Academic literature on the topic 'Slow learning children Education Victoria Melbourne'

Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.

There is growing recognition that literacy learning takes place in the years prior to formal schooling and that young children develop literacy-like behaviours through exposure to interactions in shared contexts in which literacy is a component. Despite this, there are few assessments that measure the very early literacy skills that children develop before 36 months of age. This article reports on the design and validation of a new instrument – the Early Literacy Engagement Assessment (ELEA). This tool was developed to provide insights into the impact of Conversational Reading, a key pedagogical strategy implemented at Families as First Teachers playgroups, on young children’s early receptive and expressive vocabulary and literacy skills. The instrument was trialled with 104 children living in locations across Melbourne, Victoria, and 39 Aboriginal children living in remote communities in the Northern Territory. The trial process was undertaken in two phases: (1) a technical assessment to test item consistency, characteristics and placement and (2) concurrent validity testing against items from the Clinical Evaluation of Language Fundamentals Preschool-2 tool. The findings from the trial and validation process indicate that overall the ELEA discriminates well between children of high and low ability, and it is a useful tool in the authentic assessment of expressive and receptive vocabulary skills in young children.

AbstractChildren’s learning about food is considerable during their formative years, with parental influence being pivotal. Research has focused predominantly on maternal influences, with little known about the relationships between fathers’ and children’s diets. Greater understanding of this relationship is necessary for the design of appropriate interventions. The aim of this study was to investigate the associations between the diets of fathers and their children and the moderating effects of fathers’ BMI, education and age on these associations. The diets of fathers and their first-born children (n 317) in the Melbourne Infant Feeding Activity and Nutrition Trial (InFANT) Program were assessed using an FFQ and 3×24-h recalls, respectively. The InFANT Program is a cluster-randomised controlled trial in the setting of first-time parents groups in Victoria, Australia. Associations between father and child fruit, vegetable, non-core food and non-core drink intakes were assessed using linear regression. The extent to which these associations were mediated by maternal intake was tested. Moderation of associations by paternal BMI, education and age was assessed. Positive associations were found between fathers’ and children’s intake of fruit, sweet snacks and take-away foods. Paternal BMI, education and age moderated the relationships found for the intakes of fruit (BMI), vegetables (age), savoury snacks (BMI and education) and take-away foods (BMI and education). Our findings suggest that associations exist at a young age and are moderated by paternal BMI, education and age. This study highlights the importance of fathers in modelling healthy diets for their children.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. 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Introduction Historically in Australia, there has been a growing movement behind the development of quality Early Childhood Education and Care Centres (termed ‘centres’ for this article). These centres are designed to provide care and education outside of the home for children from birth to five years old. In the mid 1980s, the then Labor Government of Australia promoted and funded the establishment of many centres to provide women who were at home with children the opportunity to move into the workplace. Centre fees were heavily subsidised to make this option viable in the hope that more women would become employed and Australia’s rising unemployment statistics would be reduced. The popularity of this system soon meant that there was a childcare centre shortage and parents were faced with long waiting lists to enrol their child into a centre. To alleviate this situation, independent centres were established that complied with Government rules and regulations. Independent, state, and local government funded centres had a certain degree of autonomy over facilities, staffing, qualifications, quality programmes, and facilities. This movement became part of the global increased focus on the importance of early childhood education. As part of that educational emphasis, the Melbourne Declaration on Educational Goals for Young Australians in 2008 set the direction for schooling for the next 10 years. This formed the basis of Australia’s Education Reforms (Department of Education, Employment and Workplace Relations). The reforms have influenced the management of early childhood education and care centres. All centres must comply with the National Quality Framework that mandates staff qualifications, facility standards, and the ratios of children to adults. From a parent’s perspective centres now look very much the same. All centres have indoor and outdoor playing spaces, separate rooms for differently aged children, playgrounds, play equipment, foyer and office spaces with similarly qualified staff. With these similarities in mind, the dilemma for parents is how to decide on a centre for their child to attend. Does it come down to parents’ taste about a centre? In the education context, how is taste conceptualised? This article will present research that conceptualises taste as being part of a decision-making process (DMP) that is used by parents when choosing a centre for their child and, in doing so, will introduce the term: parental taste. The Determining Factors of Taste A three phase, sequential, mixed methods study was used to determine how parents select one centre over another. Cresswell described this methodology as successive phases of data collection, where each builds on the previous, with the aim of addressing the research question. This process was seen as a method to identify parents’ varying tastes in centres considered for their child to attend. Phase 1 used a survey of 78 participants to gather baseline data to explore the values, expectations, and beliefs of the parents. It also determined the aspects of the centre important to parents, and gauged the importance of the socio-economic status and educational backgrounds of the participants in their decision making. Phase 2 built on the phase 1 data and included interviews with 20 interviewees exploring the details of the decision-making process (DMP). This phase also elaborated on the survey questions and responses, determined the variables that might impact on the DMP, and identified how parents access information about early learning centres. Phase 3 focussed on parental satisfaction with their choice of early learning setting. Again using 20 interviewees, these interviews investigated the DMP that had been undertaken, as well as any that might still be ongoing. This phase focused on parents' reflection on the DMP used and questioned them as to whether the same process would be used again in other areas of decision making. Thematic analysis of the data revealed that it usually fell to the mother to explore centre options and make the decision about enrolment. Along the way, she may have discussions with the father and, to a lesser extent, with the centre staff. Friends, relatives, the child, siblings, and other educational professionals did not rank highly when the decision was being considered. Interestingly, it was found that the mother began to consider childcare options and the need for care twelve months or more before care was required and a decision had to be made. A small number of parents (three from the 20) said that they thought about it while pregnant but felt silly because they “didn’t even have a baby yet.” All mothers said that it took quite a while to get their head around leaving their child with someone else, and this anxiety and concern increased the younger the child was. Two parents had criteria that they did not want their child in care until he/she could talk and walk, so that the child could look after him- or herself to some extent. This indicated some degree of scepticism that their child would be cared for appropriately. Parents who considered enrolling their child into care closer to when it was required generally chose to do this because they had selected a pre-determined age that their child would go into childcare. A small number of parents (two) decided that their child would not attend a centre until three years old, while other parents found employment and had to find care quickly in response. The survey results showed that the aspects of a centre that most influenced parental decision-making were the activities and teaching methods used by staff, centre reputation, play equipment inside and outside the centre, and the playground size and centre buildings. The interview responses added to this by suggesting that the type of playground facilities available were important, with a natural environment being preferred. Interestingly, the lowest aspect of importance reported was whether the child had friends or family already attending the centre. The results of the survey and interview data reflected the parents’ aspirations for their child and included the development of personal competencies of self-awareness, self-regulation, and motivation linking emotions to thoughts and actions (Gendron). The child’s experience in a centre was expected to develop and refine personal traits such as self-confidence, self-awareness, self-management, the ability to interact with others, and the involvement in educational activities to achieve learning goals. With these aspirations in mind, parents felt considerable pressure to choose the environment that would fit their child the best. During the interview stage of data collection, the term “taste” emerged. The term is commonly used in a food, fashion, or style context. In the education context, however, taste was conceptualised as the judgement of likes and dislikes regarding centre attributes. Gladwell writes that “snap judgements are, first of all, enormously quick: they rely on the thinnest slices of experience. But they are also unconscious” (50). The immediacy of determining one's taste refutes the neoliberal construction (Campbell, Proctor, Sherington) of the DMP as a rational decision-making process that systematically compares different options before making a decision. In the education context, taste can be reconceptualised as an alignment between a decision and inherent values and beliefs. A personal “backpack” of experiences, beliefs, values, ideas, and memories all play a part in forming a person’s taste related to their likes and dislikes. In turn, this effects the end decision made. Parents formulated an initial response to a centre linked to the identification of attributes that aligned with personal values, beliefs, expectations, and aspirations. The data analysis indicated that parents formulated their personal taste in centres very quickly after centres were visited. At that point, parents had a clear image of the preferred centre. Further information gathering was used to reinforce that view and confirm this “parental taste.” How Does Parental Taste about a Centre Influence the Decision-Making Process? All parents used a process of decision-making to some degree. As already stated, it was