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Lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ)+ (rainbow) young people are more likely to volunteer and join activist groups than other young people, and many engage in rainbow activism. Though activism stems from the desire to make the world a better place, it can have negative consequences for people's well-being, particularly for minority groups, because activism related to personal issues is more likely to cause burnout. In this article we identify the characteristics of InsideOUT Koaro, a rainbow activist group that responded to this risk and set in place a culture of care to support members' well-being. This work draws on data from collaborative research with 14 young volunteers and staff within the organization. The group's culture of care was founded in the values of care, empathy, respect, and responsiveness to the Aotearoa/New Zealand context. Inclusion, acceptance, and community were actively fostered to create a microcosm of the group's vision for broader society. The organization's structures and systems are theorized in this article with ethics of care principles and the concept of prefigurative praxis.

For adolescent schoolgirls in Cambodia, remaining in school entails negotiating social expectations of the dutiful, domestic-bound daughter and personal desires for educational attainment, independence, and empowerment. Dominant discourses of girlhood in Cambodia construct girls as weak, ignorant, and quiet, and confine girls' possibilities to future wife, mother, and homemaker; whilst enabling discourses promote girls' rights to education and participation in society. Drawing on empirical research using visual and textual data collection methods, we explore how 43 secondary schoolgirls from two state-run coeducational schools negotiated the discursive constraints of Cambodian girlhood. We argue that when schoolgirls challenge discourses of female submissiveness, they redefine Cambodian girlhood in ways that extend schoolgirls' possibilities for action. We examine the complexities of schoolgirls' subjectivities in relation to dominant discourses of 'masculine' strength and domestic-bound females, and deficit discourses attributed to uneducated (out-of-school) girls.

For postgraduate students and early career academics, the pressure to publish can be acute because gaining, and keeping, an academic job depends on producing publishable writing. As these pressures affect more scholars globally, there is increased demand for innovative pedagogies to support writers' development. In this study, students from a 'writing for publication' course identified a collective editing pedagogy as innovative and effective. In Vygotsky's terms, the process of collectively editing while viewing the consequences on a big screen, provided opportunities for students to observe each other's mental processes as they articulated and externalised their thinking to clarify meaning. The public and collective nature of the pedagogy is examined from students' perspectives, gathered primarily via interviews. Key principles and practices are identified to inform adaptation of the pedagogy for other sociocultural contexts. The collective editing pedagogy supports postgraduates and early career staff in the challenging task of crafting publishable writing.

Activist groups in ethnographic research re-negotiated our Ethics Committee's expected order of securing consent before data collection, demonstrating the importance of researchers taking time to build relationships first. Although the Ethics Committee expected us to obtain group consent, the literature provides little guidance on how to do this. We developed a Memorandum of Understanding to summarize what forms of participant observation each group agreed to and how we would reciprocate. In this article, we (re)conceptualize consent, using analogies to consent in social contract theory and sexual relations to offer a critical perspective on what constitutes consent. We argue that taking time to build relationships "before" expecting research participants to consent and replacing informed consent with a negotiated agreement is a more ethical approach. We advocate for Ethics Committees to expand the meaning of 'informed consent' and review its timing, especially for ethnographic research with groups.

The overlapping academic fields of geographies of youth and youth studies are defined by what counts as 'youth', but how important are age categories to maintaining their boundaries? Descriptions of infractions at the border act as provocations for examining how the normalisation of ages and stages such as 'youth' constitute chrononormativities that are implicitly 'westernised' and culturally blind. I curate conceptual resources for disrupting chrononormativity and narrow ways of thinking about generation and intergenerational responsibilities to make the case for why this matters in climate‐altered worlds. I make two separate but related interventions. First, I critique how youth scholars and youth journals currently conceive of 'youth' drawing on Indigenous scholarship. I then demonstrate why this matters by challenging the pervasive discourse that climate change is a recent problem for 'younger generations' to solve. The research reviewed here charts a useful path forward for geographers and other scholars to resist and reconfigure youth/adult dualities and broader chrononormativities, building on scholarship stipulating the necessity of intergenerational dialogue, justice, and solidarity in climate activism that is also informed by decolonial theories and principles. [ABSTRACT FROM AUTHOR]

