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The way crystal methamphetamine or ‘ice’ use in rural Australia has been represented for national television audiences provides rich evidence of the intersections between media, crime and rurality. This chapter explores these connections through a framing analysis of three Australian television news and current affairs features about this topic. It investigates how concepts such as ‘fluidity’ and ‘boundedness’ operate in relation to the representation of ice use and drug-related crime in rural and regional communities. This raises questions about how certain images and associations come to circulate through media as well as their potential to evolve and change over time or to even be contested – sometimes by the very individuals and communities who serve as the subjects of stories about such problems in society.

The purpose of this study was to explore low-income women’s perspectives of the shared meaning of work and employment values in their intergenerational family context from a critical and systemic lens. Participants were rural and urban women from low-income contexts (N = 14). Semi-structured interviews were designed to elicit thick description of lived experiences of work and family. Analyses were conducted using Van Manen’s hermeneutic phenomenology coding process (1990).

Four emergent categories (Purpose to Work, What Work Is, Motherhood and Work, and Loss, Resilience and Work) with 16 themes described work–family integration. These narratives evoked a deep interconnectedness of work, family, and life. Because participants were recruited in locations where they were either already employed or seeking employment, these findings may not represent other women.

Effectiveness of programs and policies could be expanded by incorporating women’s values and motivations for employment and targeting family-level interventions. Programs could better empower women to seek employment and skills training for lasting financial sustainability, rather than just getting any job. Because participants distinguished between careers and jobs based on college education, many felt they could never obtain a career. Additionally, participants described work–family integration, not the prevalent idea of “work–life balance.” Participants described fighting to provide a better life for their children.

This study highlights under-represented perspectives of low-income women about work. Understanding the experiences of low-income women is essential for designing programs and services that will be practical and useful.

Tourism and events have been identified as providing opportunities to revitalize regional and remote economies. In Australia such areas have limited economic opportunities and are constrained by a range of development barriers, including access to markets and human capital. Importantly, tourism in particular is seen as an economic activity that provides scope for Indigenous communities and individuals in regional and remote parts of the country to leverage development opportunities. A number of the island communities of the Torres Strait, the most northern region in Australia, are exploring the potential of tourism and events as an economic development strategy, yet the region is severely constrained by a number of development barriers.

Purpose – Studies suggest that children's experiences during first grade help establish educational trajectories that eventually shape their life chances. Research also indicates that student attentiveness in the classroom is integral to learning and later academic achievement, with low-income students of color running a greater risk of “attentional difficulties.”

Methodology – Joining these two bodies of work, I map the social conditions that shape attentiveness in the first-grade classrooms of “at-risk” students. Using ethnographic data collected over three school years, I examine how children actively construct attentiveness during their everyday interactions at school.

Findings – First graders sustain attention but often onto their own auto-involvements and mutual engagements, focal concerns teachers consider “distractions.” By learning the moment-by-moment variations of what to pay attention to and how “attentiveness” looks, children navigate the social ropes of schooling. Young students apply these lessons to self and peers, regulating attentiveness and socializing one another to the norms of their classroom. They are also resourceful actors who skillfully use their understandings of attentiveness to maneuver around the strict order of the day. Schoolchildren multitask, conceal other focal concerns, and give the impression of attentiveness, all of which influence what behaviors get detected as “(in)attentive.”