usually the mother who gathered information to inform the final decision, but in two of the 78 cases it was the father who investigated and decided on the childcare centre in which to enrol. All parents used some form of process to guide their decision-making. A heavily planned process sees the parent gather information over a period of time and included participating in centre tours, drive-by viewings, talking with others, web-based searches, and, checking locations in the phone book. Surprisingly, centre advertising was the least used and least effective method of attracting parents, with only one person indicating that advertising had played a part in her DMP. This approach applied to a woman who had just moved to a new town and was not aware of the care options. This method may also be a reflection of the personality of the parent or it may reflect an understanding that there are differences between services in terms of their focus on education and care. A lightly planned process occurred when a relatively swift decision was made with minimal information gathering. It could have been the selection of the closest and most convenient centre, or the one that parents had heard people talk about. These parents were happy to go to the centre and add their name to the waiting list or enrol straight away. Generally, the impression was that all services provide the same education and care. Parents appeared to use different criteria when considering a centre for their child. Aspects here included the physical environment, size of rooms, aesthetic appeal, clean buildings, tidy surrounds, and a homely feel. Other aspects that affected this parental taste included the location of the centre, the availability of places for the child, and the interest the staff showed in parent and child. The interviews revealed that parents placed an importance on emotions when they decided if a centre suited their tastes that in turn affected their DMP. The “vibe,” the atmosphere, and how the staff made the parents feel were the most important aspects of this process. The centre’s reputation was also central to decision making. What Constructs Underpin the Decision? Parental choice decisions can appear to be rational, but are usually emotionally connected to parental aspirations and values. In this way, parental choice and prior parental decision making processes reflect the bounded rationality described by Kahneman, and are based on factors relevant to the individual as supported by Ariely and Lindstrom. Ariely states that choice and the decision making process are emotionally driven and may be irrational-rational decisions. Gladwell supports this notion in that “the task of making sense of ourselves and our behaviour requires that we acknowledge there can be as much value in the blink of an eye as in months of rational analysis” (17). Reay’s research into social, cultural, emotional, and human capital to explain human behaviour was built upon to develop five constructs for decision making in this research. The R.O.P.E.S. constructs are domains that tie together to categorise the interaction of emotional connections that underpin the decision making process based on the parental taste in centres. The constructs emerged from the analysis of the data collected in the three phase approach. They were based on the responses from parents related to both their needs and their child’s needs in terms of having a valuable and happy experience at a centre. The R.O.P.E.S. constructs were key elements in the formation of parental taste in centres and eventual enrolment. The Reputational construct (R) included word of mouth, from friends, the cleaner, other staff from either the focus or another centre, and may or may not have aligned with parental taste and influenced the decision. Other constructs (O) included the location and convenience of the centre, and availability of spaces. Cost was not seen as an issue with the subsidies making each centre similar in fee structure. The Physical construct (P) included the facilities available such as the indoor and outdoor play space, whether these are natural or artificial environments, and the play equipment available. The Social construct (S) included social interactions—sharing, making friends, and building networks. It was found that the Emotional construct (E) was central to the process. It underpinned all the other constructs and was determined by the emotions that were elicited when the parent had the first and subsequent contact with the centre staff. This construct is pivotal in parental taste and decision making. Parents indicated that some centres did not have an abundance of resources but “the lady was really nice” (interview response) and the parent thought that her child would be cared for in that environment. Comments such as “the lady was really friendly and made us feel part of the place even though we were just looking around” (interview response) added to the emotional connection and construct for the DMP. The emotional connection with staff and the willingness of the director to take the time to show the parent the whole centre was a common comment from parents. Parents indicated that if they felt comfortable, and the atmosphere was warm and homelike, then they knew that their child would too. One centre particularly supported parental taste in a homely environment and had lounges, floor rugs, lamps for lighting, and aromatherapy oil burning that contributed to a home-like feel that appealed to parents and children. The professionalism of the staff who displayed an interest in the children, had interesting activities in their room, and were polite and courteous also added to the emotional construct. Staff speaking to the parent and child, rather than just the parent, was also valued. Interestingly, parents did not comment on the qualifications held by staff, indicating that parents assumed that to be employed staff must hold the required qualifications. Is There a Further Application of Taste in Decision Making? The third phase of data collection was related to additional questions being asked of the interviewee that required reflection of the DMP used when choosing a centre for their child to attend. Parents were asked to review the process and comment on any changes that they would make if they were in the same position again. The majority of parents said that they were content with their taste in centres and the subsequent decision made. A quarter of the parents indicated that they would make minor changes to their process. A common comment made was that the process used was indicative of the parent’s personality. A self confessed “worrier” enrolling her first child gathered a great deal of information and visited many centres to enable the most informed decision to be made. In contrast, a more relaxed parent enrolling a second or third child made a quicker decision after visiting or phoning one or two centres. Although parents considered their decision to be rationally considered, the impact of parental taste upon visiting the centre and speaking to staff was a strong indicator of the level of satisfaction. Taste was a precursor to the decision. When asked if the same process would be used if choosing a different service, such as an accountant, parents indicated that a similar process would be used, but perhaps not as in depth. The reasoning here was that parents were aware that the decision of selecting a centre would impact on their child and ultimately themselves in an emotional way. The parent indicated that if they spent time visiting centres and it appealed to their taste then the child would like it too. In turn this made the whole process of attending a centre less stressful and emotional. Parents clarified that not as much personal information gathering would occur if searching for an accountant. The focus would be centred on the accountant’s professional ability. Other instances were offered, such as purchasing a car, or selecting a house, dentist, or a babysitter. All parents suggested that additional information would be collected if their child of family would be directly impacted by the decision. Advertising of services or businesses through various multimedia approaches appeared not to rate highly when parents were in the process of decision making. Television, radio, print, Internet, and social networks were identified as possible modes of communication available for consideration by parents. The generational culture was evident in the responses from different parent age groups. The younger parents indicated that social media, Internet, and print may be used to ascertain the benefits of different services and to access information about the reputation of centres. In comparison, the older parents preferred word-of-mouth recommendations. Neither television nor radio was seen as media approaches that would attract clientele. Conclusion In the education context, the concept of parental taste can be seen to be an integral component to the decision making process. In this case, the attributes of an educational facility align to an individual’s personal “backpack” and form a like or a dislike, known as parental taste. The implications for the Directors of Early Childhood Education and Care Centres indicate that parental taste plays a role in a child’s enrolment into a centre. Parental taste is determined by the attributes of the centre that are aligned to the R.O.P.E.S. constructs with the emotional element as the key component. A less rigorous DMP is used when a generic service is required. Media and cultural ways of looking at our society interpret how important decisions are made. A general assumption is that major decisions are made in a calm, considered and rational manner. This is a neoliberal view and is not supported by the research presented in this article. References Ariely, Dan. Predictably Irrational: The Hidden Forces That Shape Our Decisions. London: Harper, 2009. Australian Children’s Education, Care and Quality Authority (ACECQA). n.d. 14 Jan. 2014. ‹http://www.acecqa.gov.au›. Campbell, Craig, Helen Proctor, and Geoffrey Sherington. School Choice: How Parents Negotiate The New School Market In Australia. Crows Nest, N.S.W.: Allen and Unwin, 2009. Cresswell, John,W. Research Design. Qualitative, Quantitative and Mixed Methods Approaches (2nd ed.). Los Angeles: Sage, 2003. Department of Education. 11 Oct. 2013. 14 Jan. 2014. ‹http://education.gov.au/national-quality-framework-early-childhood-education-and-care›. Department of Employment, Education and Workplace Relations (DEEWR). Education Reforms. Canberra, ACT: Australian Government Publishing Service, 2009. Gendron, Benedicte. “Why Emotional Capital Matters in Education and in Labour?: Toward an Optimal Exploitation of Human Capital and Knowledge Mangement.” Les Cahiers de la Maison des Sciences Economiques 113 (2004): 1–37. Glaswell, Malcolm. “Blink: The power of thinking without thinking.” Harmondsworth, UK: Penguin, 2005. Kahneman, Daniel. Thinking, Fast and Slow. New York: Farrar, Strauss & Giroux, 2011. Lindstrom, Martin. Buy-ology: How Everything We Believe About Why We Buy is Wrong. Great London: Random House Business Books, 2009. Melbourne Declaration on Educational Goals for Young Australians. 14 Jan. 2014. ‹http://www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html›. National Quality Framework. 14 Jan. 2014. ‹http://www.acecqa.gov.au. Reay, Diane. A Useful Extension of Bourdieu’s Conceptual Framework?: Emotional Capital as a Way of Understanding Mothers’ Involvement in their Children’s Education? Oxford: Blackwell Publishers, 2000.