Educationalists lament the resilience of the so-called 'boy crisis', despite research that demonstrates only some boys are in crisis, as well as some girls. The boy crisis in New Zealand shows no sign of abating, partly due to popular rhetorical literature in the form of parenting advice books. In particular, authors Celia Lashlie and Nigel Latta have garnered a strong following among parents and educators. In this article we argue their texts not only continue to inflame the boy crisis, they are harmful in the ways they inform narrow 'de facto' education policies and practices focused on boys. Our analysis of "He'll be ok" and "Mothers raising sons" found each author privileged particular combinations of classic rhetorical strategies with discourses of essentialist masculinity and mother blame to position their parenting advice as common sense. Our critique highlights the vital importance of examining intersections between parenting advice books and education.

We argue that Garrett and Segall's concepts of "doing school" and "pushing back" are valuable tools for analysing pre-service teachers' political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall's conceptualization by hybridizing "doing school" and "pushing back" in order to move beyond a simplistic celebration of student resistance, which often overlooks forms of resistance that are compliant with the status quo, in this case the neoliberal status quo. We analyse participants' political views as they emerged in a debate about charter schools in New Zealand. Garrett and Segall's concepts, in conjunction with poststructuralist theories of subjectivity, are deployed as analytical tools for understanding the complexity of students' political subjectivities in a debate conducted on a Facebook page set up for that purpose.

With continuing pressure to publish or perish, interventions such as writing groups are increasingly part of the academic landscape. In this paper, we discuss our writing group's experiment with collaborative writing, which came unstuck as simmering concerns led to a mutiny within the group. The mutiny provided insights into tensions that are inevitably present in writing groups and collaborative writing exercises but are seldom written about. We explore these tensions via a collaborative autoethnography, drawing on published literature on writing groups and collaborative writing. The mutiny revealed three key dynamics. Experienced voices can have an important role to play but these voices need to be moderated so that other voices might be recognised and valued. Pleasure and productivity are two necessary components for sustaining writing groups and writing collaborations. Finally, hierarchies in the academic context are inescapable but they can be renegotiated so that more enabling power relations can be generated.

The "coming of age" films "Bend it like Beckham," "Whale Rider" and "Harry Potter" feature distinctive narratives about girlhood and boyhood that provide a perspective on the changing historical and political context of gendered identity construction in the new millennium. The early 2000s represented a particular moment in thinking about the possibilities, risks and threats of gender relations in Western countries. This was overwhelmingly represented by a discourse of crisis and loss in relation to boyhood and a discourse of hope in relation to girlhood. These films reflect the tensions and contradictory readings of the new cultural politics of gender in the early 2000s, drawing on many of the discourses present in academic discussions about young people's gendered identities. We show how an analysis of "coming of age" films offers a lens for examining the cultural politics of gender and education, and for reflecting on social change and the perceptions and anxieties that this brings.

Peer learning models in pre-service teacher education are in the early stages of implementation. In this article, we evaluated a pilot Peer-Assisted Study Sessions (PASS) program that supplemented a course for pre-service teachers at one New Zealand university. PASS participants discussed experiences of the program, revealing tensions between what students and facilitators felt should happen in PASS, and how they acted differently. We explained these tensions by considering how social and cognitive congruence operated between students and facilitators. The majority of our peer facilitators were pre-service teachers, suggesting these intersecting roles offered important considerations for reciprocity in near-peer relationships, and joint negotiations of roles and responsibilities. We conclude this article with implications for future training of PASS facilitators, including those training as teachers.

This article, based on narrative inquiry, explores how academics with/out formal leadership positions experience and understand themselves as leaders in their everyday working contexts. A single case of a fixed-term academic was chosen to illustrate how different analytical lenses -- "plot analysis" and "discourse analysis" -- can unpack the complexities of experience associated with non-positional leadership, a topic scarcely represented in studies of leadership in higher education. Two interdependent plots -- the heroic plot and the victimised plot -- were found to recur throughout the participant's narrative. These plots signified the conflictual dynamics and the unique subjectivity in which this person made sense of himself as a leader. The analytical lens was then shifted to pay greater attention to the ways in which broader networks of discourses were at play within this participant's narrative. Using discourse analysis, the discourses of autonomy and masculinity, among others, were present in constituting the unique subject positions the participant took up. The article concludes with a summary of methodological contributions this study offers to the field of leadership in higher education. (Contains 5 notes.)

