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The contemporary #MeToo moment has led to renewed concern about issues of masculinity and gender justice. This moment provides a strong warrant for critically analyzing different programmes for boys and men in relation to their capacity for gender transformation. This paper presents three such programmes located in Victoria (Australia) as case studies (1) an Activist Programme, (2) a Sports Programme, and (3) a Rites Programme. The paper highlights some of the possibilities and contentions for each programme in relation to their capacities for gender transformation through comparative analysis. The paper draws attention to the complexity and diversity of 'promising approaches' for effectively engaging boys and men in respectful masculinities.

This paper reports on data from interviews conducted with parents of high school-aged teens as part of a study which was aimed at better understanding the gendered dimensions of youth sexting and social media use, and the community responses to it. Here, we outline the findings on parents' key concerns around digital and social media, their perceptions of the gendered dynamics of youth self-imaging practices, and their attitudes towards sexting and potentially "sexualized" self-images. Echoing other research in this area, parents were not overly concerned about sexting, nor sexual image-sharing or sexual media use among teens. Rather, their key concerns were more generally about the intensities and pressures of constant contact with peers in the digital era. They did, however, articulate key gender differences and socialization processes around youth self-imaging practices. We discuss the gendered cultural "attunements to sexualization" that parents negotiate in relation to social media image-sharing practices and suggest that the perspectives and experiences described can be understood as part of a broader cultural "psychologization", and often psycho-pathologizing, of youth self-images in digitally networked intimate publics that is particularly intense around the vectors of gender and sexuality. [ABSTRACT FROM AUTHOR]

Addressing the gendered dimensions of family violence is central to preventing violence against women (PVAW). What is seen as more important for Indigenous PVAW programmes, however, is situating gender-based violence within the broader context of colonial violence. In this paper, the significance of this focus is highlighted through a case study of a healing and behavioural change programmefor young Indigenous men within Victoria (Australia). Drawing on the voices of two leading facilitators, the paper examines how this program recognizes and responds to the ongoing impacts of colonisation on the lives of its young Indigenous male participants. It details the significance of safe relations and spaces as requisite for healing the trauma of young Indigenous Australian men towards addressing their perpetuation of gender-based and other forms of violence. [ABSTRACT FROM AUTHOR]

Increased attention to gendered violence has led to a burgeoning of different community-based programmes designed to support men and boys to adopt more inclusive and respectful masculinities. Accompanying this attention has been a proliferation of guidance materials to support facilitators to critically reflect on their identities and practice to enact their work in gender just ways. In this paper, we explore issues of reflexivity, ethics and accountability in how facilitators work with men and boys. Through three facilitator stories, we consider processes of reflexivity in relation to facilitators: 1) recognizing their intersectional selves, 2) acknowledging and learning from prejudice, and 3) bringing an ethics of openness and vulnerability to their work. We argue that these areas of reflexivity are central to gender transformative facilitation. [ABSTRACT FROM AUTHOR]

Addressing respect, gender equity and gender-based violence in schools has a long history. Renewed government efforts to address gender-based violence in schools through a whole school approach have commenced under the umbrella 'respectful relationships education'. The research presented in this paper is nestled within a larger project aimed to evaluate the implementation and impact of a whole school approach to respectful relationships education across two Australian states (Our Watch, forthcoming). The purpose of this paper is to examine the effects of a six-month respectful relationships education program on the gender awareness and bias of early primary school students. Using a single group pre-post test research design, students from two primary schools in Australia completed a survey before (n = 202) and after (n = 217) completion of a respectful relationships education pilot program. A modified version of the Children's Occupation, Activities, and Traits-Attitudes Measure (COAT-AM; Liben and Bigler, 2002) and the Children's Occupation, Activities, and Traits-Personal Measure (COAT-PM; Liben and Bigler, 2002) were used to assess students' views about gender. After the pilot, boys and girls were significantly less likely to consider stereotypically masculine occupations and activities as only for boys and stereotypically feminine occupations and activities as only for girls. Results indicate that ongoing respectful relationships education could be an effective way to disrupt gender stereotyping in early primary school students. [ABSTRACT FROM AUTHOR]

The article discusses the effort doctor Jimmy Bennett in the examination of the cause of a life-threatening birth defect. It relates the story of pregnant woman named Jane whose baby was born with congenital diaphragmatic hernia (CDH). It highlights the genome sequencing used by Bennett in the identification of genetic disorders.