Introduction As social-distancing mandates in response to COVID-19 restricted in-person data collection methods such as participant observation and interviews, researchers turned to socially distant methods such as interviewing via video-conferencing technology (Lobe et al.). These were not new tools nor methods, but the pandemic muted any bias towards face-to-face data collection methods. Exemplified in crowd-sourced documents such as Doing Fieldwork in a Pandemic, researchers were encouraged to pivot to digital methods as a means of fulfilling research objectives, “specifically, ideas for avoiding in-person interactions by using mediated forms that will achieve similar ends” (Lupton). The benefits of digital methods for expanding participant cohorts and scope of research have been touted long before 2020 and COVID-19, and, as noted by Murthy, are “compelling” (“Emergent” 172). Research conducted by digital methods can expect to reap benefits such as “global datasets/respondents” and “new modalities for involving respondents” (Murthy, “Emergent” 172). The pivot to digital methods is not in and of itself an issue. What concerns us is that in the dialogues about shifting to digital methods during COVID-19, there does not yet appear to have been a critical consideration of how participant samples and collected data will be impacted upon or skewed towards recording the experiences of advantaged cohorts. Existing literature focusses on the time-saving benefits for the researcher, reduction of travel costs (Fujii), the minimal costs for users of specific platforms – e.g. Skype –, and presumes ubiquity of device access for participants (Cater). We found no discussion on data costs of accessing such services being potential barriers to participation in research, although Deakin and Wakefield did share our concern that: Online interviews may ... mean that some participants are excluded due to the need to have technological competence required to participate, obtain software and to maintain Internet connection for the duration of the discussion. In this sense, access to certain groups may be a problem and may lead to issues of representativeness. (605) We write this as a provocation to our colleagues conducting research at this time to consider the cultural and material capital of their participants and how that capital enables them to participate in digitally-mediated data gathering practices, or not, and to what extent. Despite highlighting the potential benefits of digital methods within a methodological tool kit, Murthy previously cautioned against the implications posed by digital exclusion, noting that “the drawback of these research options is that membership of these communities is inherently restricted to the digital ‘haves’ ... rather than the ‘have nots’” (“Digital” 845). In this article, we argue that while tools such as Zoom have indeed enabled fieldwork to continue despite COVID disruptions, this shift to online platforms has important and under-acknowledged implications for who is and is not able to participate in research. In making this argument, we draw on examples from the Connected Students project, a study of digital inclusion that commenced just as COVID-19 restrictions came into effect in the Australian state of Victoria at the start of 2020. We draw on the experiences of these households to illustrate the barriers that such cohorts face when participating in online research. We begin by providing details about the Connected Students project and then contextualising it through a discussion of research on digital inclusion. We then outline three areas in which households would have experienced (or still do experience) difficulties participating in online research: data, devices, and skills. We use these findings to highlight the barriers that disadvantaged groups may face when engaging in data collection activities over Zoom and question how this is impacting on who is and is not being included in research during COVID-19. The Connected Students Program The Connected Students program was conducted in Shepparton, a regional city located 180km north of Melbourne. The town itself has a population of around 30,000, while the Greater Shepparton region comprises around 64,000 residents. Shepparton was chosen as the program’s site because it is characterised by a unique combination of low-income and low levels of digital inclusion. First, Shepparton ranks in the lowest interval for the Australian Bureau of Statistics’ Socio-Economic Indexes for Areas (SEIFA) and the Index of Relative Socioeconomic Advantage and Disadvantage (IRSAD), as reported in 2016 (Australian Bureau of Statistics, “Census”; Australian Bureau of Statistics, “Index”). Although Shepparton has a strong agricultural and horticultural industry with a number of food-based manufacturing companies in the area, including fruit canneries, dairies, and food processing plants, the town has high levels of long-term and intergenerational unemployment and jobless families. Second, Shepparton is in a regional area that ranks in the lowest interval for the Australian Digital Inclusion Index (Thomas et al.), which measures digital inclusion across dimensions of access, ability, and affordability. Funded by Telstra, Australia’s largest telecommunications provider, and delivered in partnership with Greater Shepparton Secondary College (GSSC), the Connected Students program provided low-income households with a laptop and an unlimited broadband Internet connection for up to two years. Households were recruited to the project via GSSC. To be eligible, households needed to hold a health care card and have at least one child attending the school in year 10, 11, or 12. Both the student and a caregiver were required to participate in the project to be eligible. Additional household members were invited to take part in the research, but were not required to. (See Kennedy & Holcombe-James; and Kennedy et al., "Connected Students", for further details regarding household demographics.) The Australian Digital Inclusion Index identifies that affordability is a significant barrier to digital inclusion in Australia (Thomas et al.). The project’s objective was to measure how removing affordability barriers to accessing connectivity for households impacts on digital inclusion. By providing participating households with a free unlimited broadband internet connection for the duration of the research, the project removed the costs associated with digital access. Access alone is not enough to resolve the digital exclusion confronted by these low-income households. Digital exclusion in these instances is not derived simply from the cost of Internet access, but from the cost of digital devices. As a result, these households typically lacked sufficient digital devices. Each household was therefore provided both a high speed Internet connection, and a brand new laptop with built-in camera, microphone, and speakers (a standard tool kit for video conferencing). Data collection for the Connected Students project was intended to be conducted face-to-face. We had planned in-person observations including semi-structured interviews with household members conducted at three intervals throughout the project’s duration (beginning, middle, and end), and technology tours of each home to spatially and socially map device locations and uses (Kennedy et al., Digital Domesticity). As we readied to make our first research trip to commence the study, COVID-19 was wreaking havoc. It quickly became apparent we would not be travelling to work, much less travelling around the state. We thus pivoted to digital methods, with all our data collection shifting online to interviews conducted via digital platforms such as Zoom and Microsoft Teams. While the pivot to digital methods saved travel hours, allowing us to scale up the number of households we planned to interview, it also demonstrated unexpected aspects of our participants’ lived experiences of digital exclusion. In this article, we draw on our first round of interviews which were conducted with 35 households over Zoom or Microsoft Teams during lockdown. The practice of conducting these interviews reveals insights into the barriers that households faced to digital research participation. In describing these experiences, we use pseudonyms for individual participants and refer to households using the pseudonym for the student participant from that household. Why Does Digital Inclusion Matter? Digital inclusion is broadly defined as universal access to the technologies necessary to participate in social and civic life (Helsper; Livingstone and Helsper). Although recent years have seen an increase in the number of connected households and devices (Thomas et al., “2020”), digital inclusion remains uneven. As elsewhere, digital disadvantage in the Australian context falls along geographic and socioeconomic lines (Alam and Imran; Atkinson et al.; Blanchard et al.; Rennie et al.). Digitally excluded population groups typically experience some combination of education, employment, income, social, and mental health hardship; their predicament is compounded by a myriad of important services moving online, from utility payments, to social services, to job seeking platforms (Australian Council of Social Service; Chen; Commonwealth Ombudsman). In addition to challenges in using essential services, digitally excluded Australians also miss out on the social and cultural benefits of Internet use (Ragnedda and Ruiu). Digital inclusion – and the affordability of digital access – should thus be a key concern for researchers looking to apply online methods. Households in the lowest income quintile spend 6.2% of their disposable income on telecommunications services, almost three times more than wealthier households (Ogle). Those in the lowest income quintile pay a “poverty premium” for their data, almost five times more per unit of data than those in the highest income quintile (Ogle and Musolino). As evidenced by the Australian Digital Inclusion Index, this is driven in part by a higher reliance on mobile-only access (Thomas et al., “2020”). Low-income households are more likely to access critical education, business, and government services through mobile data rather than fixed broadband data (Thomas et al., “2020”). For low-income households, digital participation is the top expense after housing, food, and transport, and is higher than domestic energy costs (Ogle). In the pursuit of responsible and ethical research, we caution against assuming research participants are able to bear the brunt of access costs in terms of having a suitable device, expending their own data resources, and having adequate skills to be able to complete the activity without undue stress. We draw examples from the Connected Students project to support this argument below. Findings: Barriers to Research Participation for Digitally Excluded Households If the Connected Students program had not provided participating households with a technology kit, their preexisting conditions of digital exclusion would have limited their research participation in three key ways. First, households with limited Internet access (particularly those reliant on mobile-only connectivity, and who have a few gigabytes of data per month) would have struggled to provide the data needed for video conferencing. Second, households would have struggled to participate due to a lack of adequate devices. Third, and critically, although the Connected Students technology kit provided households with the data and devices required to participate in the digital ethnography, this did not necessarily resolve the skills gaps that our households confronted. Data Prior to receiving the Connected Students technology kit, many households in our sample had limited modes of connectivity and access to data. For households with comparatively less or lower quality access to data, digital participation – whether for the research discussed here, or in contemporary life – came with very real costs. This was especially the case for households that did not have a home Internet connection and instead relied solely on mobile data. For these households, who carefully managed their data to avoid running out, participating in research through extended video conferences would have been impossible unless adequate financial reimbursement was offered. Households with very limited Internet access used a range of practices to manage and extend their data access by shifting internet costs away from the household budget. This often involved making use of free public Wi-Fi or library internet services. Ellie’s household, for instance, spent their weekends at the public library so that she and her sister could complete their homework. While laborious, these strategies worked well for the families in everyday life. However, they would have been highly unsuitable for participating in research, particularly during the pandemic. On the most obvious level, the expectations of library use – if not silent, then certainly quiet – would have prohibited a successful interview. Further, during COVID-19 lockdowns, public libraries (and other places that provide public Internet) became inaccessible for significant periods of time. Lastly, for some research designs, the location of participants is important even when participation is occurring online. In the case of our own project, the house itself as the site of the interview was critical as our research sought to understand how the layout and materiality of the home impacts on experiences of digital inclusion. We asked participants to guide us around their home, showing where technologies and social activities are colocated. In using the data provided by the Connected Students technology kit, households with limited Internet were able to conduct interviews within their households. For these families, participating in online research would have been near impossible without the Connected Students Internet. Devices Even with adequate Internet connections, many households would have struggled to participate due to a lack of suitable devices. Laptops, which generally provide the best video conferencing experience, were seen as prohibitively expensive for many families. As a result, many families did not have a laptop or were making do with a laptop that was excessively slow, unreliable, and/or had very limited functions. Desktop computers were rare and generally outdated to the extent that they were not able to support video conferencing. One parent, Melissa, described their barely-functioning desktop as “like part of the furniture more than a computer”. Had the Connected Students program not provided a new laptop with video and audio capabilities, participation in video interviews would have been difficult. This is highlighted by the challenges students in these households faced in completing online schooling prior to receiving the Connected Students kit. A participating student, Mallory, for example, explained she had previously not had a laptop, reliant only on her phone and an old iPad: Interviewer: Were you able to do all your homework on those, or was it sometimes tricky?Mallory: Sometimes it was tricky, especially if they wanted to do a call or something ... . Then it got a bit hard because then I would use up all my data, and then didn’t have much left.Interviewer: Yeah. Right.Julia (Parent): ... But as far as schoolwork, it’s hard to do everything on an iPad. A laptop or a computer is obviously easier to manoeuvre around for different things. This example raises several common issues that would likely present barriers to research participation. First, Mallory’s household did not have a laptop before being provided with one through the Connected Students program. Second, while her household did prioritise purchasing tablets and smartphones, which could be used for video conferencing, these were more difficult to navigate for certain tasks and used up mobile data which, as noted above, was often a limited resource. Lastly, it is worth noting that in households which did already own a functioning laptop, it was often shared between several household members. As one parent, Vanessa, noted, “yeah, until we got the [Connected Students] devices, we had one laptop between the four of us that are here. And Noel had the majority use of that because that was his school work took priority”. This lack of individuated access to a device would make participation in some research designs difficult, particularly those that rely on regular access to a suitable device. Skills Despite the Connected Students program’s provision of data and device access, this did not ensure successful research participation. Many households struggled to engage with video research interviews due to insufficient digital skills. While a household with Internet connectivity might be considered on the “right” side of the digital divide, connectivity alone does not ensure participation. People also need to have the knowledge and skills required to use online resources. Brianna’s household, for example, had downloaded Microsoft Teams to their desktop computer in readiness for the interview, but had neglected to consider whether that device had video or audio capabilities. To work around this restriction, the household decided to complete the interview via the Connected Students laptop, but this too proved difficult. Neither Brianna nor her parents were confident in transferring the link to the interview between devices, whether by email or otherwise, requiring the researchers to talk them through the steps required to log on, find, and send the link via email. While Brianna’s household faced digital skills challenges that affected both parent and student participants, in others such as Ariel’s, these challenges were focussed at the parental level. In these instances, the student participant provided a vital resource, helping adults navigate platforms and participate in the research. As Celeste, Ariel’s parent, explained, it's just new things that I get a bit – like, even on here, because your email had come through to me and I said to Ariel "We're going to use your computer with Teams. How do we do this?" So, yeah, worked it out. I just had to look up my email address, but I [initially thought] oh, my god; what am I supposed to do here? Although helpful in our own research given its focus on school-aged young people, this dynamic of parents being helped by their dependents illustrates that the adults in our sample were often unfamiliar with the digital skills required for video conferencing. Research focussing only on adults, or on households in which students have not developed these skills through extended periods of online education such as occurred during the COVID-19 lockdowns, may find participants lacking the digital skills to participate in video interviews. Participation was also impacted upon by participants' lack of more subtle digital skills around the norms and conventions of video conferencing. Several households, for example, conducted their interviews in less ideal situations, such as from both moving and parked cars. A portion of the household interview with Piper’s household was completed as they drove the 30 minutes from their home into Shepperton. Due to living out of town, this household often experienced poor reception. The interview was thus regularly disrupted as they dropped in and out of range, with the interview transcript peppered with interjections such as “we’re going through a bit of an Internet light spot ... we’re back ... sorry ...” (Karina, parent). Finally, Piper switched the device on which they were taking the interview to gain a better connection: “my iPad that we were meeting on has worse Internet than my phone Internet, so we kind of changed it around” (Karina). Choosing to participate in the research from locations other than the home provides evidence of the limited time available to these families, and the onerousness of research participation. These choices also indicate unfamiliarity with video conferencing norms. As digitally excluded households, these participants were likely not the target of popular discussions throughout the pandemic about optimising video conferences through careful consideration of lighting, background, make-up and positioning (e.g. Lasky; Niven-Phillips). This was often identified by how participants positioned themselves in front of the camera, often choosing not to sit squarely within the camera lens. Sometimes this was because several household members were participating and struggled to all sit within view of the single device, but awkward camera positioning also occurred with only one or two people present. A number of interviews were initially conducted with shoulders, or foreheads, or ceilings rather than “whole” participants until we asked them to reposition the device so that the camera was pointing towards their faces. In noting this unfamiliarity we do not seek to criticise or apportion responsibility for accruing such skills to participating households, but rather to highlight the impact this had on the type of conversation between researcher and participant. Such practices offer valuable insight into how digital exclusion impacts on individual’s everyday lives as well as on their research participation. Conclusion Throughout the pandemic, digital methods such as video conferencing have been invaluable for researchers. However, while these methods have enabled fieldwork to continue despite COVID-19 disruptions, the shift to online platforms has important and under-acknowledged implications for who is and is not able to participate in research. In this article, we have drawn on our research with low-income households to demonstrate the barriers that such cohorts experience when participating in online research. Without the technology kits provided as part of our research design, these households would have struggled to participate due to a lack of adequate data and devices. Further, even with the kits provided, households faced additional barriers due to a lack of digital literacy. These experiences raise a number of questions that we encourage researchers to consider when designing methods that avoid in person interactions, and when reviewing studies that use similar approaches: who doesn’t have the technological access needed to participate in digital and online research? What are the implications of this for who and what is most visible in research conducted during the pandemic? Beyond questions of access, to what extent will disadvantaged populations not volunteer to participate in online research because of discomfort or unfamiliarity with digital tools and norms? When low-income participants are included, how can researchers ensure that participation does not unduly burden them by using up precious data resources? And, how can researchers facilitate positive and meaningful participation among those who might be less comfortable interacting through mediums like video conferencing? In raising these questions we acknowledge that not all research will or should be focussed on engaging with disadvantaged cohorts. Rather, our point is that through asking questions such as this, we will be better able to reflect on how data and participant samples are being impacted upon by shifts to digital methods during COVID-19 and beyond. As researchers, we may not always be able to adapt Zoom-based methods to be fully inclusive, but we can acknowledge this as a limitation and keep it in mind when reporting our findings, and later when engaging with the research that was largely conducted online during the pandemic. 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Introduction Most developed countries, including Australia, have a strong focus on national, state and local strategies for emergency management and response in the face of disasters and crises. This framework can include coping with catastrophic dislocation, service disruption, injury or loss of life in the face of natural disasters such as major fires, floods, earthquakes or other large-impact natural events, as well as dealing with similar catastrophes resulting from human actions such as bombs, biological agents, cyber-attacks targeting essential services such as communications networks, or other crises affecting large populations. Emergency management frameworks for crisis and disaster response are distinguished by their focus on the domestic context for such events; that is, how to manage and assist the ways in which civilian populations, who are for the most part inexperienced and untrained in dealing with crises and disasters, are able to respond and behave in such situations so as to minimise the impacts of a catastrophic event. Even in countries like Australia that demonstrate a strong public commitment to cultural pluralism and social cohesion, ethno-cultural diversity can be seen as a risk or threat to national security and values at times of political, natural, economic and/or social tensions and crises. Australian government policymakers have recently focused, with increasing intensity, on “community resilience” as a key element in countering extremism and enhancing emergency preparedness and response. In some sense, this is the result of a tacit acknowledgement by government agencies that there are limits to what they can do for domestic communities should such a catastrophic event occur, and accordingly, the focus in recent times has shifted to how governments can best help people to help themselves in such situations, a key element of the contemporary “resilience” approach. Yet despite the robustly multicultural nature of Australian society, explicit engagement with Australia’s cultural diversity flickers only fleetingly on this agenda, which continues to pursue approaches to community resilience in the absence of understandings about how these terms and formations may themselves need to be diversified to maximise engagement by all citizens in a multicultural polity. There have been some recent efforts in Australia to move in this direction, for example the Australian Emergency Management Institute (AEMI)’s recent suite of projects with culturally and linguistically diverse (CALD) communities (2006-2010) and the current Australia-New Zealand