Donna Bridges

Professional identity development: a review of the higher education literature

This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however, most did not make a strong connection to professional identities. Further research is needed to better understand the tensions between personal and professional values, structural and power influences, discipline versus generic education, and the role of workplace learning on professional identities.

Increasing Operational Effectiveness in UN Peacekeeping Toward a Gender-Balanced Force

In this article, the authors argue that an increased percentage of female military personnel on UN peacekeeping operations is beneficial to operational effectiveness. They establish a case for a greater proportion of female service personnel that is based on three main premises: (1) a force adequately representative of female service personnel in peacekeeping operations will combat sexual misconduct perpetrated by some male soldiers, (2) peacekeeping is a task of great consequence and is best served by a force representative of both genders, (3) a greater proportion of female military personnel engenders trust and improves the reputation of peacekeepers among local populations. Literature reviews, including media reviews, research, and policy reports compiled by the Australian Defence Force (ADF), other Western militaries, and the United Nations, inform the above assertions and are augmented by research data from interviews with female personnel from the ADF.

Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes.

A performance of difference

• Approximately 90 people. Age range 18–60; women to men ratio about 2:1. Mixture of Australian and international students. Mixed cultures including Aboriginal Australian, Anglo Australian, Cambodian, Chinese Australian, Greek Australian, Thai Australian, Indian, Norwegian, Solomon Islands, Vietnamese Australian. Various sexualities and abilities. For approximately half the cast English is their second, third, or fourth language. • Director: Debbie Horsfall, course co-ordinator, tenured senior lecturer, English migrant, white, age 40. • Assistant director: Donna Bridges, PhD candidate, contracted tutor, Irish Australian, white, age 35. • Assistant director: Catherine Camden Pratt, PhD candidate, contracted tutor, Anglo Australian, white, age 45. • Assistant director: Lesley Sammon, PhD candidate, contracted tutor, Anglo/Irish Australian, white-ish, age 43. • A selected flock of various writers, theorists and previous students.

‘War-fighting and left-wing feminist agendas’: gender and change in the Australian Defence Force

ABSTRACT Western military institutions are reforming to enhance gender inclusion. This imperative is driven by the need to sustain a volunteer force in a society with rapidly changing values coupled with a recognition that sustainability and legitimacy requires diverse representation from the community from which they draw their human resources. Our recent research has considered the changing character of the Australian Defence Force (ADF)’s disposition towards women, and discourse of gender and gender reform. In this paper we critically evaluate these discourses on gender equality across the ADF and outline the salient ideas and claims within institutional reviews and in academic papers written by ADF soldier–scholars. Our purpose is to interrogate current ways of framing and articulating key ideas on gender, sexuality, and equality to scrutinize the implications for the ADF’s stated purpose of creating a gender-inclusive workplace. We find that the driving functional imperative of military effectiveness limits and shapes the extent to which the ADF can become a genuinely gender-inclusive workplace.

The Gendered Battlefield

We are both what could loosely be described as pacifist women. We belong to peaceful activist organisations; we have taught subjects at university that focus on peace studies. We have joined marches for peace in Australia and overseas, signed petitions, refused to smack our children, and helped write policies against bullying.

From Practice to Research and Back Again

In this chapter we follow the story of practitioners as they attempt to transition from practice to research and back to practice, working and changing their personal and professional selves in a living transformation. The phenomenon of transitioning from practice to research and back is of recent origin across all healthcare disciplines and has become part of the tertiary education experience for many postgraduate practitioners. For the purposes of convenience and access to recent experience, the personal narratives used in this chapter are those of two of the authors. References are made to other professions, and practitioners from different fields may feel resonance as they read this chapter.