ORCID Profile
0000-0002-3631-7291
Current Organisations
University of Melbourne
,
Monash University
,
Monash University - Caulfield Campus
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Publisher: Informa UK Limited
Date: 11-03-2017
Publisher: SAGE Publications
Date: 13-11-2015
Abstract: The use of information technologies by young people is commonly understood to be a separate, often risky, activity and a distinct form of sociality. Challenging the dominant understanding, this article applies Haraway’s cyborg theory to explore how Facebook-mediated relationships are interconnected with material relationships and daily social life. Young people’s perspectives are privileged through 40 face-to-face interviews in two rural Victorian towns. The cyborg metaphor highlights the fluid melding of various conceptual dualisms altered in the overlap between the virtual environs of Facebook and the material, everyday lives of the young participants, analysed here using the cyborg metaphor. In this sense, Facebook can be best understood as an in idualised extension of young people’s broader social lives, part of a larger suite of information technologies, social media and other mediated sociality that is interconnected with materially based, face-to-face interactions.
Publisher: Monash University
Date: 2023
DOI: 10.26180/20448213
Publisher: Informa UK Limited
Date: 04-05-2015
Publisher: Elsevier BV
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 20-05-2023
DOI: 10.1007/S13384-023-00633-9
Abstract: A multitude of educational programs attempt to facilitate young people’s engagement with ideas and practices of active citizenship. For young Aboriginal and Torres Strait Islander or Indigenous people in Australia, such interventions are often subject to complex experiences of senses of belonging and non-belonging. This paper responds to calls from researchers to develop better understandings of young Indigenous people’s own senses and practices of belonging and to better understand the ways in which these perspectives and practices are spatially influenced at the level of local communities, ‘country’ and cultural groupings, and within larger state, national or transnational settings. Their testimonies illustrate the tensions that young Indigenous people must navigate in a settler colony that has never truly recognised Indigenous sovereignty but show that sovereignty remains intact. Focus groups were conducted with 58 young Indigenous people in Melbourne and regional Victoria who were participating in an Indigenous youth leadership program designed to foster formal and informal active citizenship practices, and to nurture a strong, affirming sense of Indigenous identity. The testimonies of these participants provide valuable insights into educational sites as spaces in which young people experience a spectrum of weak to strong senses of belonging. They also provide insights into the possibilities of engaging the challenges faced by many young Indigenous people in educational settings, challenges that include race discordance and exclusion, deficit discourses and gaps and distances in educational practice. They highlight the need to recognise the aspirations of young Indigenous people and the capacities of colonial education systems to meet them, and the imperative to celebrate young Indigenous identities in meaningful, non-tokenistic ways.
Publisher: MDPI AG
Date: 20-02-2023
DOI: 10.3390/YOUTH3010020
Abstract: The policy orientations of advanced neoliberal democracies situate young people as rational actors who are responsible for their own career outcomes. While career scholars have been critical of how this routinely ignores the unequal effects of structural constraints on personal agency, they have long suggested that young people should have access to the best available ‘roadmaps’ and advice to navigate the uncertainties baked into the contemporary economic landscape. Complementing the significant attention that is given to the (potentially emancipatory) experience of formal careers guidance, we present findings from a multi-method study. We explore young Australians’ (aged 15–24) navigation of careers information through a nationally representative survey (n = 1103), focus groups with 90 participants and an analysis of 15,227 social media comments. We suggest that the variety of formal and informal sources pursued and accessed by young people forms a relational ‘ecology’. This relationality is twofold. First, information is often sequential, and engagements with one source can inform the experience or pursuit of another. Second, navigation of the ecology is marked by a high level of intersubjectivity through interpersonal support networks including peers, family and formal service provision. These insights trouble a widespread, but perhaps simplistic, reading of young people having largely internalised a neoliberal sensibility of ‘entrepreneurial selfhood’ in their active pursuit of a range of career advice. Throughout our analysis, we attend to the ways that engagement in the career information ecology is shaped by social inequalities, further underscoring challenges facing careers guidance and social justice goals.
