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Despite the massive global scale of gender-based violence, little attention has been given to its significance in mediating student-victim-survivors' experiences of higher education. We draw on and extend recent feminist theorizations of trauma as 'durational' to consider the significance of gender-based violence as a society-wide problem yet also integral to higher education equity initiatives, where the enduring impacts of gender-based violence for student-survivors is usually absent as an area of concern. In this article we draw on interview data from a qualitative study which explored how university student-victim-survivors of gender-based violence experienced participating in higher education. Participants challenges relating to lasting stress and anxiety, an undermined sense of capability, and difficulties meeting deadlines and academic expectations. These findings show the broader problem of gender-based violence should be viewed as a significant equity issue requiring an expanded approach to current higher education violence prevention efforts (Bacon [2022]. "The Intersubjective Responsibility of Durational Trauma: Contributions of Bergson and Levinas to the Philosophy of Trauma." Continental Philosophy Review 55 (2): 159-175. doi:10.1007/s11007-021-09556-7).

‘The future’ is a key object of concern in youth studies and sociology more generally. With the recent rise of the financialisation of everyday life and the consumption of credit, young people’s futures are concomitantly financialised. Our research with young people in Australia discussing their experiences of debt and their financial practices shows how these navigations have implications for how they imagine their own futures. Drawing upon Sianne Ngai’s theorisation of ‘ugly feelings’ and Lauren Berlant’s concept of cruel optimism, we propose the term ‘indebtpending’ to conceptualise how financialisation processes affect and mediate young people’s orientations towards the future. Indebtpending includes ‘in debt’, ‘independence’ and ‘pending’ as elements that work together to create an array of temporal-related feelings towards how aspirations and life plans may play out, some of which feel like aspects of ‘adulthood’ are being foreclosed. Indebtpending is therefore an affective state of youthful imagining where being in debt is a necessity of late capitalism. [ABSTRACT FROM AUTHOR]

Are there certain shared feelings that orient contemporary feminists? And what does it mean to feel like a feminist now, at a time when digital networks and media culture significantly shape the conditions for what feminism 'is' (Banet-Weiser 2018)? This paper considers how digital culture, as a crucial but potentially disorienting site of feminist encounter and contestation, may reshape norms of feminist feeling, and what feminist feeling is used to do. Feminists have long understood feeling as an 'orienting device' (Ahmed 2006). in the question of how subjects come to know the world and situate themselves in it. Feminism itself has been associated with a 'willfulness' creating dissident subjectivities moving against the grain of prevailing patriarchal gender norms. Following Ahmed's queer phenomenology where feeling is theorized as an 'orientation' towards objects, this paper considers how the affective infrastructures and dynamics of digital culture orient and draw boundaries for feminists along particular lines. We explore self-identifying feminists' accounts of learning, interaction and deliberation as feminists within digital environments, suggesting that what it means to be feminist is significantly determined by what it means to feel feminist. While digital culture makes feminism more 'accessible' to many, we suggest that the commercialized architectures and rhythms of digital culture complicate and intensify the politics of emotion connected to differences and histories of power relations within feminism. [ABSTRACT FROM AUTHOR]

Young people form the primary target demographic of new 'buy now pay later' (BNPL) and digital credit services. Despite consistent data showing young people as a cohort are particularly vulnerable to unsustainable levels of indebtedness, little is known about how young people define and make sense of the experience of being in debt through consumer credit services. This paper explores how indebtedness is experienced and understood in relation to wellbeing through a qualitative study using interviews alongside arts-based participatory methods of bodymapping and sandboxing with 24 young people in the Hunter region of NSW, Australia. These methods enabled particular attention to the embodied and affective elements related to the experience of indebtedness to understand debt's significance for wellbeing for young people. The embodied and affective registers of indebtedness are integral for understanding the conditions informing how wellbeing is negotiated and felt in this context. This study considers the role of BNPL services in young people's economic lives as part of broader processes of financialisation, and the significance of extended and ubiquitous forms of credit for young people's wellbeing. [ABSTRACT FROM AUTHOR]

