Gail Crimmins

Conference attendance is a feature of contemporary academic work and an accepted way of building academic identities and networks through the dissemination and promotion of ideas, achievements and research. However, our personal experiences have caused us to problematise the traditional conference and consider alternatives which mitigate its associated problems yet achieve its aims. In this paper, we use collaborative autoethnography to engage in inquiry about the roles of conferences, and their inhabited notions of representation, membership and inclusion/exclusion. We use personal experiences of virtual confer-ring to highlight that many agreed-upon purposes of attending conferences can be effectively achieved through other means. We explore how particular ways of engaging with technologies enable responsive gathering spaces, relational knowledge production, kinship and community; and facilitate the development, and promotion of scholars and scholarship. We offer a view that confer-ring interactions in online/virtual spaces can support collegial, feminist and egalitarian sharing and knowledge exchange.

This book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments.

Background: Unplanned out-of-hospital birth is generally assumed to occur for women who are multiparous, have a history of a short pushing phase of labour or are experiencing a precipitate birth. However, there is little research that examines the woman's perspective regarding factors that influenced their decision on when to access care. This research aimed to explore women's experience of unplanned out-of-hospital birth in paramedic care. Due to the size of the data in the larger study of 'Women's experience of unplanned out-of-hospital birth in paramedic care' [1], this paper will deal directly with the women's narrative concerning her decision to access care and how previous birth experience and interactions with other healthcare professionals influenced her experience. Method: Narrative inquiry, underpinned from a feminist perspective, was used to guide the research. Twenty-two women who had experienced an unplanned out-of-hospital birth within the last 5 years in Queensland, Australia engaged in this research. Results: The decision of a woman in labour to attend hospital to birth her baby is influenced by information received from healthcare providers, fear of unnecessary medical intervention in birth, and previous birth experience. All themes and subthemes that emerged in the women's narratives relate to the notion of birth knowledge. These specifically include perceptions of what constitutes authoritative knowledge, who possesses the authoritative knowledge on which actions are based, and when and how women use their own embodied knowledge to assess the validity of healthcare workers' advice and the necessity for clinical intervention. Conclusions: The women interviewed communicated a tension between women's knowledge, beliefs and experience of the birth process, and the professional models of care traditionally associated with the hospital environment. It is essential that information provided to women antenatally is comprehensive and comprehensible. The decisions women make concerning their birth plan represent the women's expectations for their birth and this should be used as a means to openly communicate issues that may impact the birth experience.

Background: Healthcare literature describes predisposing factors, clinical risk, maternal and neonatal clinical outcomes of unplanned out-of-hospital birth; however, there is little quality research available that explores the experiences of mothers who birth prior to arrival at hospital. Methods: This study utilised a narrative inquiry methodology to explore the experiences of women who birth in paramedic care. Results: The inquiry was underscored by 22 narrative interviews of women who birthed in paramedic care in Queensland, Australia between 2011 and 2016. This data identified factors that contributed to the planned hospital birth occurring in the out-of-hospital setting. Women in this study began their story by discussing previous birth experience and their knowledge, expectations and personal beliefs concerning the birth process. Specific to the actual birth event, women reported feeling empowered, confident and exhilarated. However, some participants also identified concerns with paramedic practice; lack of privacy, poor interpersonal skills, and a lack of consent for certain procedures. Conclusions: This study identified several factors and a subset of factors that contributed to their experiences of the planned hospital birth occurring in the out-of-hospital setting. Women described opportunities for improvement in the care provided by paramedics, specifically some deficiencies in technical and interpersonal skills.

This book harnesses the expertise of women academics who have constructed innovative approaches to challenging existing sexual disadvantage in the academy. Countering the prevailing postfeminist discourse, the contributors to this volume argue that sexism needs to be named in order to be challenged and resisted. Exploring a complex, intersectional and diverse arrangement of resistance strategies, the contributors outline useful tools to resist, subvert and identify sexist policy and practice that can be deployed by organisations and collectives as well as individuals. The volume explores pedagogical, curriculum and research approaches as well as case studies which expose, satirise and subvert sexism in the academy: instead, embodied and slow scholarship as political tools of resistance are introduced. A call for action against the propagation of sexism and gender disadvantage in the academy, this important book will appeal to students and scholars of sexism in higher education as well as all those committed to working towards gender e/quality.