Counter-Terrorism Committee-supported project on “Harnessing Resilience Capital in Culturally Diverse Communities to Counter Violent Extremism” (Grossman and Tahiri), which I discuss in a longer forthcoming version of this essay (Grossman). Yet the understanding of ethno-cultural identity and difference that underlies much policy thinking on resilience remains problematic for the way in which it invests in a view of the cultural dimensions of community resilience as relic rather than resource – valorising the preservation of and respect for cultural norms and traditions, but silent on what different ethno-cultural communities might contribute toward expanded definitions of both “community” and “resilience” by virtue of the transformative potential and existing cultural capital they bring with them into new national and also translocal settings. For example, a primary conclusion of the joint program between AEMI and the Australian Multicultural Commission is that CALD communities are largely “vulnerable” in the context of disasters and emergency management and need to be better integrated into majority-culture models of theorising and embedding community resilience. This focus on stronger national integration and the “vulnerability” of culturally diverse ethno-cultural communities in the Australian context echoes the work of scholars beyond Australia such as McGhee, Mouritsen (Reflections, Citizenship) and Joppke. They argue that the “civic turn” in debates around resurgent contemporary nationalism and multicultural immigration policies privileges civic integration over genuine two-way multiculturalism. This approach sidesteps the transculturational (Ortiz; Welsch; Mignolo; Bennesaieh; Robins; Stein) aspects of contemporary social identities and exchange by paying lip-service to cultural diversity while affirming a neo-liberal construct of civic values and principles as a universalising goal of Western democratic states within a global market economy. It also suggests a superficial tribute to cultural diversity that does not embed diversity comprehensively at the levels of either conceptualising or resourcing different elements of Australian transcultural communities within the generalised framework of “community resilience.” And by emphasising cultural difference as vulnerability rather than as resource or asset, it fails to acknowledge the varieties of resilience capital that many culturally diverse individuals and communities may bring with them when they resettle in new environments, by ignoring the question of what “resilience” actually means to those from culturally diverse communities. In so doing, it also avoids the critical task of incorporating intercultural definitional diversity around the concepts of both “community” and “resilience” used to promote social cohesion and the capacity to recover from disasters and crises. How we might do differently in thinking about the broader challenges for multiculturalism itself as a resilient transnational concept and practice? The Concept of Resilience The meanings of resilience vary by disciplinary perspective. While there is no universally accepted definition of the concept, it is widely acknowledged that resilience refers to the capacity of an individual to do well in spite of exposure to acute trauma or sustained adversity (Liebenberg 219). Originating in the Latin word resilio, meaning ‘to jump back’, there is general consensus that resilience pertains to an individual’s, community’s or system’s ability to adapt to and ‘bounce back’ from a disruptive event (Mohaupt 63, Longstaff et al. 3). Over the past decade there has been a dramatic rise in interest in the clinical, community and family sciences concerning resilience to a broad range of adversities (Weine 62). While debate continues over which discipline can be credited with first employing resilience as a concept, Mohaupt argues that most of the literature on resilience cites social psychology and psychiatry as the origin for the concept beginning in the mid-20th century. The pioneer researchers of what became known as resilience research studied the impact on children living in dysfunctional families. For example, the findings of work by Garmezy, Werner and Smith and Rutter showed that about one third of children in these studies were coping very well despite considerable adversities and traumas. In asking what it was that prevented the children in their research from being negatively influenced by their home environments, such research provided the basis for future research on resilience. Such work was also ground-breaking for identifying the so-called ‘protective factors’ or resources that individuals can operationalise when dealing with adversity. In essence, protective factors are those conditions in the individual that protect them from the risk of dysfunction and enable recovery from trauma. They mitigate the effects of stressors or risk factors, that is, those conditions that predispose one to harm (Hajek 15). Protective factors include the inborn traits or qualities within an individual, those defining an individual’s environment, and also the interaction between the two. Together, these factors give people the strength, skills and motivation to cope in difficult situations and re-establish (a version of) ‘normal’ life (Gunnestad). Identifying protective factors is important in terms of understanding the particular resources a given sociocultural group has at its disposal, but it is also vital to consider the interconnections between various protective mechanisms, how they might influence each other, and to what degree. An individual, for instance, might display resilience or adaptive functioning in a particular domain (e.g. emotional functioning) but experience significant deficits in another (e.g. academic achievement) (Hunter 2). It is also essential to scrutinise how the interaction between protective factors and risk factors creates patterns of resilience. Finally, a comprehensive understanding of the interrelated nature of protective mechanisms and risk factors is imperative for designing effective interventions and tailored preventive strategies (Weine 65). In short, contemporary thinking about resilience suggests it is neither entirely personal nor strictly social, but an interactive and iterative combination of the two. It is a quality of the environment as much as the individual. For Ungar, resilience is the complex entanglements between “individuals and their social ecologies [that] will determine the degree of positive outcomes experienced” (3). Thinking about resilience as context-dependent is important because research that is too trait-based or actor-centred risks ignoring any structural or institutional forces. A more ecological interpretation of resilience, one that takes into a person’s context and environment into account, is vital in order to avoid blaming the victim for any hardships they face, or relieving state and institutional structures from their responsibilities in addressing social adversity, which can “emphasise self-help in line with a neo-conservative agenda instead of stimulating state responsibility” (Mohaupt 67). Nevertheless, Ungar posits that a coherent definition of resilience has yet to be developed that adequately ‘captures the dual focus of the individual and the individual’s social ecology and how the two must both be accounted for when determining the criteria for judging outcomes and discerning processes associated with resilience’ (7). Recent resilience research has consequently prompted a shift away from vulnerability towards protective processes — a shift that highlights the sustained capabilities of individuals and communities under threat or at risk. Locating ‘Culture’ in the Literature on Resilience However, an understanding of the role of culture has remained elusive or marginalised within this trend; there has been comparatively little sustained investigation into the applicability of resilience constructs to non-western cultures, or how the resources available for survival might differ from those accessible to western populations (Ungar 4). As such, a growing body of researchers is calling for more rigorous inquiry into culturally determined outcomes that might be associated with resilience in non-western or multicultural cultures and contexts, for example where Indigenous and minority immigrant communities live side by side with their ‘mainstream’ neighbours in western settings (Ungar 2). ‘Cultural resilience’ considers the role that cultural background plays in determining the ability of individuals and communities to be resilient in the face of adversity. For Clauss-Ehlers, the term describes the degree to which the strengths of one’s culture promote the development of coping (198). Culturally-focused resilience suggests that people can manage and overcome stress and trauma based not on individual characteristics alone, but also from the support of broader sociocultural factors (culture, cultural values, language, customs, norms) (Clauss-Ehlers 324). The innate cultural strengths of a culture may or may not differ from the strengths of other cultures; the emphasis here is not so much comparatively inter-cultural as intensively intra-cultural (VanBreda 215). A culturally focused resilience model thus involves “a dynamic, interactive process in which the individual negotiates stress through a combination of character traits, cultural background, cultural values, and facilitating factors in the sociocultural environment” (Clauss-Ehlers 199). In understanding ways of ‘coping and hoping, surviving and thriving’, it is thus crucial to consider how culturally and linguistically diverse minorities navigate the cultural understandings and assumptions of both their countries of origin and those of their current domicile (Ungar 12). Gunnestad claims that people who master the rules and norms of their new culture without abandoning their own language, values and social support are more resilient than those who tenaciously maintain their own culture at the expense of adjusting to their new environment. They are also more resilient than those who forego their own culture and assimilate with the host society (14). Accordingly, if the combination of both valuing one’s culture as well as learning about the culture of the new system produces greater resilience and adaptive capacities, serious problems can arise when a majority tries to acculturate a minority to the mainstream by taking away or not recognising important parts of the minority culture. In terms of resilience, if cultural factors are denied or diminished in accounting for and strengthening resilience – in other words, if people are stripped of what they possess by way of resilience built through cultural knowledge, disposition and networks – they do in fact become vulnerable, because ‘they do not automatically gain those cultural strengths that the majority has acquired over generations’ (Gunnestad 14). Mobilising ‘Culture’ in Australian Approaches to Community Resilience The realpolitik of how concepts of resilience and culture are mobilised is highly relevant here. As noted above, when ethnocultural difference is positioned as a risk or a threat to national identity, security and values, this is precisely the moment when vigorously, even aggressively, nationalised definitions of ‘community’ and ‘identity’ that minoritise or disavow cultural diversities come to the fore in public discourse. The Australian evocation of nationalism and national identity, particularly in the way it has framed policy discussion on managing national responses to disasters and threats, has arguably been more muted than some of the European hysteria witnessed recently around cultural diversity and national life. Yet we still struggle with the idea that newcomers to Australia might fall on the surplus rather than the deficit side of the ledger when it comes to identifying and harnessing resilience capital. A brief example of this trend is explored here. From 2006 to 2010, the Australian Emergency Management Institute embarked on an ambitious government-funded four-year program devoted to strengthening community resilience in relation to disasters with specific reference to engaging CALD communities across Australia. The program, Inclusive Emergency Management with CALD Communities, was part of a wider Australian National Action Plan to Build Social Cohesion, Harmony and Security in the wake of the London terrorist bombings in July 2005. Involving CALD community organisations as well as various emergency and disaster management agencies, the program ran various workshops and agency-community partnership pilots, developed national school education resources, and commissioned an evaluation of the program’s effectiveness (Farrow et al.). While my critique here is certainly not aimed at emergency management or disaster response agencies and personnel themselves – dedicated professionals who often achieve remarkable results in emergency and disaster response under extraordinarily difficult circumstances – it is nevertheless important to highlight how the assumptions underlying elements of