This biographical study explores the life and career of a woman, Doris McRae, who, although virtually unknown today, played a significant role in a number of areas of public life. She taught in government schools for over thirty years ending her career as headmistress of Flemington Girls’ School. She was an active unionist and at one time was vice president of the Victorian Teachers’ Union. She was a social and peace activist. She was a passionate advocate of equal pay and cared deeply about the welfare of the children she worked with, her fellow teachers and society in general. She travelled in England and Russia and in 1937 represented Australian women teacher unionists at the Pan Pacific Women’s Conference in Vancouver. She joined the Communist Party in 1938, teaching for them at Marx House in Melbourne and writing articles in their publication the Guardian. At the peak of her career, her activities were monitored by conservative politicians and the Catholic Church. She first came under the notice of the Commonwealth Investigation Service (later ASIO) in 1939 and was the subject of heated debate in the Victorian Parliament in 1946. Forced out of teaching as a result of a Royal Commission into Communism in 1950, Doris McRae then put all her energies into the activities of the Union of Australian Women, her active involvement lasting until the 1980s. In 1952 she travelled as an Australian delegate to the Defence of Children Conference in Vienna. Her last trip overseas was in 1960 when she spent most of the year in Europe. When Doris McRae died in 1988 aged 95, a memorial service was held for her at Coburg High School. Joan Kirner, then Minister of Education, gave the eulogy.

Paging jumps from viii to xi. / National calls for equality of opportunity have not been matched by reciprocal responses by girls to participate and achieve in design and technology subjects in Zimbabwean secondary and high schools. Current levels of girls' participation and achievement are of national concern. The study found that fourth form girls' low design and technology subjects enrolment and limited success have ensured a near all-male environment resulting in personal career progression limitations for girls and a gender segregated national socioeconomic society. It is acknowledged that outside Zimbabwe, models of student subject participation and achievement have been studied in the past resulting in the implementation of various motivational and retention strategies. Whilst accepting that girls' decisions concerning participation and achievement-related choices for or against design and technology subjects are individual and complex, some complex and interrelated contributory factors are explored. These are carried out in the context of Zimbabwe in this case study research which involved eight secondary schools of four different types targeting 321 fourth form girls, 26 design and technology subject teachers, eight principals, eight families and two education officers. The eclectic data collection approach chosen for the study relied on multiple sources of information being collected using a variety of techniques such as the student questionnaire, focus group interviews, in-depth interviews, lesson observations, and document and content analysis. The effects of various overt and covert forms of home and school processes of difference, inequality and oppression were explored in the data and how these have affected fourth form girls' design and technology subjects participation and achievement-related decisions. In particular, the effects of home and school contextual and climatic factors have been found to largely militate against girls' 'fit' with design and technology subjects culture, staff and workshop environment. A model involving the student and school contextual and climatic dimensions, to explain girls' participation and achievement perspectives is suggested and explained encompassing sociological, psychological and gender perspectives. Findings in this study contribute to an understanding of girls' participation and achievement processes in design and technology subjects in the African context, a dimension that has been largely missing from mainstream debates on the subject.