Helen Cahill
Datos Biográficos
| ID | 6247883 |
|---|---|
| NOMBRE | Helen Cahill |
| NOMBRES | Helen |
| APELLIDO | Cahill |
| FIRMA | CAHILL H |
| AFILIACIONES | The University of Melbourne |
| ORCID | 0000-0002-5395-8920 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAS | 35 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 5 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 3 |
Handbook of Children and Youth Studies
We are excited to present the second edition of the Springer Handbook on Children and Youth Studies featuring several new sections and updated chapters to offer an even more comprehensive introduction to the evolving fields of childhood and youth studies.Sections on Thinking About Children and Youth
Consent and literary education
Asking for a friend
A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries
Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses surv…
Youth Beyond the City
The purpose of this book is to situate the place beyond the city as an epistemological vantage point for researching youth. Existing frameworks about young people privilege large urban centres or ‘global cities’ and create forms of marginality that are at once spatial and epistemological. This book interrogates and moves beyond these boundaries, turning the margins into a unique position for understanding youth and examining forms of difference w…
The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education
The responsibility of knowledge
The use of psychometric tools to investigate the impact of school-based wellbeing programs raises a number of ethical issues around students’ rights, confidentiality and protection. Researchers have explicit ethical obligations to protect participants from potential psychological harms, but guidance is needed for effectively navigating disclosure of identifiable confidential information that indicates signs of psychological distress. Drawing on a…
Youth and the New Adulthood
Enhancing Social and Emotional Wellbeing of Aboriginal Boarding Students
Boarding schools can provide quality secondary education for Aboriginal students from remote Aboriginal Australian communities. However, transition into boarding school is commonly challenging for Aboriginal students as they need to negotiate unfamiliar cultural, social and learning environments whilst being separated from family and community support. Accordingly, it is critical for boarding schools to provide programs that enhance the social an…
Using metaphors to cross the divide between feminist theory and pedagogical design
Little has been written about how to bring feminist theory to pedagogical design, such that school students can engage with concepts such as power relations, governmentality, performativity, intersectionality, or affective assemblage. However, these concepts provide powerful thinking frames for activating insight into the shaping nature of gender norms. The challenge for the classroom teacher is fashion learning activities which will foster criti…
Triadic labour in teaching for the prevention of gender-based violence
In this paper, we use the Deleuzian notion of assemblage as an analytico-methodological framework to examine different types of ‘labour’ that teachers are called upon to perform when they implement a programme that teaches about gender-based violence. Drawing on interview data gathered from 129 teachers from primary and secondary schools in the Australian context, we trace the affective forces which interact to both drive and constrain teacher ac…
Evoking re-cognition through embodied enquiry
In this paper I analyse the influence of drama-based learning activities in an education encounter exploring an instance of gendered violence. I use data stories to chart the multiple material, social, and historical influences that emanated within a role-played act of violence by a father upon his daughter following her transgression of the standards of pre-marital sexual purity held within a strongly religious community. I call upon Butler’s ar…
From Life-course Expectations to Societal Concerns
Young adults’ use of individualized explanations for conditions that are structural in origin is well documented. However, recent scholarship has contended that young adults are often more aware of the macro-scale forces that shape their life chances than has previously been acknowledged. We build upon this work by drawing on findings from focus groups conducted with 19 Australian young adults aged 27–28 in which they were called upon to discuss …
Re-conceptualising youth participation
To date, various participation models have been proposed to assist those who want to involve young people in program design, delivery and evaluation. These models tend to classify participatory practices, and often use hierarchical structures which do not account well for the socio-cultural contexts in which participation takes place. In this paper, we draw upon scholarship in the fields of feminist, post-structural and critical theory, as well a…
Learning Bodies
Handbook of Children and Youth Studies
Handbook of Children and Youth Studies
Rejoinder to Dennis Gorman's critique of
Positioning, participation, and possibility
This article addresses one of the areas of global concern for Southern youth: HIV rates amongst young people from key communities. In the Asia-Pacific region 95% of all new infections occur amongst those under 25. Furthermore, in this region the nature of the epidemic is concentrated, chiefly affecting people from certain sub-groups such as those who inject drugs, sell sex, participate in male-to-male sex and people who are transgender. In this a…
Withholding the personal story
