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Purpose – To provide classroom teachers with the rationale and methods necessary to grow the engagement of struggling readers.Design/methodology/approach – The chapter is organized as a series of mini case studies.Findings – Provides a comprehensive description of the methods/practices used with each student or group of students in order to encourage methodological replication.Research limitations/implications – This is not an exhaustive overview of engaging methods, but the case studies should be familiar to classroom teachers and reading specialists. The authors carefully explain how the methods were differentiated for each student or group of students. In addition, the methods are described in sufficient detail so as to ensure that readers can utilize the methods and/or practices with their struggling readers.Practical implications – The chapter advocates that classroom teachers and/or reading specialists carefully consider motivation when planning intervention. The crafted case studies illuminate how such planning and delivery might be implemented.Originality/value of chapter – In order for struggling readers to engage with text for purpose and pleasure, a responsive approach is necessary. Such an approach considers motivation as a critical competent of effective intervention.

The purpose of this paper is to make visible the relationship between accounting and stigma in the absence of accounting. This research examines how failure to implement mandatory accounting and auditing requirements in the management of indigenous wages contributed to stigmatisation of indigenous Australians and led to maladministration and unchecked financial fraud that continued for over 75 years. The accounting failures are by those charged with protecting the financial interests of the indigenous population.

An historical and qualitative approach has been used that draws upon archival and contemporary sources.

Prior research has examined the nexus between accounting mechanisms and stigma. This research suggests that the absence of accounting mechanisms can also contribute to stigma.

This research highlights the complex relationship between accounting and stigma, suggesting that it is simplistic to examine the nexus between accounting and stigma without considering the social forces in which stigmatisation occurs.

This research demonstrates decades of failed accounting have contributed to the ongoing social disadvantage of indigenous Australians. The presence of accounting mechanisms cannot eradicate the past, or fix the present, but can create an environment where financial abuse does not occur.

This research demonstrates that stigma can be exacerbated in the negative space created by failures or absence of accounting.

This research explores the historical nexus between accounting and gender to illuminate male hegemonies within accounting. It examines the nature of that hegemony at the boundary between the female domain of household and philanthropic activities and the male domain of business and finance.

A qualitative research approach is used for this historical research. The primary source was digitised newspapers from the National Library of Australia. Newspapers have been used in previous historical accounting research and are relevant in this instance because they provide the only surviving data about the All Nations’ Fair. Given that newspapers were published daily, the depth of coverage is not replicated by other archival sources, and at that time provided a strong community voice.

Women undertook the management of and accounting for the All Nations’ Fair, a philanthropic activity designed to rescue the Geelong Cricket and Football Club from its parlous financial position. Despite women undertaking the work, the management of and accounting for, the Fair was attributed to men. This reflects a gendered construction of accounting that overpowers the reality of who undertook the work.

This research demonstrates only a single example of women’s philanthropic accounting, so is not generalisable. It suggests however that male hegemonies have exerted and continue to exert power over women.

The value of this paper is that historical examples serve as a corrective to histories that have ignored women’s contribution to accounting, particularly in philanthropic activities. The relationship between women’s accounting and gender also has contemporary significance. Gendered disadvantage and subjugation to a dominant masculine hegemony remain recurring themes in accounting research because they continue to impact adversely on the experiences of many women in accounting.

The author reminisces about an experience in the 1950s that revealed a much earlier plan to set up a research centre with aims close to what later came to be called cybernetics. That plan was thwarted by economic considerations but the general approach found expression in the later work of Warren McCulloch and of a group around him, the latter first in Chicago and then in the Massachusetts Institute of Technology. This paper aims to discuss the attempt to set up this research centre.

The emphasis is on study of the brain and its modelling in mechanistic terms, and the limitations of various experimental techniques are discussed.

Despite much very good work and technical developments, the detailed working of the brain is still mysterious, and quite fundamental aspects are still debatable. The suggestion that the 1990s would be the “Decade of the brain” was premature.

Technical developments including scanning techniques, especially NMR, have aided the analysis of brain functioning and no doubt other developments will emerge. Modelling by methods of artificial intelligence is likely to be helpful, but must be seen as producing bold, and therefore tentative, hypotheses that workers should be ready to modify or abandon.

The trip to Orange, New Jersey has been described and discussed previously but not in such detail.

