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Although multiculturalism replaced the White Australia Policy in the 1970s, the Australian nation continues to be imagined predominantly as a White space from which Aborigines, Torres Strait Islanders and peoples of non-White immigrant heritage are excluded. Whereas White people's positioning as Australian is secure and taken for granted, non-White people's Australianness is fraught and tentative. In this article, I employ critical whiteness studies to explore the reproduction of racialised categories of national belonging and exclusion. Using textbooks as records of dominant narratives, I examine how Australian history narratives in secondary school textbooks produce and maintain the White solipsism which enables the nation to be imagined as White. From a sample of 16 texts released this century by a leading Australian publisher of secondary school textbooks, I excluded 10 which duplicated the content of other texts or did not cover my chosen focus: narratives of the Australia gold rushes and national identity. I conducted iterative critical discourse analysis on the remaining six texts. My analysis shows that, despite explicit attempts to improve textbook content, implicitly White solipsism is reinforced rather than disrupted. This functions to uphold constructions of the nation as White, excluding Aborigines, Torres Strait Islanders and peoples of non-White immigrant heritage from national belonging. Further work is needed to ensure history narratives interrupt and contest White solipsism and its attendant privileging of White Australians. Educators raised in White societies need to recognise their likely enculturation in White solipsism and learn to avoid unintentionally reinscribing categories of national belonging and exclusion.

It is now well‐established that science, technology, engineering, mathematics, and medicine (STEMM) institutions globally should invest in building diverse and inclusive workforces. However, women of color remain underrepresented in STEMM in Australia and their organizational experiences are under‐researched. To address this gap, we used a qualitative approach to explore the complex intersections of race/ethnicity and gender that may contribute to women's underrepresentation in Australian STEMM. Primary data encompassed interviews with 30 self‐identified women of color working in academia, industry, and government STEMM organizations. We drew on intersectionality theory to explore participants' experiences of their working environments and grounded theory in our analysis. This article focuses on an understudied area related to the maintenance of white male power in STEMM and everyday experiences of "in/visibility"—the paradoxical space of invisibility and hypervisibility that women of color occupy within STEMM fields. For example, various features of women of color's identities, such as physical appearance, cultural background, accent, and name, led to participants feeling "different" and hypervisible in STEMM workplaces in Australia, in which the stereotype of a white male scientist predominates. Women also felt hypervisible as race/gender tokens when they were expected to do the diversity work of the institution. In contrast, participants felt invisible when they were professionally and socially excluded from networking events, such as after‐work drinks. Women of color's experiences of having to work much harder than white colleagues to gain recognition of their organizational value also contributed to feelings of invisibility. The study findings provide deep insight into Australian STEMM cultures by foregrounding how in/visibility shows up in the experiences of women of color. This study builds on our understanding of women's STEMM careers as inextricably linked to intersectional features of social identity and white masculine power dynamics in organizations and society more broadly. We conclude by advocating for a more nuanced understanding of "women in STEMM" in Australia (e.g., via more sophisticated data collection and analysis) to ensure that national policies and initiatives benefit all women. [ABSTRACT FROM AUTHOR]

The purpose of this study was to establish a set of normative data (growth curve and centiles) for the Infant Monitor of vocal Production (IMP) using a representative population of infants with typically developing hearing. A linear mixed effect model and regression was used to derive 'stage-for-age' trajectory and growth centiles from the standard sequence of IMP assessment scores of 85 infants with normal hearing (age range 3-13 months). A significant linear relationship was demonstrated between IMP scores and infant age (p < .001). No significant relationship was found between IMP scores and gender, mono/bilingual language environment, singleton/sibling status, maternal education, or maternal work status. Inter-rater reliability and correlation for agreement was strong (0.94). These findings show that IMP assessment depicts the vocal development of infants with normal hearing as an hierarchical relationship between the complexity of infant vocal productions and infant age. Normative gains in vocal competency (-1SD/+1SD) approximated one IMP question per month of age from an infant's baseline level of IMP achievement.

Cultural safety education entails the pedagogical strategy of taking students on a journey of discovery. This requires sustained openness to uncertainty, which can present myriad challenges for students and teachers. Learning about cultural safety is enabled when respectful, productive relationships characterise classrooms. In this paper, we report on the collaborative, reflective observations made by a group of university educators. We discuss educators' efforts to facilitate positive relatedness in online classrooms compared with their experiences in shared physical space (SPS) classrooms. We found that online environments enable and constrain relational possibilities in ways that differ from SPS classrooms and which escalate educators' emotional labour. Our findings highlight the significant role material/technological affordances of learning and teaching environments play in shaping relational possibilities. We argue that considering how the proximate materials and technologies in classrooms mediate relationship-building and connection needs to be factored into curriculum design and teaching practice. We propose drawing on culturally responsive pedagogies at the outset of cultural safety education design across SPS and online environments to prioritise relationship-building in ways that both enable students' learning and support educators' emotional labour. [ABSTRACT FROM AUTHOR]

