This book examines the complex issue of familicide-suicide - the murder of a partner and children followed by suicide. The purpose of the book is two-fold: to advance a feminist sociological analysis of familicide as a form of gender-based violence, and to examine how it is reported on in news. The first section contextualises interpretations of familicide against the dual ascendancy of - and contestation around - feminist and mental illness discourses in public policy and debate. Advancing a feminist sociological analysis of familicide-suicide, it shows the value of 'continuum thinking' for understanding complex and varied forms of gender-based violence. Section Two examines Australian news reporting on familicide-suicide, showing the ways cultural assumptions about domestic and family violence and mental illness shape news reporting. It analyses how discourses of gender, disability, age, and the 'family' serve to rationalise certain news frames and reflects on the thorny ethical issues inherent in reporting on familicide. Arguing for a nuanced approach to gender-based violence and how it is reported, this book will be of interest for scholars of gender and violence, as well as media and journalism.

Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn't? What further visions do we need? How can we bring about a more democratic and just academic life for all? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to 'doing diversity' in the social sciences and humanities and decolonising higher education as a whole.

Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn’t? What further visions do we need? How can we bring about a more democratic and just academic life for all? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to ‘doing diversity’ in the social sciences and humanities and decolonising higher education as a whole.