AEMI’s experience and outcomes reflect the persistent ways in which ethnocultural diversity is rendered as a problem to be surmounted or a liability to be redressed, rather than as an asset to be built upon or a resource to be valued and mobilised. AEMI’s explicit effort to engage with CALD communities in building overall community resilience was important in its tacit acknowledgement that emergency and disaster services were (and often remain) under-resourced and under-prepared in dealing with the complexities of cultural diversity in emergency situations. Despite these good intentions, however, while the program produced some positive outcomes and contributed to crucial relationship building between CALD communities and emergency services within various jurisdictions, it also continued to frame the challenge of working with cultural diversity as a problem of increased vulnerability during disasters for recently arrived and refugee background CALD individuals and communities. This highlights a common feature in community resilience-building initiatives, which is to focus on those who are already ‘robust’ versus those who are ‘vulnerable’ in relation to resilience indicators, and whose needs may require different or additional resources in order to be met. At one level, this is a pragmatic resourcing issue: national agencies understandably want to put their people, energy and dollars where they are most needed in pursuit of a steady-state unified national response at times of crisis. Nor should it be argued that at least some CALD groups, particularly those from new arrival and refugee communities, are not vulnerable in at least some of the ways and for some of the reasons suggested in the program evaluation. However, the consistent focus on CALD communities as ‘vulnerable’ and ‘in need’ is problematic, as well as partial. It casts members of these communities as structurally and inherently less able and less resilient in the context of disasters and emergencies: in some sense, as those who, already ‘victims’ of chronic social deficits such as low English proficiency, social isolation and a mysterious unidentified set of ‘cultural factors’, can become doubly victimised in acute crisis and disaster scenarios. In what is by now a familiar trope, the description of CALD communities as ‘vulnerable’ precludes asking questions about what they do have, what they do know, and what they do or can contribute to how we respond to disaster and emergency events in our communities. A more profound problem in this sphere revolves around working out how best to engage CALD communities and individuals within existing approaches to disaster and emergency preparedness and response. This reflects a fundamental but unavoidable limitation of disaster preparedness models: they are innately spatially and geographically bounded, and consequently understand ‘communities’ in these terms, rather than expanding definitions of ‘community’ to include the dimensions of community-as-social-relations. While some good engagement outcomes were achieved locally around cross-cultural knowledge for emergency services workers, the AEMI program fell short of asking some of the harder questions about how emergency and disaster service scaffolding and resilience-building approaches might themselves need to change or transform, using a cross-cutting model of ‘communities’ as both geographic places and multicultural spaces (Bartowiak-Théron and Crehan) in order to be more effective in national scenarios in which cultural diversity should be taken for granted. Toward Acknowledgement of Resilience Capital Most significantly, the AEMI program did not produce any recognition of the ways in which CALD communities already possess resilience capital, or consider how this might be drawn on in formulating stronger community initiatives around disaster and threats preparedness for the future. Of course, not all individuals within such communities, nor all communities across varying circumstances, will demonstrate resilience, and we need to be careful of either overgeneralising or romanticising the kinds and degrees of ‘resilience capital’ that may exist within them. Nevertheless, at least some have developed ways of withstanding crises and adapting to new conditions of living. This is particularly so in connection with individual and group behaviours around resource sharing, care-giving and social responsibility under adverse circumstances (Grossman and Tahiri) – all of which are directly relevant to emergency and disaster response. While some of these resilient behaviours may have been nurtured or enhanced by particular experiences and environments, they can, as the discussion of recent literature above suggests, also be rooted more deeply in cultural norms, habits and beliefs. Whatever their origins, for culturally diverse societies to achieve genuine resilience in the face of both natural and human-made disasters, it is critical to call on the ‘social memory’ (Folke et al.) of communities faced with responding to emergencies and crises. Such wellsprings of social memory ‘come from the diversity of individuals and institutions that draw on reservoirs of practices, knowledge, values, and worldviews and is crucial for preparing the system for change, building resilience, and for coping with surprise’ (Adger et al.). Consequently, if we accept the challenge of mapping an approach to cultural diversity as resource rather than relic into our thinking around strengthening community resilience, there are significant gains to be made. For a whole range of reasons, no diversity-sensitive model or measure of resilience should invest in static understandings of ethnicities and cultures; all around the world, ethnocultural identities and communities are in a constant and sometimes accelerated state of dynamism, reconfiguration and flux. But to ignore the resilience capital and potential protective factors that ethnocultural diversity can offer to the strengthening of community resilience more broadly is to miss important opportunities that can help suture the existing disconnects between proactive approaches to intercultural connectedness and social inclusion on the one hand, and reactive approaches to threats, national security and disaster response on the other, undermining the effort to advance effectively on either front. 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The Challenge of Transcultural Diversities: Final Report on the Transversal Study on Cultural Policy and Cultural Diversity. Culture and Cultural Heritage Department. Strasbourg: Council of European Publishing, 2006. Rutter, Michael. “Protective Factors in Children’s Responses to Stress and Disadvantage.” Annals of the Academy of Medicine, Singapore 8 (1979): 324-38. Stein, Mark. “The Location of Transculture.” Transcultural English Studies: Fictions, Theories, Realities. Eds. F. Schulze-Engler and S. Helff. Cross/Cultures 102/ANSEL Papers 12. Amsterdam and New York: Rodopi, 2009. 251-266. Ungar, Michael. “Resilience across Cultures.” British Journal of Social Work 38.2 (2008): 218-235. First published online 2006: 1-18. In-text references refer to the online Advance Access edition ‹http://bjsw.oxfordjournals.org/content/early/2006/10/18/bjsw.bcl343.full.pdf>. VanBreda, Adrian DuPlessis. Resilience Theory: A Literature Review. Erasmuskloof: South African Military Health Service, Military Psychological Institute, Social Work Research & Development, 2001. Weine, Stevan. “Building Resilience to Violent Extremism in Muslim Diaspora Communities in the United States.” Dynamics of Asymmetric Conflict 5.1 (2012): 60-73. Welsch, Wolfgang. “Transculturality: The Puzzling Form of Cultures Today.” Spaces of Culture: City, Nation World. Eds. M. Featherstone and S. Lash. London: Sage, 1999. 194-213. Werner, Emmy E., and Ruth S. Smith. Vulnerable But Invincible: A Longitudinal Study of\ Resilience and Youth. New York: McGraw Hill, 1982. NotesThe concept of ‘resilience capital’ I offer here is in line with one strand of contemporary theorising around resilience – that of resilience as social or socio-ecological capital – but moves beyond the idea of enhancing general social connectedness and community cohesion by emphasising the ways in which culturally diverse communities may already be robustly networked and resourceful within micro-communal settings, with new resources and knowledge both to draw on and to offer other communities or the ‘national community’ at large. In effect, ‘resilience capital’ speaks to the importance of finding ‘the communities within the community’ (Bartowiak-Théron and Crehan 11) and recognising their capacity to contribute to broad-scale resilience and recovery.I am indebted for the discussion of the literature on resilience here to Dr Peta Stephenson, Centre for Cultural Diversity and Wellbeing, Victoria University, who is working on a related project (M. Grossman and H. Tahiri, Harnessing Resilience Capital in Culturally Diverse Communities to Counter Violent Extremism, forthcoming 2014).

Setting the Mood Weirdly, everything feels the same. There’s absolutely no distinction for me between news, work, walking, gaming, Netflix, rock collecting, scrolling, messaging. I don’t know how this happened, but everything has simply blurred together. There’s a dreadful and yet soothing sameness to it, scrolling through images on Instagram, scrolling Netflix, walking the dog, scrolling the news, time scrolling by as I watch face after face appear or disappear on my screen, all saying something, yet saying nothing. Is this the rhythm of crisis in a slow apocalypse? Really, would it be possible for humans to just bore themselves into oblivion? Because in the middle of a pandemic, boredom feels in my body the same as doom ... just another swell that passes, like my chest as it rises and falls with my breath. This opening anecdote comes from combining narratives in two studies we conducted online during the COVID-19 pandemic in 2020: a global study, Massive and Microscopic Sensemaking: Autoethnographic Accounts of Lived Experience in Times of Global Trauma; and an Australian project, The Shut-In Worker: Working from Home and Digitally-Enabled Labour Practices. The Shut-In Worker project aimed to investigate the thoughts, beliefs, and experiences of Australian knowledge workers working from home during lockdown. From June to October 2020, we recruited twelve households across two Australian states. While the sample included households with diverse incomes and living arrangements—from metropolitan single person apartment dwellers to regional families in free standing households—the majority were relatively privileged. The households included in this study were predominantly Anglo-Australian and highly educated. Critically, unlike many during COVID-19, these householders had maintained their salaried work. Participating households took part in an initial interview via Zoom or Microsoft Teams during which they took us on workplace tours, showing us where and how the domestic had been requisitioned for salaried labour. Householders subsequently kept digital diaries of their working days ahead of follow up interviews in which we got them to reflect on their past few weeks working from home with reference to the textual and photographic diaries they had shared with us. In contrast to the tight geographic focus of The Shut-In Worker project and its fairly conventional methodology, the Massive and Microscopic Sensemaking project was envisaged as a global project and driven by an experimental participant-led approach. Involving more than 150 people from 26 countries during 2020, the project was grounded in autoethnography practice and critical pedagogy. Over 21 days, we offered self-guided prompts for ourselves and the other participants—a wide range of creative practitioners, scholar activists, and researchers—to explore their own lived experience. Participants with varying degrees of experience with qualitative methods and/or autoethnography started working with the research questions we had posed in our call; some independently, some in collaboration. The autoethnographic lens used in our study encouraged contributors to document their experience from and through their bodies, their situated daily routines, and their relations with embedded, embodied, and ubiquitous digital technologies. The lens enabled deep exploration and evocation of many of the complexities, profound paradoxes, fears, and hopes that characterise the human and machinic entanglements that bring us together and separate the planetary “us” in this moment (Markham et al. 2020). In this essay we draw on anecdotes and narratives from both studies that speak to the “Zoom experience” during COVID-19. That is, we use Zoom as a socio-technical pivot point to think about how the experience of liminality—of being on/off screen and ambiently in between—is operating to shift both our micro practices and macro structures as we experience and struggle within the rupture, “event”, and conjuncture that marks the global pandemic. What we will see is that many of those narratives depict disjointed, blurry, or confusing