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Volume Editors: Jacque Lynn Foltyn and Laura Petican
For the contributors to In Fashion: Culture, Commerce, Craft, and Identity being “in fashion” is about self-presentation; defining how fashion is presented in the visual, written, and performing arts; and about design, craft, manufacturing, packaging, marketing and archives. The book’s international cast of authors engage “in” fashion from various disciplinary, professional, and creative perspectives; i.e., anthropology, archaeology, art history, cultural studies, design, environmental studies, fashion studies, history, international relations, literature, marketing, philosophy, sociology, technology, and theatre.

In Fashion has five sections:
• Fashioning Representations: Texts, Images, and Performances;
• Fashionable: Shopping, Luxury, and Vintage;
• Fashion’s Materials: Craft, Industry, and Innovation;
• Museum Worthy: Fashion and the Archive;
• Fashioning Cultural Identities: Case Studies.
Young People, Applied Theatre, and Education about Race
This innovative project wrapped research around a youth theatre project. Young people of colour and from refugee backgrounds developed a sustained provocation for the people of Geelong, a large regional centre in Australia. The packed public performance—at the biggest venue in town—challenged locals to rethink assumptions. The audience response was insightful and momentous. The companion workshops for schools had profound impact with adolescent audiences. Internationally, this book connects with artistic, educational, and research communities, offering a substantial contribution to understandings of racism. This book is a provocative, transdisciplinary meditation on race, culture, the arts and change.
Author: Clarissa Carden
The phrase “free, compulsory, and secular” is central to Australia’s understanding of its own education system. Yet the extent to which education in Australia, or anywhere else for that matter, can be described as “secular” is never clear or settled. This work examines the history of education in Australia, from 1910 through to the present, through an interdisciplinary survey of key scholarship and a series of six original case studies. It seeks to uncover the extent to which the education system has undergone a process of secularisation and argues that the very meaning of the term “secular” is always contingent and changeable.
By examining the great economic and political transformations of our time, Juan Luis Manfredi-Sánchez reveals how cities and their hinterlands have become part of globalisation. The global city has joined the group of actors who develop diplomatic, political and communicative action in a manner that is de facto and lawful. Thus, the city is involved in the formulation of foreign policy at the same time that it proposes its own political agenda, which may or may not be aligned with its own country. The city thereby becomes a source of innovation in the field of diplomacy. The Covid-19 pandemic is accelerating the political and diplomatic role of cities, which have become epicentres of prevention and response in the face of this public health crisis.