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The marketisation of schools has emerged as a defining feature of the education landscape. While the role of principals and lead teachers in carrying out marketing work was investigated in the late 1990s, there has been scant evidence of how the people and practices of marketing in schools have evolved into the twenty-first century. Expanding on existing literature on educational marketing practices in schools, and through in-depth interviews with a unique sample of school marketers, this study explores the emergence of the school marketing professional. The interviews reveal the diverse backgrounds and experiences of these individuals, the transfer of their business skills into schools and the tensions in professional boundaries with educators who traditionally performed school marketing activities. Ultimately, the study furthers insights into the co-existence of educational and managerial agendas in the schools market.

This paper builds on feminist elaborations of Bernstein's code theory to engage in a series of thought experiments with interview data produced during a co-inquiry design-based research intervention project. It presents three accounts of thinking/writing with data. Our purpose in presenting three different accounts of interview data is to demonstrate the relation between theory and empirical data. In the first two accounts, interview data are interpreted and performed through the lens of theory. By contrast, in the third account attention is paid to the ways in which care is practised not only in terms of policy enactment, but also research enactment. Empirical data are not moulded to fit generalisable theoretical frameworks. Rather, empirical data push back on theoretical concepts in a collaborative thought experiment.

This paper examines representations of rural lesbian lives in three young adult novels. The novels analysed are "Beauty of the broken" by Tawni Waters (2014), Julie Anne Peters (2005) "Pretend you love me", and "Forgive me if you've heard this one before" by Karelia Stetz-Waters (2014). The first of the novels by Waters (2014. "Beauty of the broken". New York, NY: Simon Pulse) presents a very negative portrait of rural life for queer youth. Its message is that the only positive queer life is one that is lived in the urban. In contrast, the texts by Peters (2005. "Pretend you love me". New York, NY: Little Brown) and Stetz-Waters (2014. "Forgive me if you've heard this one before". Portland, OR: Ooligan Press) present rural spaces as potentially both inclusive and exclusive for queer youth. These novels also demonstrate that urban spaces can be equally problematic for queer youth. While we do not discount that Waters (2014. "Beauty of the broken". New York, NY: Simon Pulse) description of rural life may be the experience of some queer youth, we argue that the novels by Peters (2005. "Pretend you love me". New York, NY: Little Brown) and Stetz-Waters (2014. "Forgive me if you've heard this one before". Portland, OR: Ooligan Press) offer a more nuanced and complicated notion of place and its relationship to non-normative sexual subjectivities.

The majority of the still limited literature on education in non-metropolitan areas adopts an understanding of rurality as a fixed and known geographic entity. This paper departs from such a functionalist perspective to explore how rurality is constructed in a programme for at-risk teenagers in remote Australia. Drawing on a range of texts about the programme, including a documentary series entitled "Outback Kids," we examine how the rural space is imagined as simultaneously therapeutic and disciplining and therefore appropriate for troubled youth. Alongside this discussion we map the way in which other qualities and values associated with bifurcated definitions of the rural as a place of tradition and authenticity, and the urban as a place of disorder and pretence, are engaged in the texts to endorse the programme and its practices.

This paper is concerned with the rise of 'the boot camp' as a means of addressing "the problem of troubled youth" in contemporary industrialised nations such as Australia and the UK. Drawing on a corpus of publicly available material including press releases and policy documents, media reports, and programme websites, the paper explores the legitimating discourses surrounding boot camps and suggests that they are a symptom of what Giroux [2011. "Youth in the Suspect Society and the Politics of Disposability." "Power Play: A Journal of Educational Justice" 3 (1): 3-21] calls the "punishing state." Such discourses work to construct young people as an escalating and uncontrollable problem, to frame this problem as individual rather than structural, and to suggest that state responses to problematic youth have been inadequate. Furthermore, we suggest, as the rationale for these boot camps indicate, that within this "punishing state," the militarisation of schooling is deemed to be an appropriate solution to this problem.

