of Seahorse Club of Victoria and Zoe Belle Gender Centre, was awarded Activist of the Year at the 2010 ALSO Awards and was noted in The Age's Top 100 most creative and influential people in Melbourne in 2011.
Kris is a lecturer in Indigenous Studies for the Centre for Indigenous Studies at Charles Sturt University, joining the centre in 2014. Graduating from her Doctor of Philosophy in Education 2011, she is an early-career scholar researching across the areas of popular and public pedagogies, popular film culture, post-structural theories, social semiotics, subjectivities, gender, sexuality, Indigeneity and discourses about youth-hood. She is also mad for HBO TV series, playing the ukulele, fancy dress parties, salsa with her special gentleman friend, walking her hyper Jack Russell and Terrier-X dogs, and reading a good book in bed with a glass of red.
Anne Harris is an educational researcher and teacher-educator who has written about sexual and gender diversity in a range of contexts, including creative and scholarly. Her latest books are Queer Teachers, Identity and Performativity, Harris, A & Gray, E. (Eds. 2014), London/ NY: Palgrave Macmillan, and she is currently exploring auto/ethnographic narratives of genderqueer teacher orientations, and the limitations of 'It Gets Better' discourses for both teachers and their students. She is a fulltime Australian Research Council (DECRA) fellow researching the commodification of creativity (2014-2016), and most recently a visiting scholar at the Critical Making Lab, University of Toronto. She is the author of over 50 articles and 6 books on creativity, diversity and education broadly conceived, most recently The Creative Turn: Toward a New Aesthetic Imaginary (Sense 2014). See more about her work at: Creativeresearchhub.com or https://monuni.academia.edu/AnneHarris
Larissa Hjorth is an artist and digital ethnographer. She is Professor and Deputy Dean of Research & Innovation in the School of Media & Communication, RMIT University. Since 2000, Hjorth has been researching the gendered and socio-cultural dimensions of mobile media and gaming cultures in the Asia–Pacific—these studies are outlined in her books, Mobile Media in the Asia-Pacific (London, Routledge, 2009), Games & Gaming (London: Berg, 2010), Online@AsiaPacific (with Michael Arnold, Routledge, 2013), Understanding Social Media (with Sam Hinton, Sage, 2013) Gaming in Social, Locative and Mobile Media (with Ingrid Richardson, Palgrave, 2014).
Dr Helen Forbes-Mewett is a Lecturer in the School of Social Sciences at Monash University. Helen's work spans the sociology of education, organisations, work and communities, particularly in terms of cultural diversity, identity, social inclusion, gender relations and crime. For more than a decade she has researched and published widely on international student safety and wellbeing. From 2010 – 2013 she held an ARC Postdoctoral Fellowship. In addition to her extensive work in Australia, Helen has gained international recognition. She has conducted interviews with many international students and stakeholders and delivered presentations across Europe, the US and the Asia-Pacific region. Her most recent work is a comparative inquiry into international student safety and crime and associated support services in Australia, the UK and the US. She is co-author of International Student Security (Marginson et al. Cambridge 2010) and lead author of a forthcoming book titled International Students and Crime to be published by Palgrave MacMillan in 2015.
Claire Maree is Senior Lecturer in Japanese at the Asia Institute, University of Melbourne. Claire's area of expertise is critical language studies, specifically discourse analysis focusing on critical approaches to language and identity studies, and language education. She is particularly interested in examining the dynamics of gender and sexuality in spoken discourses and contemporary media. She is also active in the area of queer theory, most recently on a project which critically engages with post-311 Japan. Major publications include On 'Onē-kotoba [language of queens]'(in Japanese) (Seidosha, 2013); Negotiation as a Linguistic Strategy of Speakers (in Japanese) (Hituzi Shobo, 2007). She has published chapters in collected volumes on Japanese language and gender, and queer studies. She contributes articles to journals such as Media International Australia, Nihon Joseigakkai-shi, Journal of Lesbian Studies, Women's Studies, intersections and Gendai Shisō.
Fran Martin's best-known research focuses on television, film, literature, internet culture and other forms of cultural production and life in the contemporary Sinophone world (The People's Republic of China, Taiwan, Hong Kong and the Chinese diaspora). Drawing on her fluency in Mandarin, Fran's research over the past fifteen years has focussed on the transformations being wrought on concepts, practices and experiences of gender and sexuality as a result of cultural and media globalization. Fran has several years' experience studying, teaching and researching in PR China and Taiwan, and her current research project, funded by an ARC Future Fellowship, focusses on the experience of women students from the People's Republic of China undertaking higher education in Australia, especially their negotiations of gendered selfhood and cultural identity. Fran's publications include Mobile Cultures: New Media in Queer Asia (co-edited with C Berry and A Yue, Duke UP, 2003); Backward Glances: Contemporary Chinese Cultures and the Female Homoerotic Imaginary (Duke UP, 2010), Situating Sexualities: Queer Representation in Taiwanese Fiction, Film and Public Culture (Hong Kong UP, 2003),Angelwings: Contemporary Queer Fiction from Taiwan (Hawaii UP, 2003); AsiaPacifiQueer: Rethinking Genders and Sexualities (co-edited with P. Jackson, M. McLelland and A. Yue, Illinois UP, 2008); and Embodied Modernities: Corporeality, Representation and Chinese Cultures (co-edited with LN Heinrich, Hawaii UP, 2006).
Ernest Price is a secondary school teacher at a large government school in Melbourne's western suburbs. He has publicly transitioned from female to male during the five years he has been at the school. Ernest has been part of establishing a student activist group for same-sex attracted and gender questioning young people at his school. He has also contributed to reviewing the school's policies and curriculum documents to meet the needs of same-sex attracted and gender diverse young people.
Joel Radcliffe is a teacher, consultant and community advocate, who has been working with Safe Schools Coalition Victoria (SSCV) since 2012. He is passionate about social justice in education and has significant experience delivering education, training, resources and professional support across a diverse range of teaching and learning environments. During his time at SSCV he has provided professional guidance to over 20 schools who have supported transgender and gender diverse young people through their gender transition. He is deeply committed to tackling transphobia in schools and supporting gender diversity across the broader community.
Download the Book of Abstracts (PDF 1.3MB)
Download the full conference program.
Tuesday 9 December
9am – 11:30am
Pre-conference workshop for postgraduate students and early career researchers
Wednesday 10 December
Instead of a formal conference dinner, we will be having a picnic on the lawn of the 1888 Building in Parkville, part of The University of Melbourne campus. We have invited some local gourmet food trucks to join us and there will be a 'pay as you go' bar and live music by local artists. Meals should cost no more than $25 and you will be able to pay directly for your picnic meals on the evening. You will be asked shortly via e-mail if you plan to attend, just so that we have an indication of numbers.
Thursday 11 December
Post graduate students and early career researcher events
Pre-conference workshop for postgraduate students and early career researchers.
Tuesday, 9 December 2014
This is a free event, with refreshments included.
- Publishing in and reviewing papers for academic journals: (Julie McLeod, co-editor, Gender and Education journal)
- From postgraduate student to ECR – trials, tribulations and transitions – panel presentations and roundtable
Registration is essential for these workshops; please register by contacting the conference organizers at email@example.com .
Please include: Name, whether Student or Early Career Researcher, and Institutional affiliation.Financial support for graduate students
Four bursaries of $250 are available for postgraduate students. Two are for Australian students and two for international students.
To apply please contact: firstname.lastname@example.org and you will be provided with an application form.