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In recent years, there has been no shortage of research on the enormous pressure women face to have children. Similarly, the pressures put on mothers and the impossibility for women to live up to the ideal standards of motherhood are increasingly the subject of scrutiny. However, a shadowy figure lurks in the cultural imagination: the woman who refuses to have a child, or worse, hates the children she has. If narratives of maternal distress, anxiety and regret represent ‘the last taboo’, then narratives of willful rejection exist even outside of those boundaries.

This chapter explores narratives of women who are villainised for their negative relationships to motherhood and mothering, in canonical texts of the Western Anglosphere culture. Drawing examples from the Bible, from Charles Dickens, and from the Disney corporation, Çakmak and Rumson demonstrate the variations and ongoing poignancy of the narrative that women who reject or fail to have children are evil.

This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups. Key benefits identified are: enhanced retention rates; improved academic performance; and strengthened social networks. While the focus is on commencing students (mentees), significant positive outcomes for third-year mentors are also apparent. Internal and external challenges that may influence access to mentoring among students include shifting institutional support and roles and curriculum change. Enablers include training, clarity of purpose, strong support networks, and fostering student sense of ownership. The effect of disciplinary culture on uptake and effectiveness of mentoring is also important. Overall, the program compares well against published frameworks of successful student mentoring. Nevertheless, critical questions remain regarding the effectiveness of general versus targeted mentoring programs for students in equity groups.

Academic and popular literatures have addressed growing concerns about the ways we produce, harvest, distribute, and consume food; manage fisheries and inputs to agriculture; and deal with waste. Throughout the 20th century, a series of issue-specific frames emerged that explicitly addressed issues of social justice, the environment, and human health in the food system. During the mid-1990s that comprehensive master frames were established in attempts to bring disparate ideas and actions together into a more inclusive food movement. In this chapter, we explore the development of these collective action frames and turn to Canada as a case study to examine the key moments that have brought together diverse actors through collaborative networks to assert their place within a broader social movement. We argue that recognizing the increasing development of food networks and making these relationships visible opens new theoretical and practical possibilities for food system transformation.