Minerva Elements Records
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ItemVision and motivation of adolescent language learners in Australia(Multilingual Matters, 2024)
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ItemQ methodology, subjectivity, and language research(Multilingual Matters, 2024)
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ItemAustralian-Korean multicultural family members' emotions about their family language policy(Multilingual Matters, 2024)
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ItemNo Preview AvailableAn A/r/tographic Blueprint for Walking in Four Propositions(InSEA Publications, 2024-05-01)Our life narratives are intertwined and entangled with/in art, research and teaching. As digital a/r/tographers, our place stories have connections that have connected us further across spaces and sites. These are multiplicitous and invite new inter-actions and intra-actions across times. We-searching (Holman Jones & Harris, 2019) with Haraway digitally is an experiment that we followed as a series of propositions during 2020. A turn in our life narratives that hold us, yet opens us to living and working with and through the human, non-human and more-than-human interests us as re-searchers. This a/r/tographic blueprint for walking in four propositions explores making kin as a/r/tographers that work in often contested spaces of conservative educational research and across disciplinary boundaries.
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ItemNo Preview AvailableDrawing, Writing, and Walking: An A/r/t/graphic Proposition in 7 Prompts(InSEA Publications, 2024-05-01)This co-storied a/r/tographic proposition in seven prompts has been designed by three a/r/tographers at different stages of knowing between themselves, their worlds, and their practices in and through a/r/tography. We have co-designed these seven prompts in response to the renderings of a/r/tography from the spaces and places we have found ourselves in 2020 during the COVID-19 pandemic. We live in the same city but each of our a/r/tographic practices and our inquiries differ. Our practices of living, walking, being, working, and travelling explore how the radical relatedness and collaborations (Bickel et al., 2010) found within an a/r/tography pedagogy and methodology occur. “Radical relatedness leads to further knowledge sources and cross disciplinary experience in regard to relational aesthetics, relational inquiry, and relational learning” (Bickel et al., 2010, p. 98). We believe that collaboration is central to our work as researchers and practitioners—we learn through, with, and together.
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ItemMixed methods research(Edward Elgar Publishing, 2024-08)Mixed methods research designs meaningfully integrate both qualitative and quantitative methods to understand a research problem. Mixed methods research methodologies can be used to cast a nuanced light on complex legal problems, generating new answers which would not be perceived with one data source alone. However, mixed methods research appears rare in labour law research, perhaps reflecting gaps in legal data, the time and cost of undertaking such studies, and limited training in quantitative methods in some jurisdictions. This chapter identifies data sources that could enable a new generation of mixed methods labour law research.
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ItemRecalibrating Minimum Force: Some Unintended Consequences of Tom Swift's 'Electronic Rifle'(Springer Nature, 2024-05-23)This chapter explores some significant impacts of ‘electro-shock’ weapons on the practices and accountability of police. It argues that the introduction of conducted energy weapons (CEWs or ‘Tasers’) has resulted in the recalibration of the traditional policing principle of minimum force. Using evidence from a range of jurisdictions, we explore the way CEWs replace low-level and intermediate force options, rather than the use of deadly force they were initially marketed to reduce. We suggest that the adoption of this type of weapon fractures police conceptions of the use of force continuum. This results in a shift away from ensuring ‘coercive’ force as both threat of use of force and the actual use of force are minimised in model police practice towards the mission to appear ‘non-lethal’, or at least less ‘injurious’. While CEWs carry less risk of serious physical injury when deployed as compared with firearms, the increasing rates and normalisation of threatened use of force and associated threats of severe pain and injury in policing practice comprise a form of ‘weapons creep’ and carry a concomitant risk to police–community relations. We argue the widespread adoption of CEWs in policing has reinforced long-held concerns about ‘weapons drift’ and has consequently impacted police legitimacy for some observers and further served to materially subvert interpretations of the principle of ‘minimum force’ as a useful measure of the reasonableness of police use of force.
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ItemNo Preview AvailableTo sound the drum: A dialogue on value and change in relation to First Nations music and research in the academy(Palgrave Macmillan, 2024)A raft of complex and dynamic barriers to the participation and inclusion of First Peoples and Indigenous knowledges and practices in the academy exists. Not least of these barriers are assumptions about authority and ownership in relation to knowledge, that inform teaching and research. This chapter, co-authored by an Indigenous academic and multi-disciplinary artist and ethnomusicologist of settler/non-Indigenous ancestry, interrogates the contemporary academy and a vision that is inclusive of First Peoples and Indigenous knowledge systems through a reflective dialogue on individual and collaborative experiences of teaching and research related to Indigenous music. Through a reflection on axiological differences that come to bear in teaching and research related to Indigenous music, and on projects stemming from one author’s family practice of biganga (possum skin cloak) making, the authors consider the provocation: ‘what does it take to sound the drum?’, referring to the biganga (possum skin cloak) percussion instrument that has been used historically in much of south- eastern Australia and is undergoing a current process of reclamation. Through this dialogue and reflection, conventional notions of quality and value that are persistent in both teaching/learning and research in the contemporary university are addressed and expanded upon, and the question of what methodological and systemic change is required to centre Indigenous knowledges and people in the work of the university is considered.
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ItemLand Reform, Conflict and Local Development on “Grande Terre”(Springer, 2024-04-12)New Caledonia-Kanaky has operated customary and European models of land tenure in parallel for almost 170 years, since the early days of colonisation when francophone governance was imposed to enable settlement, and Kanak populations on prime agricultural were forcibly displaced onto “reserves”. This “historic dualism” has been at the heart of lengthy political discussion and the demands of the Kanak independence movement to reclaim its land and sovereignty. While debates about the development of customary land continue in times of political uncertainty, since the late 1970s re-allocation of land to Kanak clans by the state, latterly through the Agence de développement rural et d’aménagement foncier (ADRAF), has been substantial. We assess this process, offering two examples from the Northern Province where land conflicts remain and where “modern” development has taken place on customary land now controlled by clans, under their stewardship. This partial integration into the market economy has addressed many, but not all, of the problems of “historic dualism”.
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ItemDon't Be Like the Jebarra: Reconsidering the Ethics of Ethnomusicological Practice in an Indigenous Australian Context(Routledge, 2022-11-30)An implicit goal of ethnomusicology is acquisition of knowledge about music—historically the music of a cultural world other than that held by the outsider ethnomusicologist prior to their study. Our methods are often sound recording and other forms of collection, and participation in musical practices. Complex issues arise when the assumptions and methods of ethnomusicology are valued differently by region, group, generation, individual, or otherwise. Likewise, complex issues arise when the ethical framework for holding knowledge in a particular cultural context is at odds with institutional and disciplinary expectations with regard to authority, publication, and ownership of knowledge, in the academy. Via two provocations–that sound recording and collection, and participation in musical practice such that the ethnomusicologist acquires knowledge that is then held in their bodies, might be compared to the actions of the Jebarra (and ancestral figure in Ngarinyin lifeworld who stole communal resources and broke the Law of sharing) – in this chapter the authors (one an outsider ethnomusicologist and one an insider researcher and cultural custodian) reconsider the ethics of outsider ethnomusicological practice. Through reflection on a 20-year history of collaboration, the chapter considers local frames for understanding the role of the work of repatriation and return, and other forms of collaboration. It finds that there are local strategies for sustaining people and place across generations despite massive periods of disruption, and that these are also deployed to manage the risks attendant with the interventions of outsiders, and makes a case for outsider and insider researchers and practitioners to consider the role of care and nurturing in research.