experiences, atmospheres, and affects. These liminal experiences are entangled in complex ways with the distinctive forms of commercial infrastructure and software that scaffold video conferencing platforms such as Zoom. Part of what is both enabling and troubling about the key proprietary platforms that increasingly host “public” participation and conversation online (and that came to play a dominant role during COVID19) in the context of what Tarleton Gillespie calls “the internet of platforms” is a sense of the hidden logics behind such platforms. The constant sense of potential dis/connection—with home computers becoming ambient portals to external others—also saw a wider experience of boundarylessness evoked by participants. Across our studies there was a sense of a complete breakdown between many pre-existing boundaries (or at least dotted lines) around work, school, play, leisure and fitness, public and media engagement, and home life. At the same time, the vocabulary of confinement and lockdown emerged from the imposition of physical boundaries or distancing between the self and others, between home and the outside world. During the “connected confinement” of COVID-19, study participants commonly expressed an affective sensation of dysphoria, with this new state of in betweenness or disorientation on and off screen, in and out of Zoom meetings, that characterises the COVID-19 experience seen by many as a temporary, unpleasant disruption to sociality as usual. Our contention is that, as disturbing as many of our experiences are and have been during lockdown, there is an important, ethically and politically generative dimension to our global experiences of liminality, and we should hold on to this state of de-normalisation. Much ink has been spilled on the generalised, global experience of videoconferencing during the COVID-19 pandemic. A line of argument within this commentary speaks to the mental challenge and exhaustion—or zoom fatigue as it is now popularly termed—that many have been experiencing in attempting to work, learn, and live collectively via interactive screen technologies. We suggest zoom fatigue stands in for a much larger set of global social challenges—a complex conjuncture of microscopic ruptures, decisions within many critical junctures or turning points, and slow shifts in how we see and make sense of the world around us. If culture is habit writ large, what should we make of the new habits we are building, or the revelations that our prior ways of being in the world might not suit our present planetary needs, and maybe never did? Thus, we counter the current dominant narrative that people, regions, and countries should move on, pivot, or do whatever else it takes to transition to a “new normal”. Instead, drawing on the work of Haraway and others interested in more than human, post-anthropocenic thinking about the future, this essay contends that—on a dying planet facing major global challenges—we need to be embracing liminality and “staying with the trouble” if we are to hope to work together to imagine and create better worlds. This is not necessarily an easy step but we explore liminality and the affective components of Zoom fatigue here to challenge the assumption that stability and certainty is what we now need as a global community. If the comfort experienced by a chosen few in pre-COVID-19 times was bought at the cost of many “others” (human and more than human), how can we use the discomfort of liminality to imagine global futures that have radically transformative possibilities? On Liminality Because liminality is deeply affective and experienced both individually and collectively, it is a difficult feeling or state to put into words, much less generalised terms. It marks the uncanny or unstable experience of existing between. Being in a liminal state is marked by a profound disruption of one’s sense of self, one’s phenomenological being in the world, and in relation to others. Zoom, in and of itself, provokes a liminal experience. As this participant says: Zoom is so disorienting. I mean this literally; in that I cannot find a solid orientation toward other people. What’s worse is that I realize everyone has a different view, so we can’t even be sure of what other people might be seeing on their screen. In a real room this would not be an issue at all. The concept of liminality originally came out of attempts to capture the sense of flux and transition, rather than stasis, that shapes culture and community, exemplified during rites of passage. First developed in the early twentieth century by ethnographer and folklorist Arnold van Gennep, it was later taken up and expanded upon by British anthropologist Victor Turner. Turner, best known for his work on cultural rituals and rites of passage, describes liminality as the sense of “in betweenness” experienced as one moves from one status (say that of a child) to another (formal recognition of adulthood). For Turner, community life and the formation of societies more broadly involves periods of transition, threshold moments in which both structures and anti-structures become apparent. Bringing liminality into the contemporary digital moment, Zizi Papacharissi discusses the concept in collective terms as pertaining to the affective states of networked publics, particularly visible in the development of new social and political formations through wide scale social media responses to the Arab Spring. Liminality in this context describes the “not yet”, a state of “pre-emergence” or “emergence” of unformed potentiality. In this usage, Papacharissi builds on Turner’s description of liminality as “a realm of pure possibility whence novel configurations of ideas and relations may arise” (97). The pandemic has sparked another moment of liminality. Here, we conceptualise liminality as a continuous dialectical process of being pushed and pulled in various directions, which does not necessarily resolve into a stable state or position. Shifting one’s entire lifeworld into and onto computer screens and the micro screens of Zoom, as experienced by many around the world, collapses the usual functioning norms that maintain some degree of distinction between the social, intimate, political, and work spheres of everyday life. But this shift also creates new boundaries and new rules of engagement. As a result, people in our studies often talked about experiencing competing realities about “where” they are, and/or a feeling of being tugged by contradictory or competing forces that, because they cannot be easily resolved, keep us in an unsettled, uncomfortable state of being in the world. Here the dysphoric experiences associated not just with digital liminality but with the broader COVID-19 epidemiological-socio-political conjuncture are illustrated by Sianne Ngai’s work on the politics of affect and “ugly feelings” in the context of capitalism’s relentlessly affirmative culture. Rather than dismissing the vague feelings of unease that, for many of us, go hand in hand with late modern life, Ngai suggests that such generalised and dispersed affective states are important markers of and guides to the big social and cultural problems of our time—the injustices, inequalities, and alienating effects of late capitalism. While critical attention tends to be paid to more powerful emotions such as anger and fear, Ngai argues that softer and more nebulous forms of negative affect—from envy and anxiety to paranoia—can tell us much about the structures, institutions, and practices that frame social action. These enabling and constraining processes occur at different and intersecting levels. At the micro level of the screen interface, jarring experiences can set us to wondering about where we are (on or off screen, in place and space), how we appear to others, and whether or not we should showcase and highlight our “presence”. We have been struck by how people in our studies expressed the sense of being handled or managed by the interfaces of Zoom or Microsoft Teams, which frame people in grid layouts, yet can shift and alter these frames in unanticipated ways. I hate Zoom. Everything about it. Sometimes I see a giant person, shoved to the front of the meeting in “speaker view” to appear larger than anyone else on the screen. People constantly appear and disappear, popping in and out. Sometimes, Zoom just rearranges people seemingly randomly. People commonly experience themselves or others being resized, frozen, or “glitched”, muted, accidentally unmuted, suddenly disconnected, or relegated to the second or third “page” of attendees. Those of us who attend many meetings as a part of work or education may enjoy the anonymity of appearing at a meeting without our faces or bodies, only appearing to others as a nearly blank square or circle, perhaps with a notation of our name and whether or not we are muted. Being on the third page of participants means we are out of sight, for better or worse. For some, being less visible is a choice, even a tactic. For others, it is not a choice, but based on lack of access to a fast or stable Internet connection. The experience and impact of these micro elements of presence within the digital moment differs, depending on where you appear to others in the interface, how much power you have over the shape or flow of the interaction or interface settings, or what your role is. Moving beyond the experience of the interface and turning to the middle range between micro and macro worlds, participants speak of attempting to manage blurred or completely collapsed boundaries between “here” and “there”. Being neither completely at work or school nor completely at home means finding new ways of negotiating the intimate and the formal, the domestic and the public. This delineation is for many not a matter of carving out specific times or spaces for each, but rather a process of shifting back and forth between makeshift boundaries that may be temporal or spatial, depending on various aspects of one’s situation. Many of us most likely could see the traces of this continuous shifting back and forth via what Susan Leigh Star called “boundary objects”. While she may not have intended this concept in such concrete terms, we could see these literally, in the often humorous but significantly disruptive introduction of various domestic actants during school or work, such as pets, children, partners, laundry baskets, beds, distinctive home decor, ambient noise, etc. Other trends highlight the difficulty of maintaining zones of work and school when these overlap with the rest of the physical household. One might place Post-it Notes on the kitchen wall saying “I’m in a Zoom meeting so don’t come into the living room” or blur one’s screen background to obscure one’s domestic location. These are all strategies of maintaining ontological security in an otherwise chaotic process of being both here and there, and neither here nor there. Yet even with these strategies, there is a constant dialectical liminality at play. In none of these examples do participants feel like they are either at home or at work; instead, they are constantly shifting in between, trying to balance, or straddling physical and virtual, public and private, in terms of social “roles” and “locations”. These negotiations highlight the “ongoingness” of and the labour involved in maintaining some semblance of balance within what is inherently an unbalanced dialectical process. Participants talked about and showed in their diaries and pictures developed for the research projects the ways they act through, work with, or sometimes just try to ignore these opposing states. The rise of home-based videoconferencing and associated boundary management practices have also highlighted what has been marginalised or forgotten and conversely, prioritised or valorised in prior sociotechnical assemblages that were simply taken for granted. Take for example the everyday practices of being in a work versus domestic lifeworld; deciding how to handle the labor of cleaning cups and dishes used by the “employees” and “students” in the family throughout the day, the tasks of enforcing school attendance by children attending classes in the family home etc. This increased consciousness—at both a household and more public level—of a previously often invisible and feminised care economy speaks to larger questions raised by the lockdown experience. At the same time as people in our studies were negotiating the glitches of screen presence and the weird boundarylessness of home-leisure-domestic-school-work life, many expressed an awareness of a troubling bigger picture. First, we had just the COVID lockdowns, you know, that time where many of us were seemingly “all together” in this, at home watching Tiger King, putting neighborly messages in our windows, or sharing sourdough recipes on social media. Then Black Lives Matters movements happened. Suddenly attention is shifted to the fact that we’re not all in this together. In Melbourne, people in social housing towers got abruptly locked down without even the chance to go to the store for food first, and yet somehow the wealthy or celebrity