The Infant Monitor of vocal Production (IMP) was conceived as an educational strategy to help parents understand the nature and pace of their baby's vocal development following neonatal diagnosis and amplification for hearing loss. The potential for other clinical applications emerged with use. The instrument presents as a series of parent-professional conversations that scaffold parent observation and evaluation of their baby's vocal development across the first 12 months of natural hearing ability/early device-aided hearing experience. A graphic representation of IMP results illustrates for parents and professionals the timeliness (or otherwise) of a baby's advancement through a hierarchy of vocal behaviours that demonstrate the emergence and integrity of an infant's audition-production loop--the mechanism whereby acuity of hearing guides nascent vocal productions to progressively "mirror" the acoustic features of accessible speech. A pilot study showed that the IMP quantified typical infant vocal development as a function of chronological age/normal hearing experience (birth to 12 months). Further, it demonstrated that the instrument was sensitive to individual differences in rate of vocal development for infants, from birth to 12 months of device-assisted hearing age.

In 2021, surfing and skateboarding are scheduled to join mountain-biking as Olympic sports for the first time, a classification that comes with requirements related to sex/gender equity. Yet, these sports, and action sports generally, continue to be male dominated as questions of performance and risk are framed around boys, men, and masculinities. This qualitative study explored the facilitators of 27 Australian girls' participation in surfing, mountain biking and skateboarding. This article focuses on the value of paternal co-participation, which was notable in interviews with girls who surf or mountain bike. In particular, we examine the complexity of the role and influence of fathers in girls' participation. Reflecting their position in action sports, men often shape how girls access these sports and develop their skills. This points to the importance of men and fathers in facilitating girls' participation in action sports, and possibly broader physical activity behaviours. However, we argue that merely facilitating their daughters' participation without addressing the experiences of women without male 'patrons' in action sports reinscribes male dominance rather than improving gender equity. This study contributes to established work that aims to inform policies and strategies to encourage greater participation of girls and women in action sports. [ABSTRACT FROM AUTHOR]

Although multiculturalism replaced the White Australia Policy in the 1970s, the Australian nation continues to be imagined predominantly as a White space from which Aborigines, Torres Strait Islanders and peoples of non‐White immigrant heritage are excluded. Whereas White people's positioning as Australian is secure and taken for granted, non‐White people's Australianness is fraught and tentative. In this article, I employ critical whiteness studies to explore the reproduction of racialised categories of national belonging and exclusion. Using textbooks as records of dominant narratives, I examine how Australian history narratives in secondary school textbooks produce and maintain the White solipsism which enables the nation to be imagined as White. From a sample of 16 texts released this century by a leading Australian publisher of secondary school textbooks, I excluded 10 which duplicated the content of other texts or did not cover my chosen focus: narratives of the Australia gold rushes and national identity. I conducted iterative critical discourse analysis on the remaining six texts. My analysis shows that, despite explicit attempts to improve textbook content, implicitly White solipsism is reinforced rather than disrupted. This functions to uphold constructions of the nation as White, excluding Aborigines, Torres Strait Islanders and peoples of non‐White immigrant heritage from national belonging. Further work is needed to ensure history narratives interrupt and contest White solipsism and its attendant privileging of White Australians. Educators raised in White societies need to recognise their likely enculturation in White solipsism and learn to avoid unintentionally reinscribing categories of national belonging and exclusion. [ABSTRACT FROM AUTHOR]

This article explores how gender interacts with race, ethnicity, and/or culture to structure the microaggressions experienced by visibly and culturally diverse women in Australian science, technology, engineering, mathematics, and medical (STEMM) organisations. Our aim is to disrupt the normative erasure of race from the workplace diversity context by focusing on these women’s experiences. We conducted 30 semi-structured interviews with women in academia, industry, and government who self-identify as women of colour or as culturally diverse. We use an intersectional lens to show that the challenges experienced by visibly and culturally diverse women cannot simply be subsumed under gender. Rather, race and gender intersect to create overlapping and interdependent systems of discrimination and disadvantage. These issues are largely unintelligible in STEMM fields as science is positioned as gender- and race-neutral. Consequently, despite their devastating impact, racial microaggressions may be invisible to members of the dominant racial group—those most likely to be the peers and managers of visibly and culturally diverse women. White managers and peers can act as allies to women of colour in STEMM by respecting and amplifying their concerns. Learning to recognise and confront racial microaggressions can help make science workplaces more inclusive of all scientists. [ABSTRACT FROM AUTHOR]

This paper examines discursive change in Australia from 1950 to 2010 through the lens of critical whiteness studies. Using textbooks as records of dominant narratives, I evaluate discourses of whiteness and Aboriginality in Australian history textbooks over this period of substantial social change. I show that overt discourses of white exceptionalism and Aboriginal deficiency are only present in the earliest decades of my sample. However, these discourses persist in later decades in 'polite' forms, maintaining the racial status quo while enabling whites to be positioned favourably. I argue that discursive change only becomes embedded in textbooks if it bolsters the status of whites, evidencing Bell's thesis of interest-convergence. [ABSTRACT FROM AUTHOR]