Genders & Sexualities Thematic Group
Convener Bios
Sally Hourigan is a Lecturer in Humanities (Sociology and Anthropology) for the School of Business, Law, Humanities & Pathways at the University of Southern Queensland, Toowoomba. As an experienced ethnographer and material culture studies researcher, Sally examines the relationships women cultivate with and through clothing. Most recently, her research has explored the ways that sustainable practices are ‘accidentally’ engaged by women when managing their wardrobes (linked here). Further, Dr Hourigan progresses research on classic cars and masculinities, community formation, community development, and the benefits of social cohesion to the lived experience of community. As part of a project team, Sally has received funding to investigate Australian local government approaches toward the configuration and declaration of community in regional settings. Sally is Editorial Manager for the leading academic journal Discourse: Studies in the Cultural Politics of Education and is an active member of The Australian Sociological Association and the Australian Women’s and Gender Studies Association.
Suzanne Egan is a Lecturer in the School of Social Sciences, Western Sydney University. Suzanne's research focuses on both theoretical and applied work on gender-based violence and aims to embed community-based ways of knowing and being into academic research. This trajectory had its antecedents in Suzanne’s work as a sexual assault counsellor/advocate which attuned them to the ways in which ‘large’ seemingly abstract social theories and concepts are embedded in organisational structures and enacted through everyday practices. Suzanne’s current research programme explores the dominance of ‘trauma informed practice’ in sexual assault and domestic violence policy and practice with particular attention to the increasing influence of neuroscientific theories of trauma. A second strand of related research focuses on community led projects that aim to prevent gender-based violence through school and university-based interventions. More recently work on a community lead project on adopting Indigenous Australian pedagogies in preparing culturally competent teachers has led to a broader interest in decolonising teaching and learning practices in higher education.
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