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The purpose of this paper is to set out three dilemmas that challenge historians of education who write for both professional and academic audiences. It focuses on the example of using fiction as a source for understanding the informal education of girls in the twentieth century. It contributes to the debate over the purpose of history of education and the possibilities that intersecting and contested analytical frameworks might contribute to the development of the discipline.

The paper discusses the rules of engagement and the duties of a historian of education. It reforms current concerns into three dilemmas: audience, method and writing. It gives examples drawn from research into girls’ school stories between 1910 and 1960. It highlights three authors and stories set in Australia, England and an international school in order to explore what fiction offers in getting “inside” the classroom.

Developed from a conference keynote that explored intersecting and contested histories of education, the paper sets up as many questions as it provides answers but re-frames them to include the use of a genre that has been explored by historians of childhood and literature but less so by historians of education.

The vast quantity of stories set in girls’ schools between 1910 and 1960 necessarily demands a selective reading. Authors may specialise in the genre or be general young people’s fiction authors. Reading such stories must necessarily be set against changing social, cultural and political contexts. This paper uses examples from the genre in order to explore ways forward but cannot include an exhaustive methodology for reasons of space.

This paper suggests fiction as a way of broadening the remit of history of education and acting as a bridge between related sub-disciplines such as history of childhood and youth, history and education. It raises practical implications for historians of education as they seek new approaches and understanding of the process of informal education outside the classroom.

This paper suggests that the authors should take more seriously the impact of children’s reading for pleasure. Reception studies offer an insight into recognising the interaction that children have with their chosen reading. While the authors cannot research how children interacted historically with these stories in the mid-twentieth century, the authors can draw implications from the popularity of the genre and the significance of the legacy of the closed school community that has made series such as Harry Potter so successful with the current generation.

The marginal place of history of education within the disciplines of history and education is both challenging and full of possibilities. The paper draws on existing international debates and discusses future directions as well as the potential that girls’ school stories offer for research into gender and education.

Recent research has suggested that a heightened sensitivity to nonverbal cues may give individuals with psychopathic traits an advantage when selecting potential victims. The purpose of this paper is to examine the effect of gender on the association between psychopathy and perceptions of vulnerability to violent victimization.

A sample of 291 undergraduate students viewed a series of eight videos depicting individual female targets walking down a hallway from behind. Participants rated each target’s vulnerability to violent victimization and provided a justification for each rating. In addition to these ratings, participants completed the Self-Report Psychopathy Scale.

A series of hierarchical linear regressions revealed gender differences in the association between psychopathy and accuracy. Among male observers, total psychopathy scores, Factor 2 psychopathy scores, and scores on the antisocial behavior facet were positively associated with accuracy in perceiving vulnerability to violent victimization. Conversely, no associations were identified between psychopathy (total, Factors, and facets) and accuracy among female observers. This suggests that the adept ability to accurately perceive nonverbal cues signalling vulnerability is specific to males exhibiting psychopathic traits.

The results of the current study highlight the importance of distinguishing male and female psychopathy in research and practice. Moreover, with an understanding of individual differences in the ability to accurately perceive nonverbal cues associated with vulnerability, we may begin to develop intervention strategies aimed at reducing future incidences of victimization.

Using a dialogic approach to narrative analysis through the lens of fairytale, this paper explores the shared construction of corporate environmental stories. The analysis provided aims to reveal the narrative messaging which is implicit in corporate reporting, to contrast corporate and stakeholder narratives and to bring attention to the ubiquity of storytelling in corporate communications.

This paper examines a series of events in which a single case company plays the central role. The environmental section of the case company's sustainability report is examined through the lens of fairytale analysis. Next, two counter accounts are constructed which foreground multiple stakeholder accounts and retold as fairytales.

The dialogic nature of accounts plays a critical role in how stakeholders understand the environmental impacts of a company. Storytelling mechanisms have been used to shape the perspective and sympathies of the report reader in favour of the company. We use these same mechanisms to create two collective counter accounts which display different sympathies.

This research reveals how the narrative nature of corporate reports may be used to fabricate a particular perspective through storytelling. By doing so, it challenges the authority of the version of events provided by the company and gives voice to collective counter accounts which are shared by and can be disseminated to other stakeholders.

This paper provides a unique perspective to understanding corporate environmental reporting and the stories shared by and with external stakeholders by drawing from a novel link between fairytale, storytelling and counter accounting.

This chapter reports research conducted in Melbourne, Australia that is focused on the use of information and communication technologies (ICTs) in schools and families. The emphasis is on the relationship between technology, learning, culture and (dis)advantage. It is generally agreed that ICTs are associated with major social, cultural, pedagogical and lifestyle changes, although the nature of those changes is subject to conflicting norms and interpretations. In this chapter we adopt a critical, multi-disciplined, relational perspective in order to examine the influence of ICTs, in schools and homes, on a sample of students and their families.

This chapter will focus on the Netflix television series The Exorcist (2016–) starring Gina Davis as Angela Rance/Regan MacNeill and Ben Daniels as Father Marcus. The Rances are a well-off urban family in Chicago, with Angela, a successful and powerful professional woman. The Exorcist allows Angela Rance, a woman in midlife, to be central to the narrative, despite the paucity of positive, central roles for women over 50.

The chapter will also examine the depiction of gender through the themes of families and homes. Homes are sanctuaries but can also be a site of violence. The Rance home is the first clue that all is not well, when Angela hears noises in the walls. Families, homes, faith and betrayal are everywhere in The Exorcist, including the Rances, the Church, the priesthood, the Friars of Ascension and the homeless settlement. Traditionally, families and homes are where women can achieve creativity and some kind of agency, as well as being contained.

The third approach of this chapter will be to compare gender representations in the television series and the film The Exorcist (1973). In theory, the intervening 44 years could have seen gains for women and feminism, but 2017 has seen women’s rights eroded yet again. The film was made at the height of the women’s liberation movement and second-wave feminism, and at the start of the era of ‘video nasties’ and explicitly gory slasher and cannibal films, so I will use the historical context to frame a discussion about the two different versions.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Medical uncertainty is recognized as a critical issue in the sociology of diagnosis and medical sociology more generally, but a neglected focus of this concern is the question of patient decision making. Using a mixed methods approach that draws upon autoethnographic accounts and third-party interviews, we aim to illuminate the dilemmas of patient decision making in the face of uncertainty. How do patients and supportive caregivers go about navigating this state of affairs? What types of patient–doctor/healthcare professional relationships hinder or enhance effective patient decision making? These are the themes we explore in this study by following patients through the sequence of experiencing symptoms, seeking a diagnosis, evaluating treatment protocols, and receiving treatments. In general, three genres of culturally available narratives are revealed in the data: strategic, technoluxe, and unbearable health narratives.