When applied theatre is used in service of a health promotion or rights agenda, particular responsibilities come into play. The artist must be able to articulate their theory of change and translate it into action. In this article, I trouble the borderline between an ethical and an exploitative use of story when working to provide opportunities for ‘youth voice’. I use a reflective practitioner method, working between theoretical argument and cas…
Preventing alcohol harm
The prevention access and risk taking in young people (Party) project protocol
ISRCTN16059206
Drug education in victorian schools (Devs)
Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12612000079842
Form and governance
Foucault's ‘technologies of the self’ provides a frame through which to review the way in which different drama conventions work to govern the knowledge of the self that can be represented through the drama. The ‘Learning Partnerships’ workshops provide the field site for the study. These workshops position high school drama students as coaches and key informants contributing to the education of pre-service teachers. Teachers and students partici…
Re-thinking the fiction–reality boundary
Drama is often used as a tool to investigate experience and to assist people to rehearse for change. Dramatic portrayals, however, can reinforce rather than challenge limiting stereotypes, and there is the potential for a positivist approach to research through drama to contribute to a pathologising of the subject and to limit the possibility of change. Assumptions are commonly made about the protective nature of the divide offered by the drama, …
Re-conceptualising youth participation
To date, various participation models have been proposed to assist those who want to involve young people in program design, delivery and evaluation. These models tend to classify participatory practices, and often use hierarchical structures which do not account well for the socio-cultural contexts in which participation takes place. In this paper, we draw upon scholarship in the fields of feminist, post-structural and critical theory, as well a…
Triadic labour in teaching for the prevention of gender-based violence
In this paper, we use the Deleuzian notion of assemblage as an analytico-methodological framework to examine different types of ‘labour’ that teachers are called upon to perform when they implement a programme that teaches about gender-based violence. Drawing on interview data gathered from 129 teachers from primary and secondary schools in the Australian context, we trace the affective forces which interact to both drive and constrain teacher ac…
From Life-course Expectations to Societal Concerns
Young adults’ use of individualized explanations for conditions that are structural in origin is well documented. However, recent scholarship has contended that young adults are often more aware of the macro-scale forces that shape their life chances than has previously been acknowledged. We build upon this work by drawing on findings from focus groups conducted with 19 Australian young adults aged 27–28 in which they were called upon to discuss …
Using metaphors to cross the divide between feminist theory and pedagogical design
Little has been written about how to bring feminist theory to pedagogical design, such that school students can engage with concepts such as power relations, governmentality, performativity, intersectionality, or affective assemblage. However, these concepts provide powerful thinking frames for activating insight into the shaping nature of gender norms. The challenge for the classroom teacher is fashion learning activities which will foster criti…
Consent and literary education
Positioning, participation, and possibility
This article addresses one of the areas of global concern for Southern youth: HIV rates amongst young people from key communities. In the Asia-Pacific region 95% of all new infections occur amongst those under 25. Furthermore, in this region the nature of the epidemic is concentrated, chiefly affecting people from certain sub-groups such as those who inject drugs, sell sex, participate in male-to-male sex and people who are transgender. In this a…
Re-thinking the fiction–reality boundary
Drama is often used as a tool to investigate experience and to assist people to rehearse for change. Dramatic portrayals, however, can reinforce rather than challenge limiting stereotypes, and there is the potential for a positivist approach to research through drama to contribute to a pathologising of the subject and to limit the possibility of change. Assumptions are commonly made about the protective nature of the divide offered by the drama, …
The prevention access and risk taking in young people (Party) project protocol
ISRCTN16059206
Drug education in victorian schools (Devs)
Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12612000079842
Form and governance
Foucault's ‘technologies of the self’ provides a frame through which to review the way in which different drama conventions work to govern the knowledge of the self that can be represented through the drama. The ‘Learning Partnerships’ workshops provide the field site for the study. These workshops position high school drama students as coaches and key informants contributing to the education of pre-service teachers. Teachers and students partici…
Withholding the personal story
When applied theatre is used in service of a health promotion or rights agenda, particular responsibilities come into play. The artist must be able to articulate their theory of change and translate it into action. In this article, I trouble the borderline between an ethical and an exploitative use of story when working to provide opportunities for ‘youth voice’. I use a reflective practitioner method, working between theoretical argument and cas…
