Arts Collected Works - Research Publications

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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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    Encountering a Pedagogy of the World in a University Setting
    Healy, S ; Coleman, K ; Johnson Sallis, R ; Belton, A ; Bright, D ; Heffernan, A ; Riddle, S (Routledge, 2021)
    Taking up Biesta's (2019) notion of a pedagogy of the world, we ask: How might participating in an arts-based educational program with/in a university enable young people from schools with low Index of Community Socio-Educational Advantage (ICSEA) values to encounter the world of higher education differently and become different in that encounter? This chapter comes from our engagement with empirical material generated during a (post)qualitative inquiry into the pedagogy of The Art of Engagement—a multi-arts studio program involving relational pedagogy and a/r/tography as curriculum located in SPACE, 1 whereby secondary school students from schools in less socio-educationally advantaged communities came together with undergraduate university students for a five-day intensive within a University of Melbourne breadth subject. The program's rationale was to connect with secondary school arts students completing their schooling in lower ICSEA value schools 2 through the design of authentic university encounters with/in site, practices and communities. It welcomed the secondary school students into the world of our university and enhanced their capacity to “be at home” in this world, creating the conditions for considering and potentially living different post-school futures.
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    Be Here, Be Heard: Enabling and Representing Student Voice and Agency,
    Rahman, N ; Rider, C ; Aayeshah, W ; Bell, PA (Student Voice Australia, 2021)
    Be Here, Be Heard (BHBH) is an on-going student voice and agency project embedded within the Faculty of Arts at the University of Melbourne. This project recognises that student engagement sits within a broader transformative learning pedagogical context. This initiative builds on and extends the experiential nature of student engagement and representation of student voice.
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    Bilingualism
    Wigglesworth, G ; O’Shannessy, C ; Mohebbi, H ; Coombe, C (Springer International Publishing, 2021)
    Even though more people in the world are bilingual than monolingual, bilingualism remains one of the least-well understood areas of human language development and use. Approaches to studying bilingualism are varied, but tend to fall into either social-interactional aspects of language-in-use, including discourse analysis, or psycholinguistic aspects, e.g. models of speech production, lexical retrieval and storage, sentence interpretation and linguistic interaction.
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    Languages at Work: Defining the Place of Work-Integrated Learning in Language Studies
    Anderson, L ; Are, K ; Benbow, H ; Fornasiero, J ; Reed, SMA ; Amery, R ; Bouvet, E ; Enomoto, K ; Xu, HL (Springer, 2020)
    This chapter makes an argument for the place of Work-Integrated Learning (WIL) in tertiary language studies, with specific reference to the Spanish and German programs at the University of Melbourne. Incorporating WIL into our curricula has enabled us to connect students with local communities and cultural institutions, as well as provide them with work-relevant skills, in particular intercultural competence. Providing students with opportunities to develop work-relevant skills has seen us focus our energies not just on the more advanced-level language subjects where students are clearly suited to placements and internships, but also on beginner- and intermediate-level language subjects. An advantage of this whole-of-curriculum approach is that students understand the contemporary relevance of language study from the outset of their degree. Language study is often seen as something that adds value to another core degree and, as we incorporate WIL into our curriculum, it is our hope that we are able to articulate more clearly the value of language study to our diverse cohort of students.
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    Who is the self in Indigenous self‑determination?
    Nakata, S ; Rowse, T ; Rademaker, L (ANU Press, 2020)
    Yet, the defining features of this era, as well as how, why and when it ended, are far from clear. In this collection we ask: how shall we write the history of self-determination?
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    Public Interest and Private Passion: Ken Inglis on the ABC
    Davis, G ; Browne, P ; Spark, S (Monash University Publishing, 2020)
    Background • Broadcasting in Australia • A reflection on the central contribution of Ken Inglis through his two volumes on the ABC • To trace the origins of the project, interview the author, and reflect on the impact Research Contribution • A great historian such as Ken Inglis, showing patience and deep archival research, can produce an important and enduring history of a major public institution Significance • The chapter is part of a Festschrift for Professor Inglis, who kindly agreed to be interviewed as part of the writing. It was presented in his presence at a conference held at Monash University, and then revised and updated after his death in December 2017.
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    La conversation, métaphore de l’approche narrative du counseling d’orientation
    McIlveen, P ; Creed, A ; Masdonati, J ; Massoudi, K ; Rossier, J (Antipodes in Actualités Psychologiques Collection, 2020)
    Metaphor is writ large in everyday life. In their landmark publication, Metaphors We Life By, Lakoff and Johnson (1980) argue that human cognition is constituted by language and is replete with metaphor. Indeed, thinking, speaking, gesturing, is structured by metaphorical concepts making communication near impossible without using metaphor. Metaphor abound in the language of career (Inkson, 2004). Counsellors and clients talk about bridges, ladders, cycles, stages, patterns, journeys, and stories to collaboratively make meaningful sense of the concept of career. It is impossible to create shared meaning in counselling without using metaphor to understand, deconstruct, and reconstruct ideas about career—without being on the same page, so to speak. If one accepts a radical social constructionist paradigm of personal identity as a derivation of discourse (Gergen, 1991; McAdams, 1993; Polkinghorne, 1988; Sarbin, 1986) and a dialogical theory of self (Hermans, 2006; Hermans & Gieser, 2012) and career (McIlveen & Patton, 2007) then it follows that dialogue between counsellor and client is both the process of meaning-making and substance of meaning (McIlveen, 2012, 2017). Thus, we articulate career counselling in the metaphorical frame of dialogue and conceptualise career counselling as conversations between counsellor and client. First, we overview the progenitor theory and practice of narrative career counselling which is extended to the conversation metaphor model. Second, we describe the centrality of the working alliance in career counselling, for it is in the client-counsellor relationship that dialogue and metaphor abound. Third, we introduce theory of metaphor that explicates conversation in and as counselling. Fourth, we present a method of narrative career counselling that exemplifies theoretical principles. Finally, we intend to critically arouse narrative career counselling and call for an explication of its philosophy and research into its effectiveness.