Nick Hopwood

Migrant women and children can face significant barriers when accessing child and family health services. Child and family health hubs (hubs) represent a potential solution to simplify pathways between maternity, child, and social care services for migrant populations. However, how these hubs operate specifically for migrants remains underexplored. Our study addresses this gap by exploring what helps and hinders the establishment and delivery of hubs across three different contexts in New South Wales, Australia for migrant populations using a case study approach. While all sites found the hub model appropriate and acceptable, its feasibility varied. Challenges included limited resources, particularly the absence of a dedicated hub coordinator, governance issues, and personnel turnover. Success depended on clear leadership, dedicated coordination, systematic referral pathways, cultural sensitivity, and community engagement. The evidence from this study can be used within other contexts to plan and deliver hubs for migrant and potentially other priority population families with young children.

Grounded in affective futurity, this article examines the often-invisible forms of rejection that shape the ordinary body. In this light, rejection becomes a form of academic slow death, prompting some to imagine no futures for their lives within the academy. Rather than swallow indignation, I embrace the margins as a site of meaning-making, navigating an institution with little room to falter. Through creative-relational methodologies, I invite Professor Nick Hopwood to reexamine his “Rejection Wall,” as a provocation that exposes both the faint possibility of transformation and the inequities sustained by power and institutional norms—ordering who may belong and who must remain peripheral. The article urges readers to resist using institutional systems to justify further exclusion and instead to imagine futures otherwise: forms of affective futurity where agency, dignity, and difference are foundational. It responds to Zembylas’s call for methodologies attuned to the affective futurities of higher education.

Purpose: This study aims to critically explore how professional identities of immigrant non-native English-speaking (NNES) teachers in Australia evolve over time and how these processes can be conceptualised through Hybrid Relational Onto-Epistemology (HROE). The paper seeks to decentre anthropocentric knowledge paradigms in qualitative research by incorporating Eastern and Western epistemologies within a processual and relational approach. By examining how professional identity is shaped by lived experiences, relationality and spatial-temporal entanglements, the study contributes to advancing qualitative methodologies that embrace fluidity, multiplicity and ethical co-emergence in qualitative research. Design/methodology/approach: This article introduces HROE, an evolving qualitative research methodology that interweaves four vectors: temporality, spatiality, embodied materiality and relationality. HROE reconfigures qualitative inquiry by integrating insights from an extensive body of literature and a long-term empirical study employing hermeneutic phenomenology and narrative inquiry. It examines how immigrant NNES teachers in Australia shape their professional identities through lived experiences over time. HROE responds to the call to decentre anthropocentrism by running Eastern onto-epistemologies—Jñana Vidya, Marifat, Mohism and Zhishí Lilùn—and Western philosophies of becoming and differentiation through the four vectors. This approach produces a decentred, processual understanding of knowledge and identity formation, offering a methodological alternative to Western-centric, human-centered paradigms. HROE demonstrates how these concepts unfold iteratively through the four vectors, generating relational creativity, iterative self-overcoming and ethical co-emergence as emergent epistemic forces. By applying HROE to narrative data, this paper illustrates how NNES teachers co-construct professional identity as an ongoing, co-emergent process, shaped by the dynamic interplay of temporality, spatiality, embodied materiality and relationality. It foregrounds how diverse lived experiences continuously reshape ethically attuned professional development, advancing a transversal and embedded methodological orientation that embraces becoming as fluid and differentiation as relationally situated. In doing so, HROE fosters practical and philosophical tools to reimagine relational ontologies in qualitative research, where knowing and being unfold as intertwined, rather than separate, domains. Findings: Findings reveal that NNES teachers' professional identities are co-constructed through processual and iterative engagements with temporality, spatiality, embodied materiality and relationality. The study highlights how diverse onto-epistemic methods elucidate the evolving nature of professional becoming, shaped by affective and institutional entanglements. Teacher professionals actively negotiate linguistic hierarchies, cultural expectations and policy structures while constructing cosmopolitan English teaching identities. The application of HROE demonstrates that professional identity formation is not linear but an emergent, co-constitutive process that unfolds across multiple, intersecting spaces—both material and digital—challenging static models of teacher development. Research limitations/implications: While this study advances HROE as a methodological alternative for qualitative inquiry, its findings are contextually situated within the experiences of NNES teaching professionals in Australia. Future research should apply HROE across diverse professional contexts to explore its broader applicability. Additionally, methodological engagement with Indigenous and African epistemologies could further enhance its decolonial and transversal potential. The study invites qualitative researchers to rethink knowledge production beyond Western paradigms, advocating for ethically engaged, relational and processual approaches in professional identity research. Practical implications: This research provides educators, policymakers and teacher educators with insights into how NNES teachers construct and negotiate their professional identities within evolving educational milieus. The study underscores the importance of mentorship, intercultural pedagogies and professional networks in fostering inclusive and cosmopolitan professional identities. By applying HROE, teacher education programs can shift from standardised, competency-based models to more fluid, relational and transformative approaches that recognise the affective, embodied and spatial-temporal dimensions of professional development. Social implications: By challenging linguistic hierarchies and anthropocentric research paradigms, this study contributes to broader discussions on social justice and equity in education. It highlights the systemic barriers that NNES teachers face and how relational, embodied and affective engagements can foster more inclusive educational spaces. The research underscores the need for policies that value multilingual and transnational expertise in teacher recruitment and professional development. HROE offers a methodological lens for reimagining knowledge production, emphasising ethical co-emergence, relational creativity and diverse ways of knowing in educational research. Originality/value: This study introduces and operationalizes HROE as a novel methodological approach for qualitative research. By integrating Eastern and Western epistemologies, it decentres anthropocentric paradigms and provides a relational, processual alternative to dominant research methodologies. The study contributes empirical and theoretical insights into how NNES teachers construct professional identities through lived experiences. It advances qualitative methodologies that foreground relationality, temporality, spatiality and embodied materiality—offering a valuable orientation for researchers...