The way in which private schools use rhetoric in their communications offers important insights into how these organizational sites persuade audiences and leverage marketplace advantage in the context of contemporary educational platforms. Through systemic analysis of rhetorical strategies employed in 65 "elite" school prospectuses in Australia, this paper contributes to understandings of the ways schools' communications draw on broader cultural politics in order to shape meanings and interactions among organizational actors. We identify six strategies consistently used by schools to this end: identification, juxtapositioning, bolstering or self-promotion, partial reporting, self-expansion, and reframing or reversal. We argue that, in the context of marketization and privatization discourses in twenty-first-century western education, these strategies attempt to subvert potentially threatening discourses, in the process actively reproducing broader economic and social privilege and inequalities. (Contains 2 tables.)

In recent years, a "cultural turn" in the study of class has resulted in a rich body of work detailing the ways in which class advantage and disadvantage are emotionally inscribed and embodied in educational settings. To date, however, much of this literature has focused on the urban sphere. In order to address this gap in the literature, this paper focuses on the affective evaluations made by teachers employed in rural and remote Australian schools of students' families, bodies, expectations and practices. The central argument is that moral ascriptions of class by the teachers are powerfully shaped by dominant socio-cultural constructions of rurality that equate "the rural" with agriculture. (Contains 3 notes.)

This paper has two interrelated aims. The first is to contribute to knowledge about rurality, gender and Indigeneity. This is undertaken by the first author, Bebe Ramzan, an Indigenous woman living in the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands. Bebe shows similarities across rural and remote areas in Australia and details her knowledge and experience of home, rurality, rural communities, land and gender. The second aim of the paper is to examine issues surrounding the involvement of academic white women in Indigenous research. Writing from the position of feminist white women Barbara Pini and Lia Bryant reflect on theories of whiteness as cultural practice and in this paper contest representations of rurality in rural studies as white. (Contains 1 figure.)

The interrelationship between gender and class in rural spaces has received little attention. While rural scholars have focused on the implications for class from processes of gentrification and agricultural and rural restructuring, these analyses have remained largely ungendered. Similarly, feminist rural studies have rarely explored subjectivity as gendered and classed. This paper contributes to rural theories of class and gender by drawing on the work of contemporary feminist class theorists to explore class as gendered and inscribed through personal memory, community narrative and through everyday values and interactions associated with work, leisure and family. To explore intersections of gender, class and rurality, the article draws on data from interviews from two separate Australian studies of farming families. Narratives highlighted the ambiguity of class, the gendered and classed nature of voluntary organisations in rural spaces, and moral values and signifiers associated with what it is to be a "good" farmer and a "good" community member. The data indicate how values of moral worth are gendered and classed and inscribed on farming women and men. This qualitative examination of gender and class in rural spaces draws attention to class as being more than a ranking on an occupational scale, property ownership or degrees of engagement in consumption. Rather, it reveals class as emotionally inscribed in ways that are gendered, economic and moral, and represented through symbolic signifiers and cultural narratives.

Over the past decade rural social scientists have demonstrated significant interest in documenting the new forms of governance emerging in rural and regional areas. However, little attention has been given to examining the gendered aspects of these new arrangements. This paper takes up the issue of gender and governance in rural areas by reporting on the establishment, membership and practices of a new governing organisation in a local government area in a small rural township in Australia. Men hold almost all positions on the 19-member board of this institution charged with facilitating development in the shire. This is not surprising, given women's exclusion from the male-dominated networks from which appointees are selected. While this numerical dominance is important, it is not just the presence of men's bodies that is of concern to this paper. Also of interest is the way in which hegemonic discourses of masculinity are privileged by board members. This includes an emphasis on competition, entrepreneurialism, and aggression, and a focus on economic concerns over and above social issues. In conclusion, there may be a lot that is "new" in the governance of contemporary Western rural nations, but what is not is that these forms of governance are gendered, just as the traditional state has always been, in a way that excludes women and feminine subjectivities.

This paper uses a study of women's participation in the Australian sugar industry to illustrate and critique the process and usefulness of reflexivity in rural research. I begin by situating the use of reflexivity within the feminist literature. Following this, I describe the way in which I used reflexivity to examine different identities I inhabited throughout the study. These identities were: "farmers' daughter", "Italian-Australian", "nice country girl" and "woman". The paper concludes with a brief reflexive examination of some of the challenges I face in taking up a new identity-that of "academic feminist" in rural sociology.