State and national standards compel teachers to introduce historical topics through multiple diverse texts, emphasizing the use of informational texts. Trade books allow teachers to meet these standards while also meeting the needs of diverse students. Primary sources serve as an additional curricular resource filling the gaps in information not covered by textbooks and trade books and allowing students to gain a more complete and accurate understanding of historical figures and events. Standards leave the selection and implementation of appropriate trade books, primary sources, and other curricular resources to the classroom teacher. In this research, I qualify and quantify how President Andrew Jackson, a very controversial historical figure, is portrayed in trade books. Misrepresentations within trade books concerning Jackson are reported and analyzed. Suggestions and a rationale for trade book and primary source selection and implementation in elementary, middle, and secondary school are addressed.

The main aim of this paper is to provide a living tribute of lived expert by experience and researcher Andrew Voyce.

Andrew provided the author with a list of names of people he might approach to write a tribute on his behalf.

The accounts describe the influence that Andrew has had both as an educator and as a trusted colleague for the people approached.

In many ways, the voices of people with mental health problems have been marginalised. Few mental health journals, with only some exceptions, encourage lived experience contributions.

The mental health agenda continues to be dominated by professional groups. The remarkable individuals who continually battle with serious mental illness are often lost in official discourses.

Despite the fact that the topic of mental health is now much more in the public domain, research tells us that the most effective anti-stigma strategy is contact with sufferers.

The archivist Dr Anna Sexton co-produced one of the few mental health archives that only featured people with lived experience. Andrew was one of the four people featured in it. This account “showcases” the work of this remarkable man.

The interview traces the early discussions in the context of disasters as developmental failures.

The transcript and video was developed in the context of a United Nations Office for Disaster Risk Reduction (UNDRR) project on the history of DRR.

The interview traces the development of disaster risk reduction discussions in different contexts such as “LA RED” network in Latin America.

The interview clearly highlights the need to not forget the early thoughts on vulnerability and disaster risk.

This paper aims to provide a profile of Andrew Voyce.

Andrew gives a short biography and is then interviewed by Jerome. Areas covered in the interview include the central role of Mrs Thatcher in closing down the old asylums, homelessness, education, benefits and digital art.

Andrew's recovery from long term mental health problems has seen him return to higher education. He failed to get his undergraduate degree, but decades later and with the encouragement of workers in the community, he completed both undergraduate and postgraduate studies. He talks of the negative impact of asylum care, especially the terrible side effect of akathisia, which resulted from the depot neuroleptic medication.

This paper shows a remarkable journey of recovery, from a life of being a “revolving door” patient, to homelessness, to re‐establishing an ordinary life in the community. The inmate's perspective is one that has largely been absent from narratives of asylum care.

Digital texts are increasingly widespread and research is needed on how students use digital texts, particularly in school-based classwork. The purpose of this study is to challenges persistent myths about young people’s affinity with digital tools by investigating the factors that condition or limit the ways students interact with and respond to digital web-based texts.

Two 12th grade English classes, 21 students in all, produced written responses to a digital text. Following a preliminary analysis of student writing, 7 students, representing diverse reading backgrounds, were interviewed. Content units were used as a unit of analysis for both interviews and written data. Following open coding, 14 initial codes were condensed into 3 categories, namely, routines, tools and beliefs.

This study suggests that for students to see digital textual resources as significant, they must be guided to engage with these features. Classroom routines, the tools used in teaching and learning reading and the beliefs students hold about their school-based reading can restrict student uptake of digital features of texts. Instruction must be adapted to include teaching on digital texts.

Students interact with digital texts daily, yet explicit teaching on reading digital texts presents particular demands. This study contributes to understanding the challenges faced by students and teachers when they grapple with texts in different forms.

The purpose of this chapter is twofold: to explore the difficulties and potential of turning to the perpetrator of sexual violence; and to track the affective economy of engaging with perpetrator accounts.

This chapter will consider one of the earliest feminist studies of incest, Sandra Butler’s (1978) Conspiracy of Silence: The Trauma of Incest, followed by an analysis of Philippe Bourgois’ (1995, 1996, 2004) ethnographic study of Puerto Rican crack dealers. These are important studies for the fact that both Butler and Bourgois let the men speak freely of their violence, which for the Puerto Rican cracker dealers include tales of gang rape.

The chapter endorses the need to study the perpetrator, arguing that it is imperative to ensure the demythologization of perpetrators. It finds also that feminists must explore how they will teach emotionally difficult material, and how they negotiate the legacy of radical feminism. The chapter concludes that there are times when politics requires little theoretical innovation, requiring instead a willingness to repeat known insights and to fight back with words.

This chapter has implications for classroom practice.

The value of this chapter is its demand to reconsider the doing of feminism in the classroom when the split between feminist theory and activism appears greater than ever.