Preventing alcohol harm
Handbook of Children and Youth Studies
Handbook of Children and Youth Studies
Rejoinder to Dennis Gorman's critique of
Positioning, participation, and possibility
This article addresses one of the areas of global concern for Southern youth: HIV rates amongst young people from key communities. In the Asia-Pacific region 95% of all new infections occur amongst those under 25. Furthermore, in this region the nature of the epidemic is concentrated, chiefly affecting people from certain sub-groups such as those who inject drugs, sell sex, participate in male-to-male sex and people who are transgender. In this a…
Learning Bodies
Re-conceptualising youth participation
To date, various participation models have been proposed to assist those who want to involve young people in program design, delivery and evaluation. These models tend to classify participatory practices, and often use hierarchical structures which do not account well for the socio-cultural contexts in which participation takes place. In this paper, we draw upon scholarship in the fields of feminist, post-structural and critical theory, as well a…
From Life-course Expectations to Societal Concerns
Young adults’ use of individualized explanations for conditions that are structural in origin is well documented. However, recent scholarship has contended that young adults are often more aware of the macro-scale forces that shape their life chances than has previously been acknowledged. We build upon this work by drawing on findings from focus groups conducted with 19 Australian young adults aged 27–28 in which they were called upon to discuss …
Youth and the New Adulthood
Enhancing Social and Emotional Wellbeing of Aboriginal Boarding Students
Boarding schools can provide quality secondary education for Aboriginal students from remote Aboriginal Australian communities. However, transition into boarding school is commonly challenging for Aboriginal students as they need to negotiate unfamiliar cultural, social and learning environments whilst being separated from family and community support. Accordingly, it is critical for boarding schools to provide programs that enhance the social an…
Using metaphors to cross the divide between feminist theory and pedagogical design
Little has been written about how to bring feminist theory to pedagogical design, such that school students can engage with concepts such as power relations, governmentality, performativity, intersectionality, or affective assemblage. However, these concepts provide powerful thinking frames for activating insight into the shaping nature of gender norms. The challenge for the classroom teacher is fashion learning activities which will foster criti…
Triadic labour in teaching for the prevention of gender-based violence
In this paper, we use the Deleuzian notion of assemblage as an analytico-methodological framework to examine different types of ‘labour’ that teachers are called upon to perform when they implement a programme that teaches about gender-based violence. Drawing on interview data gathered from 129 teachers from primary and secondary schools in the Australian context, we trace the affective forces which interact to both drive and constrain teacher ac…
Evoking re-cognition through embodied enquiry
In this paper I analyse the influence of drama-based learning activities in an education encounter exploring an instance of gendered violence. I use data stories to chart the multiple material, social, and historical influences that emanated within a role-played act of violence by a father upon his daughter following her transgression of the standards of pre-marital sexual purity held within a strongly religious community. I call upon Butler’s ar…
The responsibility of knowledge
The use of psychometric tools to investigate the impact of school-based wellbeing programs raises a number of ethical issues around students’ rights, confidentiality and protection. Researchers have explicit ethical obligations to protect participants from potential psychological harms, but guidance is needed for effectively navigating disclosure of identifiable confidential information that indicates signs of psychological distress. Drawing on a…
Youth Beyond the City
The purpose of this book is to situate the place beyond the city as an epistemological vantage point for researching youth. Existing frameworks about young people privilege large urban centres or ‘global cities’ and create forms of marginality that are at once spatial and epistemological. This book interrogates and moves beyond these boundaries, turning the margins into a unique position for understanding youth and examining forms of difference w…
The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education
Asking for a friend
A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries
Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses surv…
Handbook of Children and Youth Studies
We are excited to present the second edition of the Springer Handbook on Children and Youth Studies featuring several new sections and updated chapters to offer an even more comprehensive introduction to the evolving fields of childhood and youth studies.Sections on Thinking About Children and Youth
Consent and literary education
Psychology (19 obras) · Sociology (14 obras) · Medicine (12 obras) · Social Psychology (12 obras) · Political science (9 obras) · Gender Studies (8 obras) · Social Psychology (8 obras) · Children's Rights and Participation (7 obras) · Pedagogy (7 obras) · Computer Science (6 obras)