types are not under this heavy surveillance; they can just skip the mandatory quarantine. ... We can’t just go on with things as usual ... there are so many considerations now. Narratives like these suggest that while 2020 might have begun with the pandemic, the year raised multiple other issues. As many things have been destabilised, the nature or practice of everyday life is shifting under our feet. Around the world, people are learning how to remain more distanced from each other, and the rhythms of temporal and geographic movement are adapting to an era of the pandemic. Simultaneously, many people talk about an endlessly arriving (but never quite here) moment when things will be back to normal, implying not only that this feeling of uncertainty will fade, but also that the zone of comfort is in what was known and experienced previously, rather than in a state of something radically different. This sentiment is strong despite the general agreement that “we will never [be able to] go back to how it was, but [must] proceed to some ‘new normal’”. Still, as the participant above suggests, the pandemic has also offered a much broader challenge to wider, taken-for-granted social, political, and economic structures that underpin late capitalist nations in particular. The question then becomes: How do we imagine “moving on” from the pandemic, while learning from the disruptive yet critical moment it has offered us as a global community? Learning from Liminality I don’t want us to go back to “normal”, if that means we are just all commuting in our carbon spitting cars to work and back or traveling endlessly and without a care for the planet. COVID has made my life better. Not having to drive an hour each way to work every day—that’s a massive benefit. While it’s been a struggle, the tradeoff is spending more time with loved ones—it’s a better quality of life, we have to rethink the place of work. I can’t believe how much more I’ve been involved in huge discussions about politics and society and the planet. None of this would have been on my radar pre-COVID. What would it mean then to live with as well as learn from the reflexive sense of being and experience associated with the dis-comforts of living on and off screen, a Zoom liminality, if you will? These statements from participants speak precisely to the budding consciousness of new potential ways of being in a post-COVID-19 world. They come from a place of discomfort and represent dialectic tensions that perhaps should not be shrugged off or too easily resolved. Indeed, how might we consider this as the preferred state, rather than being simply a “rite of passage” that implies some pathway toward more stable identities and structured ways of being? The varied concepts of “becoming”, “not quite yet”, “boundary work”, or “staying with the trouble”, elaborated by Karen Barad, Andrew Pickering, Susan Leigh Star, and Donna Haraway respectively, all point to ways of being, acting, and thinking through and with liminality. All these thinkers are linked by their championing of murky and mangled conceptions of experience and more than human relations. Challenging notions of the bounded individual of rational humanism, these post-human scholars offer an often-uncomfortable picture of being in and through multiplicity, of modes of agency born out of a slippage between the one and the many. While, as we noted above, this experience of in betweenness and entanglement is often linked to emotions we perceive as negative, “ugly feelings”, for Barad et al., such liminal moments offer fundamentally productive and experimental modalities that enable possibilities for new configurations of being and doing the social in the anthropocene. Further, liminality as a concept potentially becomes radically progressive when it is seen as both critically appraising the constructed and conventional nature of prior patterns of living and offering a range of reflexive alternatives. People in our studies spoke of the pandemic moment as offering tantalizing glimpses of what kinder, more caring, and egalitarian futures might look like. At the same time, many were also surprised by (and skeptical of) the banality and randomness of the rise of commercial platforms like Zoom as a “choice” for being with others in this current lifeworld, emerging as it did as an ad hoc, quick solution that met the demands of the moment. Zoom fatigue then also suggests a discomfort about somehow being expected to fully incorporate proprietary platforms like Zoom and their algorithmic logics as a core way of living and being in the post-COVID-19 world. In this sense the fact that a specific platform has become a branded eponym for the experience of online public communicative fatigue is telling indeed. The unease around the centrality of video conferencing to everyday life during COVID-19 can in part be seen as a marker of anxieties about the growing role of decentralized, private platforms in “replacing or merging with public infrastructure, [thereby] creating new social effects” (Lee). Further, jokes and off-hand comments by study participants about their messy domestic interiors being publicized via social media or their boss monitoring when they are on and offline speak to larger concerns around surveillance and privacy in online spaces, particularly communicative environments where unregulated private platforms rather than public infrastructures are becoming the default norm. But just as people are both accepting of and troubled by a growing sense of inevitability about Zoom, we also saw them experimenting with a range of other ways of being with others, from online cocktail parties to experimenting with more playful and creative apps and platforms. What these participants have shown us is the need to “stay with the trouble” or remain in this liminal space as long as possible. While we do not have the space to discuss this possibility in this short provocation, Haraway sees this experimental mode of being as involving multiple actants, human and nonhuman, and as constituting important work in terms of speculating and figuring with various “what if” scenarios to generate new possible futures. As Haraway puts it, this process of speculative figuring is one of giving and receiving patterns, dropping threads, and so mostly failing but sometimes finding something that works, something consequential and maybe even beautiful, that wasn’t there before, of relaying connections that matter, of telling stories in hand upon hand, digit upon digit, attachment site upon attachment site, to craft conditions for flourishing in terran worlding. This struggle of course takes us far beyond decisions about Zoom, specifically. This deliberately troubling liminality is a process of recognizing old habits, building new ones, doing the hard work of reconsidering broader social formations in a future that promises more trouble. Governments, institutions, corporate entities, and even social movements like Transition Towns or #BuildBackBetter all seem to be calling for getting out of this liminal zone, whether this is to “bounce back” by returning to hyper-consumerist, wasteful, profit-driven modes of life or the opposite, to “bounce forward” to radically rethink globalization and build intensely localized personal and social formations. Perhaps a third alternative is to embrace this very transitional experience itself and consider whether life on a troubled, perhaps dying planet might require our discomfort, unease, and in-betweenness, including acknowledging and sometimes embracing “glitches” and failures (Nunes). Transitionality, or more broadly liminality, has the potential to enhance our understanding of who and what “we” are, or perhaps more crucially who “we” might become, by encompassing a kind of dialectic in relation to the experiences of others, both intimate and distant. As many critical commentators before us have suggested, this necessarily involves working in conjunction with a rich ecology of planetary agents from First People’s actors and knowledge systems--a range of social agents who already know what it is to be liminal to landscapes and other species--through and with the enabling affordances of digital technologies. This is an important, and exhausting, process of change. And perhaps this trouble is something to hang on to as long as possible, as it preoccupies us with wondering about what is happening in the lines between our faces, the lines of the technologies underpinning our interactions, the taken for granted structures on and off screen that have been visibilized. We are fatigued, not by the time we spend online, although there is that, too, but by the recognition that the world is changing. References Barad, Karen. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Duke UP, 2006. Gillespie, Tarleton. Custodians of the Internet: Platforms, Content Moderation, and the Hidden Decisions That Shape Social Media. Yale UP 2018. Haraway, Donna J. “SF: Science Fiction, Speculative Fabulation, String Figures, So Far.” Ada New Media 3 (2013). <http://adanewmedia.org/2013/11/issue3-haraway>. Lee, Ashlin. “In the Shadow of Platforms: Challenges and Opportunities for the Shadow of Hierarchy in the Age of Platforms and Datafication.” M/C Journal 24.2 (2021). <http://doi.org/10.5204/mcj.2750>. Markham, Annette N., et al. “Massive and Microscopic Sensemaking during COVID-19 Times.” Qualitative Inquiry Oct. 2020. <https://doi.org/10.1177/1077800420962477>. Ngai, Sianne. Ugly Feelings. Harvard UP, 2005. Nunes, Mark. Error, Glitch, Noise and Jam in New Media Cultures. Bloomsbury, 2012. Papacharissi, Zizi. Affective Publics: Sentiment, Technology, and Politics. Oxford UP, 2015. Pickering, Andrew. “The Mangle of Practice: Agency and Emergence in the Sociology of Science.” American Journal of Sociology 99.3 (1993): 559-89. Star, Susan Leigh. “The Structure of Ill-Structured Solutions: Boundary Objects and Heterogeneous Distributed Problem Solving.” Readings in Distributed Artificial Intelligence. Eds. Les Gasser and Michael N. Huhns. Kaufman, 1989. 37-54. Turner, Victor. “Betwixt and Between: The Liminal Period in Rites de Passage.” The Forests of Symbols: Aspects of Ndembu Ritual. Cornell UP, 1967. 93-111. Turner, Victor. “Liminality and Communitas”. The Ritual Process: Structure and Anti-Structure. Chicago: Al<line Publishing, 1969. 94-113, 125-30.

There is growing consensus about the importance of physical activity and regular engagement is known to have a number of health and developmental benefits. Accordingly, research across a variety of fields has argued for the importance of laying the foundations for lifelong physical activity engagement in the early years. The school plays a central role in this effort by impacting children’s initial relationships with physical culture. Within the school, PE is often the primary vehicle for the promotion of physical activity. However, the problems with PE and its failure to connect with all children has been widely reported. Concurrently, there has been a significant physical activity dropout rate in adolescence for girls, and some boys. Scholarly attempts to address these concerns have focused mainly on late primary or high school settings, specifically curriculum and pedagogy. To date, very little research has focused on the early (Year One/Two) years of PE, when many children are developing their initial physical subjectivities. Rather than a period which all children enter as a ‘blank slate’, early PE is defined by the differing levels of experience that children bring to class. How these differing levels of embodied experiences are valued mean the children are constantly engaging in a range of stratified interactions. The outcomes of these interactions can have a profound impact on how students engage in physical activity, both in PE and on the playground. To examine how children are embodying and developing their physical subjectivities in these two spaces, a six- month ethnographic project was conducted at a primary school in Victoria. This allowed for the examination of the experiences of a Year 1/2 cohort through the implementation a variety of ethnographic and child-centred methods. Drawing on a theoretical approach, combining Bourdieu (1998) and Collins (2004), this thesis shows how the outcomes of PE activities, impacted the types of activities that children chose to engage in on the playground. Additionally, the findings show how the children play a key role in reproducing the dominant elements of the field (including the ‘naturalized’ gender order inherent in sport/PE) and the hierarchies that contextualized each activity. This research offers an in-depth focus into the complex social processes, in the playground and PE, which continue to usher children along seemingly pre-determined physical paths. This thesis concludes with a call for a critical approach to early PE that incorporates the different experiences of the children to create 2 curricula, with a particular focus on teaching children to be reflective of the impact of their embodied experiences. This also incorporates changes to the playground as a continuation of the PE space.