Arts Collected Works - Research Publications

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    Indigenous knowledge is not an extractable resource
    Thomas, A (Academia.edu, 2021-11)
    Indigenous knowledge is increasingly being looked to as containing solutions to contemporary challenges, particularly climate change. Along with growing anxieties about the future of the planet is a parallel “tendency to exalt Indigenous or non-Western others as symbols of inspirational environmental ethics, modelling interspecies, interconnectedness and reciprocity contrary to a Western will-to-destruction” (Neale & Vincent, 2017, 426). Recent calls to harness Indigenous bushfire management techniques in Australia and growing interest in Traditional Ecological Knowledge (TEK) in land and resource management globally are examples of this trend and represent important steps forward in improved recognition of Indigenous peoples. However, reaching for Indigenous knowledge when western knowledge and systems fail is to treat it as a gap-filler or additive (Starblanket & Stark, 2018, 170). While recognition is good and conversations around partnering with First peoples to resolve macro-problems are a step in the right direction, Indigenous knowledge cannot be treated as an extractable resource to be managed and used apart from the place, people and culture that generated it.
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    Samoa’s New Labour Trade
    Fatupaito, A ; Utuva, L ; Tauave, S ; Alofipo, A ; Meleisea, M ; Schoeffel, O ; Arthur, T ; Alexeyeff, K (Centre for Samoan Studies, National University of Samoa, 2021)
    This article explores the context of aspirations to become seasonal workers in New Zealand or Australia and the experiences of those who worked in New Zealand under the Recognized Seasonal Employer scheme. It is based on detailed interviews with 24 people who were seasonal workers or who aspired to become seasonal workers in 2020, and on other relevant sources. The focus of the article is the recruitment processes and the economic, social and historical contexts of seasonal work in Samoa.
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    Cinderella of the south seas? Virtuous victims, empowerment and other fables of development feminism
    Alexeyeff, K (Elsevier, 2020-05-01)
    The developmental logic underpinning ‘Cinderella projects,’ in which women of the Global South are targeted for interventions intended to tap and expand their unrecognized economic and entrepreneurial potential. This version of ‘development feminism,’ constructs its female objects as both impoverished victim-subjects and as nascent market-oriented actors. Moreover, development feminist discourse, grounded as it is in seemingly universal ideas of women’s oppression, equality and economic participation, generates paradoxical effects in different social contexts. Drawing on ethnographic examples from Polynesia, the paper illustrates how a homogeneous concept of ‘woman’ makes little sense because local gender categories are complexly intersected by age, socio-economic status as well as by hereditary rank. As a result, development feminisms’ gender interventions transform local individual subjectivities in novel and often unexpected ways, producing new forms of inequality while obscuring others.
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    2020 Was a Glitch
    Goodwin, M (Umbrella Studios, 2021)
    As Melbourne cycled through five lockdowns, I collated digital ephemera in isolation: skylines / screengrabs / sound bites. I documented myself too: Zoom meetings / contrived selfies / maudlin portraits in the mirror like this one. I circled back to this image recently and started chopping and slicing, each cut an edit in a seemingly endless loop.
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    Enter the surface-interface: an exploration of urban surfaces as sites of spatial production and regulation
    Andron, S ( 2021-01-25)
    Research interview for online research media library Faculti
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    Renaissance Translators, Transnational Literature and Intertraffique
    Rizzi, A ; Burdett, C ; Polezzi, L (Liverpool University Press, 2020-06-30)
    The text argues that Italian culture needs to be considered in a transnational/transcultural perspective and that an understanding of linguistic and cultural translation underlies all approaches to the study of Italian culture in a global ...
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    English teacher education in the time of COVID: Australian teacher educators share their experiences
    Bacalja, A ; Parr, G ; McGraw,, K ; Dutton, J ; Diamond, F (Australian Association for the Teaching of English (AATE), 2021-12-01)
    Many studies have repor ted the disruption and anxiety associated with initial teacher education programs across the world lurching in and out of online and remote teaching because of COVID-19 related lockdowns. Few studies, however, have homed in on the day-to-day experiences of teacher educators in par ticular disciplinary specialisms or ‘methods’, or explored how these disciplinary contexts shaped the experience of teaching in the time of COVID-19. This essay presents extended autobiographical accounts of four English teacher educators from different universities on the east coast of Australia, who taught English methods during lockdowns in 2020 and 2021. The study affirms the uniqueness of their experiences, but also recognises four key dimensions of the English teacher educators’ work: relational work; curriculum and pedagogical work; identity work; and professional learning. The study has implications for how English teacher education responds to the challenges of teaching during and beyond the pandemic.uring and beyond the pandemic.
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    InternationalEd2021: Re-imagining higher education teaching and learning for sustainable internationalisation of curriculum
    Anand, P ; Li, D ; Krautloher, A ; Lui, TKB ; Leung, D (Internationalisation of Curriculum Special Interest Group, 2021)
    COVID-19 has put a spotlight on international education and highlighted the often one-sided view about it. Although there are various educators who value international education for the value it adds to creating diverse, transformative learning experiences, sadly this narrative is often hidden behind the more prominent economic benefits. This Symposium will aim to highlight the importance of internationalisation of the curriculum to develop global citizens for the 21st century. This book proceedings represents a collection of work presented at the InternationalEd2021 symposium held online on 15th October 2021. It highlights the importance of internationalisation of higher education curriculum to develop global citizens for 21st century and beyond.
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    Dancing with Covid: Choreographing examinations in pandemic times
    Lopez, CA ; Decuypere, M ; Dey, J ; Gorur, R ; Hamilton, M ; Lundahl, C ; Sjodin, ES (SAGE PUBLICATIONS LTD, 2021-07)
    In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around the world: Australia, Belgium, Chile, India, Sweden and the UK. We use the analytical heuristic of choreography to follow the movements, tensions and resistance of the ‘emergency examinations’ as well as the re-orderings of actors and stages that have inevitably occurred. In our analytical stories we see the interplay between the maintenance of fixed and sacred aspects of examinations and the fluidity of improvisations aimed at meeting threats of spreading Covid-19. These measures have forced the complex network of examinations both to reinforce some conventional actors and to assemble new actors and stages, thus creating radically new choreographies. Although higher education teaching and didactics are being framed as a playground for pedagogical innovation with digital technologies, it is clear from our data that not all educational activities can be so easily replicated.
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    Access versus integration: the benevolent undermining of an Indian desegregation policy
    Dey, J ; Gilbertson, A (Routledge, 2021)
    Efforts to desegregate schools have consistently been undermined by privileged parents finding ways to avoid undesirable schools. In some contexts, a more complex picture is emerging, where ‘progressive’ privileged parents choose ‘diverse’ schools but still reproduce segregation. We demonstrate how the desegregation aims of an Indian education policy are similarly undermined by seemingly well-intentioned privileged actors. India’s Right to Education Act of 2009 requires private schools to educate disadvantaged children for free. The architects of this policy imagined that it would not only provide access to quality education for disadvantaged children, but also desegregate schools. Beneficiaries of the policy share the policymakers’ vision of desegregation. However, various elite and middle-class actors prioritise access over integration, and assert that segregated classrooms may be in the best interests of underprivileged children. This highlights how desegregation policies can fail not just as a result of direct opposition but also through discourses of benevolence.