Buried in the Red Dirt

Bringing together a vivid array of analog and non-traditional sources, including colonial archives, newspaper reports, literature, oral histories, and interviews, Buried in the Red Dirt tells a story of life, death, reproduction and missing bodies and experiences during and since the British colonial period in Palestine. Using transnational feminist reading practices of existing and new archives, the book moves beyond authorized frames of collective pain and heroism. Looking at their day-to-day lives, where Palestinians suffered most from poverty, illness, and high rates of infant and child mortality, Frances Hasso's book shows how ideologically and practically, racism and eugenics shaped British colonialism and Zionist settler-colonialism in Palestine in different ways, especially informing health policies. She examines Palestinian anti-reproductive desires and practices, before and after 1948, critically engaging with demographic scholarship that has seen Zionist commitments to Jewish reproduction projected onto Palestinians. This title is also available as Open Access on Cambridge Core.

You can't outrun your shadow

E.M. Reapy was born in 1984 and raised in Claremorris, Co. Mayo, Ireland. She was educated at NUI-Galway, University College Cork, and Queen’s University Belfast where she received an M.A. in Creative Writing. In addition to other non-writing jobs, Elizabeth spent eighty-eight days working on an orange farm in the Australian Outback in order to secure a two-year visa to live and work in Australia – experiences that resulted in Red Dirt, her highly-acclaimed first novel. For Red Dirt, Reapy received the prestigious 2017 Rooney Prize for Irish Literature, an award for a body of work by a young Irish writer showing exceptional promise. Skin, her second novel, also shares an Australian setting, among others.I met E.M. Reapy for the first time when we read together for the ‘Over the Edge’ Reading Series at the Galway City Library in 2018. On that occasion, Elizabeth read two beautiful short prose fiction pieces. Of course I had heard of her acclaimed first novel Red Dirt but had not yet read it. The next day I went into Charlie Byrne’s and bought a copy of the novel. A primary focus of my research through the decades has been on the literature of the Irish diaspora and I was excited to read Reapy’s exploration of the lives of the young Irish who had left home and moved to Australia, most on short-term visas, in the wake of the 2008 recession that caused the collapse of the Irish economy and, for all intents and purposes, bankrupted Ireland. I found Red Dirt to be terrific in every respect: beautifully realized, terrifying in places, always absorbing, and moving. Reapy’s second novel, Skin, while quite different from Red Dirt, is equally important in its intense exploration of how difficult it can be for a person to live in her skin. After Dr. Gillian Dooley has heard me deliver a paper on E.M. Reapy’s work at the Irish Studies Association of Australia and New Zealand (ISAANZ), she asked me to interview Elizabeth for Writers in Conversation. The interview was conducted by email (January-April 2020).

Red Dirt Education Leaders ‘Caught in the Middle’: Priorities for Local and Nonlocal Leaders in Remote Schools

Schooling for Aboriginal and Torres Strait Islander students in remote or ‘Red Dirt’ communities has been cast as ‘problematic’, and ‘failing’. The solutions to deficit understandings of remote schooling are often presented as simple. But for those who work in Red Dirt schools, the solutions are not simple, and for education leaders positioned between the local Red Dirt school and upward accountability to departments of education, they are complex. Between 2011 and 2016, the Cooperative Research Centre for Remote Economic Participation's (CRC-REP) Remote Education Systems project explored how education could better meet the needs of those living in remote communities. More than 1000 people with interests in remote education contributed to the research. Education leaders were identified as one stakeholder group. These leaders included school-based leaders, bureaucrats, community-based leaders and teacher educators preparing university graduates for Red Dirt schools. This paper focusses on what Red Dirt education leaders think is important for schooling. The findings show school leaders as ‘caught in the middle’ (Gonzalez & Firestone, 2013) between expectations from communities, and of system stakeholders who drive policy, funding and accountability measures. The paper concludes with some implications for policy and practice that follow on from the findings.

The Friday Night Fighters

This chapter discusses the rise of the Friday Night Fighters. The new age of television meant grand opportunity for Friday Night Fighters. As broadcasts expanded in the postwar years, fighters discovered that a main event fight in Madison Square Garden equaled instant national celebrity and a big pile of cash. To make it on TV, a boxer first needed to be in New York. Some migrated internally, arriving from the red dirt roads of the Deep South or the rangy farmlands of the Midwest. For others, home was the cane fields and ghettos of the Caribbean or the desert metropolises of Mexamerica. Still others crossed the Atlantic, originating in Europe, Asia, even Africa. In a way, the Friday Night Fighters symbolized New York immigration. The remainder of the chapter explains the effect of television on the sport, how both science and theater played into the persona of the Friday Night Fighter, by letting two boxers stand in for the whole. The first— Kid Gavilan—is an exemplar of that group of rugged, quality fighters who made many appearances but whom the history books have let pass unnoticed into the mists of boxing lore. The second— Chuck Davey—was a man almost too perfect for television and wholly unprepared for it.