This article presents the findings of an interview and digital methods-based study of young Australian hospitality workers who lost work in the wake of the pandemic. In so doing it focuses on the relationship between one's present-day material conditions and their capacity to form plans for the future, and the role of planning in young people's future thinking. The article argues that the impact of the pandemic on the participants' plans can be best understood not through analysis of their orientations to planning, but through consideration of the degree to which their present-day circumstances brought them further away from the desired futures that they had been planning. Indeed, some of the participants who found themselves in states of deprivation identified that their plans remained unchanged, while others who were little affected in an immediate, material sense experienced it as a crisis or as a catalyst for re-evaluation. By identifying the relationship between present-day conditions and future plans for our participants, we ultimately contend that understanding planning as a form of practice through which one's present is connected to their desired future allows for insight into how young people prioritise and address goals in various spheres of life. [ABSTRACT FROM AUTHOR]

The development of gendered identities during early childhood and youth occurs in a context of "body culture" and the hyper-visibility of "perfect" bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by "new materialist" feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.

This article reports on an innovative pedagogical approach within the "Learning Partnerships" program in which school students help to "teach the teachers" within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students' engagement and wellbeing. The article draws on data collected from 125 students (aged 13-16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student--teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a "third space" for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing.

Objective: Participatory learning strategies are integral to the effectiveness of school-based health education programmes; however, use of such methods is not the norm in teaching. The omission of participatory learning strategies is a common form of programme breakdown leading to erosion of positive learning and behavioural outcomes. Based on a survey of 75 Australian high school health education teachers, the study's objective is to examine teachers' perspectives on the factors that influence their use of participatory learning strategies. Results: Whilst it is often presumed that training is the most significant factor, this study found that teachers identify understanding the educational rationale for the approach, student engagement, confidence in class control, and having positive relationships with the students, along with practicalities such as having time to adequately prepare a class, as the most significant influences on their pedagogical choices. Conclusion: The study concludes that a better understanding of the reasons why teachers make particular choices in their delivery of programmes gives valuable insight into what teachers need in order to support uptake or maintenance of such approaches. This understanding may in turn contribute to health education programmes being delivered with a higher fidelity and better outcomes for students.

This article contributes to sociological and new materialist efforts to reorient and reimagine qualitative methodologies. I explore the more-than-human and more-than-representational potentials of one traditional humanist qualitative method, photovoice and its 'affordances' when the epistemologies and ontologies underpinning what images 'can do' are opened up. I extend the work of Higgins (2014; 2016) and others who have 'recalibrated' visual methods to argue that photovoice has the potential to be an aleatory methodological practice which connects to efforts to mobilise ethics of encounter in feminist new materialist research. I draw on two empirical examples from a study which used photovoice as a key tool to explore young people's embodiment and wellbeing as emergent traces, formed through entangled processes and relations, rather than inherent properties of human bodies and subjects. The article explores what photovoice 'can do' and how it may be useful in contributing to sociological efforts to generate new answers to old questions through attending to the ways structures and material inequalities are themselves produced through the situated and affective practices and embodiments of everyday life. [ABSTRACT FROM AUTHOR]

This article discusses research which explored the impact of the Learning Partnerships program on young people's attitudes to help-seeking. The Learning Partnerships program brings classes of high school students into universities to teach pre-service teachers and doctors how to communicate effectively with adolescents about sensitive issues such as bullying, sex, drugs and mental health. The research aimed to contribute to growing knowledge about the barriers which discourage young people from seeking help from teachers and doctors and whether they may be shifted or addressed through the pedagogical approach used in Learning Partnerships. Focus groups and surveys with young people found Learning Partnerships workshops had a significant positive impact on the way in which high school students appraised the possibility that teachers and doctors could be a useful source of help. Students said workshops gave them a greater understanding and trust of both doctors and teachers, and as a result were more likely to seek help for problems affecting their own or their friend's mental, sexual or physical health. These findings have implications for the methodologies that may be useful in further addressing the barriers to help-seeking.