Families and relationships are important social domains in which the circumstances of lesbian, gay and bisexual (LGB) people often differ from those of heterosexual people. Gaining a better understanding of the family experiences of Australian LGB populations has important implications for developing our knowledge about the changing demography and dynamics of Australian family life, as well as informing policy, practice, and public debate. This paper reports the findings of a review of empirical scholarship on the family experiences and outcomes of Australian LGB people published between 2000 and 2016, including academic publications and grey literature. The search yielded 99 outputs concerned with union formation, intimate partner relationships, pathways to and experiences of parenthood, child wellbeing, 'coming out', relationships with family-of-origin, social networks and support, and access to family services. There was wide coverage and a marked increase in LGB family scholarship over time, and a predominance of qualitative over quantitative studies. We identified several areas in which further Australian evidence is needed, including union dissolution, child adoption, relationships with extended family, and interactions with institutions providing family services. Australian scholarship would also benefit from leveraging new panel datasets and probability samples, considering intersectionality, and contributing to cross-national comparative studies.
Despite offerings at most universities, development studies in Australia does not have a professional body nor an academic association to prescribe core skills and standards, or to facilitate discussions about curriculum requirements and core competencies of graduates. This article analyses postgraduate coursework programmes focused on international and/or community development at 10 universities in Australia. It examines the faculty or school in which the programme is located, the core competencies the programmes aim to instil in graduates and how each programme is framed. In particular, it examines which skills have been defined as core requirements in line with the new Australian Qualifications Framework. The research found that, across Australia, development studies alternatively focuses students on critical thinking and understanding the history of ‘development’ or on teaching the practical skills (such as project and finance management) needed as development workers. We argue that the discipline needs to think more about core competencies and engage more actively in attempts to decolonise development studies teaching.
This article argues for the importance of defining poverty from the perspective of those who experience poverty. How poverty is defined and operationalised is critical to policy and academic debates, as this is intertwined with explanations, causes, and possible solutions. Yet current definitions are typically provided by the ‘non-poor’. What we lack is knowledge of whether these definitions of the concept are similar to or different from those understood and conceptualised by those experiencing poverty. Australian poverty research has typically relied on panel data, administrative data, or surveys to construct and define ‘poverty’. We propose that Australian poverty scholars embrace phenomenology as a way to highlight the voices of those experiencing poverty.
This article responds to Pauwels' assertion that visual research is no longer the (nearly) exclusive domain of camera-based visual materials and methods. The authors argue that, in certain contexts, objects can provide appropriate and valid visual research materials in their own right. The article begins by examining the institutionalized parameters for visual research established by this journal (Visual Communication), Visual Studies and the International Visual Sociology Association. Next, a careful review of the contemporary literature reveals that objects are already recognized as legitimate visual research materials, albeit discreetly. After describing an exploratory research process that integrated participatory mapping and 3D model-building activities, the authors discuss the potential of purpose-made objects as a distinctive type of visual material. The article concludes by encouraging the acceptance of visual research that looks beyond images.
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