The School Strike for Climate campaign led to public discussion about children’s political participation. Children are generally excluded from formal political systems, however this campaign challenges mainstream attitudes that children are not sufficiently competent to participate in politics. This paper presents an analysis of Australian mainstream media representations of adult responses to the School Strike for Climate events held in Australia in March 2019. When analysed against theories of childhood, two primary narratives are reflected in what adults said about children’s participation in the campaign. Anticipatory narratives focus on children appropriately developing into adults, and are represented by the notion that strikers should be in school, be punished for missing school, and are ‘just kids’ who should not be listened to. Protectionist narratives seek to shelter children from adult matters, suggesting strikers were brainwashed and raising welfare concerns. Neither of these narratives regard children as citizens capable of political voice, despite these children acting prefiguratively to create a world in which their civic participation is valued. Social movement theories of prefiguration are also explored in this paper, providing a counter argument to suggestions that children have no political agency and should be excluded from activism and discussions regarding climate change.

as the heart of data literacy: an exploration of pre-service teachers' data literacy practices in a teaching performance assessment. Asia-Pacific Journal of Teacher Education, . (In Press

Bourdieu’s theory of practice is a useful tool to understand people’s everyday behaviours, dispositions and habits. However, this theory struggles to explain how some people diverge from the social norms that structure their habitus. This article proposes an extension of Bourdieu’s theory of practice by incorporating Freire’s conscientisation, that is, a theory of how individuals develop a critically conscious awareness through engagement with the world around them. Here, we use young people’s engagement in activism as a case study to show how these two theories can work together. We analysed previous youth activism research articles to explore how the theory of practice and conscientisation can explain the representations made of young people’s activism. Combining the two theories allows an explanation of how and why the young people in the studies that we reviewed took pathways of alternative actions from within their habitus. We argue that by adding Freire’s conscientisation to Bourdieu’s theory of practice, young people’s activism can be understood as the development of a generational radical habitus.

a novel coronavirus was detected in Wuhan, China. In the following weeks the disease later called COVID-19 rapidly spread through the community and around the world. The World Health Organization (WHO) declared a Public Health Emergency of Global Concern on 30 January 2020, and by 11 March were characterising the outbreak as a pandemic. 1 In Australia, governments implemented various measures to restrict the spread, including 'social distancing' measures such as limiting gatherings, shutting non-essential businesses, schools and universities and closing borders. Aboriginal and Torres Strait Islander people over 50 years of age were warned they were particularly vulnerable. There was a quick and firm response from Aboriginal and Torres Strait Islander organisations and health services. Within days of the March pandemic declaration, regional bodies such as the Northern Land Council (NLC) in the Northern Territory (NT) and Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in South Australia (SA) suspended non-essential permits for travel into Aboriginal communities. 2,3 The peak body representing Aboriginal community-controlled health services, the National Aboriginal Community Controlled Health Organisation (NACCHO), called on the Federal Government to put into place a range of measures to protect communities, including restricting travel into remote communities. 4 NACCHO representatives, leaders from Aboriginal and Torres Strait Islander health councils and services, medical experts, and federal, state and territory government representatives, including from the National Indigenous Australians Agency, formed the Federal Government's 'Aboriginal and Torres Strait Islander Advisory Group on COVID-19' to develop a national 'Management Plan for Aboriginal and Torres Strait Islander populations' to inform the health response. 5In response to calls from NACCHO and others, Federal Health Minister Greg Hunt with support from the Minister for Indigenous Australians, Ken Wyatt, used his expanded powers to make a new Determination under Subsection 477(1) of the Biosecurity Act 2015 (Cth). The 'Emergency Requirements for Remote Communities' Determination (henceforth, the Determination) came into effect on 26 March. 6 The Determination required people to remain outside designated remote communities in Queensland (QLD), Western Australia (WA), SA and the NT unless they had been 'isolated from the general community' (in technical terms, quarantined) for 14 days. There were exceptions for staff conducting essential activities such as healthcare, food production and mining, as well as certain officials and Australian Defence Force personnel. 7 Communities, land councils and state governments worked together to assist Aboriginal people to return to their homelands as these new measures came into force, with the Federal Government allocating

This paper takes us into the Writing Borderlands, an ambiguous in-between space borrowed from Anzaldúa's concept of Borderlands, where we as PhD students are in a constant state of transition. We argue that theorising from a decolonial position consists of not merely using concepts around coloniality/decoloniality, but also putting its core ideas into practice in the ‘doing’ aspect of research. The writing is a major part of this doing. We enact epistemic disobedience by challenging taken-for-granted conventions of what ‘proper’ academic writing looks like. Writing from a universal standpoint — the type of writing prescribed in theses formats, positivist research methods and ‘proper’ academic writing — has been instrumental in promoting the zero-point epistemologies that prevail through Northern artefacts of knowledge. In other words, we write to de-link from the epistemological assumption of a neutral and detached observational location from which the world is interpreted. In this paper, we discuss the journey we take as PhD students as we attempt to delink and decolonise our writing. Traversing the landscape of the Writing Borderlands, different features arise and fall. Along the way, we come across forks in the road between academic training and the new way we imagine writing decolonially.