Suchergebnisse

"This intellectually vibrant volume is the first collection to deal with Australian celebrity in ways that account for both cultural and gendered specificities, demonstrating how gendered ways of imagining Australia are reinforced and contested in celebrity representations and self-presentations. Gender and Australian Celebrity Culture engages with celebrities across a diverse range of fields - actors, journalists, athletes, comedians, writers, and television personalities - and in doing so critically reflects upon different forms of Australian fame and the media platforms and practices that sustain them. Authors in this volume engage directly with pertinent issues relating to gender and sexuality, including celebrity feminism and the generative capacity of feminist rage; normative femininity and its instability; hegemonic masculinities; and queerness and its (in)visibility. Contributors also intervene in a number of ongoing debates in media and cultural studies more broadly, including those around the politics and affordances of digital media; whiteness and Australia's colonial histories; celebrity labour; and methodologies for celebrity studies. This timely collection urges scholars of celebrity to attend further both to the gendered nature of celebrity culture and to local conditions of production and consumption. This book will be of key interest to researchers and graduate students in cultural studies, television and film studies, digital media studies, critical race and whiteness studies, gender and sexuality studies, and literary studies"--

AbstractDrought has always had a historical presence in 'rural' Australia and is predicted to intensify in frequency and duration due to climate change. We argue here that the creeping havoc drought visits upon humans, animals and ecosystems in an Australian context is a form of 'slow violence' . Such harm and hardship are often obscured because they are more challenging to conceptualise and symbolise than sudden, spectacle‐creating disasters. Furthermore, in Australia, it is often obscured because of discursive prioritising of 'urban' centres. We resist the 'invisibility' of this form of slow violence, applying the concept of slow violence in combination with intersectionality and a relational mode of interviewing to analyse data from 27 interviews undertaken across 3 years with a range of women in drought‐declared regions of South‐West Queensland, Australia. We centre the voices of Aboriginal women as leaders in this space, as well as settler women who are often overlooked in the settler narrative of working the land. In doing so, we interrogate external constructions of 'the rural' and bring recognition to stories and knowledges of women who live with its daily and yearly impacts.

International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system constraints, resource limitations and negative attitudes. Our concern is the intersectional and compounding effect of being a disabled refugee in Sub-Saharan Africa. Disabled refugees have been invisible in policy and service provision, reliable data is very limited, and there has been little research into their experiences of educational inclusion and exclusion. This article makes the case for research to address this gap. Three country contexts (South Africa, Zimbabwe and Uganda) are presented to illustrate the multi-layered barriers and challenges to realizing the rights for disabled refugees in educational policy and practice. These three countries host refugees who have fled civil unrest and military conflict, economic collapse and natural disaster, and all have signed the United Nations Convention on the Rights of Persons with Disabilities. None has available and reliable data about the numbers of disabled refugees, and there is no published research about their access to education. Arguing for an inclusive and intersectional approach and for the importance of place and history, we illustrate the complexity of the challenge. This complexity demands conceptual resources that account for several iterative and mutually constituting factors that may enable or constrain access to education. These include legislation and policy, bureaucracy and resource capacity, schools and educational institutions, and community beliefs and attitudes. We conclude with a call for accurate data to inform policy and enable monitoring and evaluation. We advocate for the realization of the right to education for disabled refugee students and progress towards the realization of quality inclusive education for all.