This paper explores the concepts of vocational imagination and labour market literacy, arguing that these are important elements in the crafting of effective education-employment linkages. Evidence of truncated understandings of both is found in the talk of 93 young New Zealanders in transition from secondary school to their post-school lives. We argue that development of labour market literacy and vocational imagination requires that young people crafting career pathways are able to work on identity formation, to discover and develop their abilities, and to recognize relevant opportunities and constraints, all within an infrastructure that allows clear career pathways to be mapped. Changes in New Zealand's economic and educational landscape, together with forms of career education that are ill-matched for this developing landscape, have inhibited such an approach and so contributed to the truncation observed. We suggest that this analysis points to ways of enabling young people to make links between education and employment more effectively. (Contains 3 notes.)

Writing is the foundation of academic practice, yet academic writing is seldom explicitly taught. As a result many beginning (and experienced) academics struggle with writing and the difficult emotions, particularly the self-doubt, that writing stirs up. Yet it need not be like this. In this paper, strategies are discussed for attending to the emotions of writing, and developing writing know-how and a stronger sense of identity as a writer. It is argued that addressing all three aspects of writing--emotions, know-how and identity--helps demystify the academic writing process and helps novices on their journey to becoming academic writers. (Contains 8 notes and 4 tables.)

This paper explores the use of an "anti-CV" (anti-Curriculum Vitae), or identity portfolio, as a data collection instrument in research with young people. We analyse four visually based anti-CVs created by participants in a project on youth transitions, exploring their use of symbolism and space to show how these young people reworked public narratives in their crafting of identity at the child-adult border. We use Gillian Rose's framework from 2001 for the analysis of visual material to interpret the portfolios in terms of the context of their production, their content and the audience for their performance. We argue that the anti-CV offered a more participant-led research process than the standard interview, but at the same time led to methodological and ethical complexities: respectively, concerning the significance of the research team as audience for the anti-CVs, and the intrusion into participants' lives that photographs in these portfolios offered. (Contains 4 figures and 6 notes.)

In research with young people about their experiences of rural and urban environments, the authors were struck by how participants in their rural case study used fiction to explain their experiences. The participants' use of fiction lead the authors to an additional rich vein of empirical material and analysis not foreseen at the beginning of the research. The authors outline the young people's use of fiction to frame their understanding of stereotyping and note the benefits of assembling a critical reading of fiction within the project. The authors conclude by revisiting the usefulness of fiction as a frame for young people's meaning making and as a source of empirical material in its own right. At the same time, they highlight the benefits of a qualitative research design that allows space for serendipitous trajectories of the collection and analysis of empirical material to evolve. (Contains 6 notes.)

Dominant conceptions of the world infuse educational experiences for young people in implicit rather than explicit ways--through becoming, as Stuart Hall argues, "the horizon of the taken-for-granted". In this article we explore these horizons as experienced by New Zealand's neo-liberal generation, currently "in transition" from high school to further education, training and/or employment. As in Britain, further education has become a taken-for-granted feature of post-school horizons for young New Zealanders but it is not a meaningful destination for all of them. The 93 young New Zealanders in our study have grown up during a period of intensive neo-liberal reform, the speed and scope of which were unprecedented in Western economies. We interviewed these young people in their last year of high school and again once they were well embarked on their post-school lives. We explore how the landscapes of choice of these young people have been restructured in neo-liberal times: for some, the influences of parents, teachers, schools, universities and educational policy have come together to construct apparently wide-open horizons in which university is a taken-for-granted destination. For others, however, these influences have remained subject to assumptions about "race" and class that have a long history in New Zealand and the result has been a narrowing of future possibilities for participants. In all cases, we are concerned to explore the costs that are borne by these young people in this new environment. (Contains 9 notes.)

Young New Zealanders currently in transition to post-school lives have grown up during a period of intensive neoliberal reform, the speed and scope of which was unprecedented in Western economies. The authors explore how New Zealand's neoliberal generation craft their identities in the transition years, making sense of their educational and employment experiences and choices in the context of neoliberal discourses. The transition talk of these young people is imbued with neoliberal rationality, mediated through two key discourses in particular: those of the knowledge economy and the cultural economy. It is argued that these individuals are not passive recipients of neoliberal rationality but are involved in actively crafting their identities, making use of the resources that neoliberal and other discourses provide, within the discursive and material constraints that their environments allow. (Contains 1 figure and 4 notes.)