Tube-Fed vs Orally-Fed Children with Early Childhood Feeding Disorders - Article abstract #946720

Cultural-Historical Activity Theory has contributed significantly to studying and promoting educational change. Its distinctive concepts inform an approach to interventionist research called the Change Laboratory This paper reports on a Change Lab in an Australian secondary school resulting in major changes for students studying for the Higher School Certificate (HSC) in the final two years of high school. It reports on the key conflict between the HSC as a ticket to university admission (exchange value) and its importance for students’ broader development and future (use value). Expansive learning and systemic contradictions have been frequent reference points in reports of school-based Change Laboratories but more recent developments in theorising transformative agency by double stimulation have received less attention. Addressing this gap, this paper considers the construction and use of artefacts that helped participants understand the problem, and develop previously unknown solutions that resulted in a qualitative transformation of activity. Mirror materials comprising aggregate and individualised student data served as a first stimulus; four-field representations of collective zone of proximal development and germ models functioned as higher abstraction second stimuli, complemented by teacher-generated ideas and models. Changes made by the school transcended the central contradiction in the local activity system, providing valuable insights into the process of change amid widespread critiques of reductive measures of student outcomes at the end of secondary school.

Paediatric home enteral nutrition (HEN) is becoming more common. Existing research and guidelines point to the importance of carer education. However, ongoing HEN care in the community is not well covered, and many of those caring for children with feeding tubes have insufficient training, contributing to safety incidents in paediatric HEN. This article presents a novel gold standard for home nasogastric tube feeding for infants and children. It is developed through interviews with clinicians (n = 13) and parents (n = 4), and revised in consultation with a wider group of clinicians (n = 22), parents (n = 4), researchers (n = 2) and other professionals involved in supporting families with children who tube feed (n = 2). The gold standard reflects the authors' consensus recommendations. Alignment of its features with peer‐reviewed research is highlighted. The gold standard considers NG tube feeding at home as a mealtime (rather than medical procedure) that is safe, responsive to the child's cues, and family friendly. Where weaning is expected, it also prepares the child for this.