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This paper evaluates the potential efficacy of using life writing to address mental health disparities and to promote health and well-being among young LGBTIQA+ persons. It examines the potential benefits of young LGBTIQA+ people engaging with life writing including memoir, autobiography, creative nonfiction, journaling and digital storytelling. These benefits include exploring identity and making sense of one's experiences, unifying and empowering marginalised communities, providing people with agency, illuminating common experiences, and facilitating the exchange of resources and support. It evaluates current developments in literacy and English education and identifies an increasing trend towards neo-liberalism and economic discourses, potentially at the expense of providing opportunities for young people to develop creativity and engage in self-exploration. It discusses the author's experiences in running life writing workshops with groups of LGBTIQA+ young people and offers suggestions on how to run similar workshops in educational and wider community settings, including possible prompts, modes of working and debriefing the participants. Overall, the findings suggest that life writing can be used to improve the health and well-being of LGBTIQA+ young people; however, the paper concludes that this sort of intervention needs to be run respectfully, strategically and with full awareness of how sensitive and traumatic the content may be that can emerge for young people. For this reason, the paper presents guidelines and recommendations to provide structure and support.

International findings indicate that there is a gap in the literacy performance of school-aged males and females, which has led to a focus on how to address this issue. Research suggests that an individual's literacy outcomes can be improved by regular recreational book reading, and therefore increasing frequency of engagement in this practice is seen as beneficial. However, the strategies and solutions employed to foster greater engagement in reading tend to subscribe to a problematic theoretical root. Essentialist conceptions of gender often frame educational and policy responses to this gender gap. Amongst other notions, males have been constructed as uniformly preferring non-fiction. This paper draws on previously unpublished data from the 2015 "International Study of Avid Book Readers" and the 2016 "Western Australian Study in Children's Book Reading" to examine the reading preferences of males. Male respondents in both studies displayed no marked preference for non-fiction, and males were more likely to prefer to exclusively read fiction than non-fiction. As essentialism requires homogeneity due to its biological basis, this paper ultimately challenges the legitimacy of using an essentialist framework to generate knowledge about how to best encourage males to read, exploring the risks inherent in this practice.

As a documentary educator and practitioner in Australia, 'truth' is an area of concern for both my students and I in undertaking the risky capturing and the representation of the lives of others. Documentaries are deceptively difficult to make, especially for the novice, and most especially when considering hybrid non-fiction genre forms. The questions my students pose often centre on how much can they blend reality in the 'post truth' moment, and what are the practical and ethical challenges of doing so? This paper urges teachers and makers alike to refer to established documentarians who investigate at truthful depictions that often transcend the didactic recitation of facts. Citing the examples of Conjuring the Rolling Thunder Revue: A Bob Dylan Story (directed by Martin Scorsese, 2019) and The Rehearsal (created by and starring Nathan Fielder, 2022), I present a pragmatic discussion as to how disruptive non-fiction form a pure triadic relationship between participants, audiences, and filmmakers, which necessarily involves the overlap of ethics and creativity. I refer to a recent student hybrid documentary film Bustard Head (directed by Lucy Lakshman, 2021) as an example outcome of this pedagogically oriented approach. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author discusses articles in the issue including non-fiction preference of males, approach to change of the Catholic Education Office Melbourne in Victoria, and changes on the role of teachers and readers according to the Post-Dartmouth curricular changes.

The article reviews the book "Australien: Realität - Klischee - Vision/Australia: Reality - Stereotype - Vision" edited by Henriette von Holleuffer and Adi Wimmer.

Since the 1970s, feminist scholars have undertaken important critical work on Australian women's writing of earlier eras, profiling and promoting their fiction. Less attention has been afforded to the popular non-fiction produced by Australian women writers and, in particular, to that produced before the Second World War. Yet this writing is important for several reasons. First, the non-fiction writing of Australian women was voluminous and popular with readers. Second, this popular work critically engaged with a tumultuous political, social and moral landscape in which, as women's rights were increasingly realized through legislation, the subjectivity of women themselves was fluid and contested. Third, as many of these women were also, or principally, fiction writers, their non-fiction can be shown to have informed and influenced many of their fictional interests, themes and characters. Lastly, and critically, popular non-fiction publication helped to financially sustain many of these writers. In proposing a conceptual framework informed by the work of Pierre Bourdieu to analyse examples of this body of work, this article not only suggests that important connections exist between popular and mainstream non-fiction works – newspaper and magazine articles, essays, pamphlets and speeches – and the fictional publications of Australian women writers of the early twentieth century but also suggests that these connections may represent an Australian literary habitus where writing across genre, form and audience was a professional approach that built and sustained literary careers. [ABSTRACT FROM AUTHOR]

Reviews the journal "Prometheus," published by the Center for International Research on Communication and Information Technologies, Australia.