New Zealand's rapid emergence as a late-modern, neo-liberal society following 1984 led to a transformation in the institutional infrastructure for youth transitions from school to post-school worlds. Our research focuses on the ways that young people born after 1984 craft identities in transition. We investigate their perspectives on transition in their last year of school, and the processes by which they make choices about post-school destinations. In particular, we examine the extent to which the transitions they negotiate are shaped by the institutional infrastructure for transition established by policy. Expecting some degree of mismatch between the complexities of participants' lives and the linear transition process implicit in policy, we found instead a combination of traditional assumptions (that transition would be a straightforward, linear process) and late-modern assumptions (about the construction of elective biographies through active choice). These combined to produce a particular perception of risk among participants. (Contains 4 notes.)

In this article, we report on a study in which 39 final-year students at two New Zealand high schools were interviewed about their adoption of alternative subject positions in relation to the prevailing norm of alcohol consumption. There were four ways in which participants in our study constituted themselves as non-drinkers in relation to this norm: (1) by constituting legitimate alternative subject positions such as "sporty" and "healthy" or by complying with other norms defined by participants' cultural and/or religious practices; (2) by constructing alternative leisure identities; (3) by reconstituting the norm of alcohol consumption as abject, as a way of legitimating their non-drinking subject position; and (4) by "passing" as a drinker in social spaces where alcohol was being consumed. We show how participants used these processes in constituting opposition to the norm of alcohol consumption. We conclude with some suggestions about how these theoretical insights might be put to practical use. (Contains 4 notes.)

Many fieldtrips are designed so that students might have direct experience of "the landscape" and/or "the people". But as Scott (1992) warns, experience of "the real world" is never transparent and unmediated. It is with this central idea in mind that the author (re)examines the epistemology of two human geography fieldtrips that concerned recent migrants to New Zealand in order to show how they trade on a logocentric essentializing epistemology. Scott's (1992) critique of experience forms the central theoretical framework of the article. The author draws on this framework to review the geographic education literature concerning the role of experience; to describe the pedagogical intentions of the lecturers running the two human geography fieldtrips; to analyse data from interviews with students conducted some months after the fieldtrips had taken place; and to claim that a logocentric essentializing epistemology is evident in the design and effects of the fieldtrips and that this is flawed theoretically, practically and ethically.

This paper examines the perspectives of secondary school students and staff about the extent to which young people's health rights are catered for at school. The United Nations Convention on the Rights of the Child and the concept of Health-Promoting Schools encourage the provision of healthy school environments. A postal survey of secondary schools in New Zealand elicited responses from 821 Year 11 (15-16 year olds) students and 438 staff in 107 schools. Most students and staff reported that sources of health advice were available at their schools, but only a minority of students saw these sources as accessible or trustworthy. In every area of health promotion, students saw information and advice as less accessible than staff did. Most staff and students identified mental health problems such as depression as a source of concern in schools, but only a quarter of students (compared to half of staff) thought that this topic was covered during classtime. Students in lower-income schools reported the school environment as slightly less healthy than did students in high-income schools. The paper concludes that schools and policy makers should seek the voices and opinions of young people in order to improve effectiveness in catering for health rights. (Contains 4 tables and 1 figure.)

Challenges representations of rural communities as inclusive, closer to nature, and therefore ideal places for youth to grow up and of urban areas as alienating and distanced from nature. Presents findings from rural and urban case studies focusing on young people's experiences of public space. Examines how youth describe the sites where they "hang out" and experiences of inclusion and exclusion at these sites. (Author/KB)

Reports data from a nationwide survey of New Zealand high school students and staff that examined their attitudes toward lesbian/gay/bisexual students. Most respondents perceived that lesbian/gay/bisexual students were not safe at school and that these students experienced subtle and extreme forms of intimidation. However, many students and staff did not accept denigrating attitudes toward this group. (SM)

Considers the context of internationalism for the enhancement of fieldwork practices. Discusses whether fieldcourses are valuable experiences. Addresses specific issues affecting internationalisation of fieldcourses, such as financial considerations, sharing courses (staff and resources), overseas fieldtrips and expeditions, safety, and student involvement in fieldcourses. (CMK)