Publisher: Informa UK Limited
Date: 03-07-2022
Publisher: Informa UK Limited
Date: 18-03-2021
Publisher: Wiley
Date: 28-07-2018
DOI: 10.1111/SORU.12170
Publisher: The Ohio State University Libraries
Date: 23-05-2013
Abstract: Understandings of disability and impairment among the general public influence how people without disability interact with those with disability.& nbsp This paper explored how disability and impairment are understood by young people living in six rural communities in southeast Australia, including the perspectives of those with and without a disability.& nbsp Of the 172 rural young people surveyed, 6% self-identified as having a disability, 7% were categorised as & lsquo at risk& rsquo of mental ill-health and almost half reported some type of impairment or health condition.& nbsp Using various measures, young people& rsquo s responses reflected key discourses of disability, including dimensions of impairment, social judgement and limited function, and a blending of the medical and social models.& nbsp These same young people separated the terms impairment and disability, embedding stigma in the latter.& nbsp The study concluded that these rural communities need to reconstruct understandings of disability so as to support young people with disability and/or impairment.& nbsp & nbsp
Publisher: Informa UK Limited
Date: 25-02-2022
Publisher: Monash University
Date: 2023
DOI: 10.26180/19719532
Publisher: Wiley
Date: 07-2014
DOI: 10.5694/MJA13.11329
Abstract: To determine whether a short-term placement of metropolitan medical students in a rural environment can improve their knowledge of, and change their attitudes to, rural health issues. Medical students taking part in the March and May 2013 3-week Rural Health Modules (RHMs) were invited to participate in focus groups and complete questionnaires before undertaking the RHM, after a 2-day rural orientation and at the end of the RHM. Students were asked to comment on a range of issues affecting rural health care including their attitude to pursuing a rural career. Focus group transcripts were thematically analysed and questionnaire data were statistically analysed. The RHM is a 3-week program designed and run by the University of Melbourne's Rural Health Academic Centre. Responses to questionnaire items from before and after completing the RHM, scored on a seven-point Likert scale. 69 of the 101 RHM students took part in this study. The focus groups identified five main themes in rural health care: access teamwork, models of care and generalist practice overlapping relationships indigenous health and working in a rural career. In all five areas, a change was seen in the depth of knowledge students had about these issues and in the students' attitudes towards rural health care. The questionnaires also showed a significant shift in the students' appreciation of, and positivity towards, rural health issues. Undertaking a 3-week RHM changed students' perceptions of rural health and significantly improved their knowledge of issues facing rural health practitioners and patients.
Publisher: Wiley
Date: 26-01-2014
DOI: 10.1111/AJR.12078
Abstract: To propose a model of mentoring suitable for rural and remote health professionals. Given the rural and remote health workforce shortage, mentoring is proposed as a workforce retention strategy. Mentoring literature was reviewed aspects of mentoring highlighted in the literature were considered to ascertain their suitability for rural and remote health professionals. A total of 39 mentoring papers were reviewed to outline key factors in mentoring rural and remote health professionals. Using this literature, key ways that rural and remote practice enhance or are barriers to mentoring were identified. From this, a model for mentoring rural and remote health practitioners, students and academics was developed. Four models of mentoring were identified: the cloning, nurturing, friendship and apprenticeship models. The apprenticeship model was identified as suitable for students, the nurturing model as suited to new health professionals to rural and remote settings and the friendship model for senior practitioners/academics. Factors more likely to enable mentoring in rural and remote settings were identified as feelings of obligation by senior practitioners, strong relationships between staff, blurred work/social boundaries, lack of hierarchy, inter-professional practice and technology. The barriers identified included workloads, access to mentors, fee-for-service system for some practitioners, conflicts which could jeopardise working and business relationships, and feelings of being judged. A model of mentoring for rural and remote health professionals was presented. Given the potential to strengthen and increase the rural and remote health workforce, trialling such a model is worthwhile and evaluation would identify its impact.
Publisher: SAGE Publications
Date: 31-05-2020
Abstract: This paper investigates young people living in a regional Australian town and explores the ways that they negotiate place-making using mobile media. Australia has been characterised as a country of vast distances, and young people living in rural and regional areas are at the centre of narratives that position digital technologies as enablers or disruptors. This paper puts such deterministic discourses aside to focus on the ways place is made by young people living outside the city according to their own perspectives and experiences. Focus groups with 62 participants aged 16–28 years pointed to many of those in-the-background place-making practices and signalled the near seamless way that making places was simultaneously done online as well as in material, face-to-face contexts. The forms of place made by the young people of this study comprised a range of elasticised neighbourhoods and public spaces that were materially anchored, though extended digitally through territorially embedded socialities and shared locational information. Regional geographies retained their meaning, though traditional constraints could be renegotiated to reflect youthful relationships with local place.
Publisher: University of Otago Library
Date: 04-08-2017
No related grants have been discovered for Catherine Waite.