Arts Collected Works - Research Publications

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    Nervous about your ATAR? Here’s our advice to VCE students
    Rahman, N ; Lakey, E ( 2021-12-16)
    Nervous about your ATAR? Here’s our advice to VCE students
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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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    Making the most out of university in the new normal
    Rahman, N (Australia, 2022-02-28)
    Some strategies for making the most out of university in the new normal.
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    Why Arts graduates are needed now more than ever
    Rahman, N ; Lakey, E (Australian College of Educators, 2020)
    An Arts degree prepares students to think, critique and persuade, especially within the grey areas where there is no single right answer. Through the Arts degree, students learn to assess views and concepts from all sides, before formulating their own conclusion. An Arts education does not simply impart knowledge for future regurgitation, rather it helps students in learning to learn.
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    ‘Ghost’ Leaders: Enabling and Creating Student Voice and Agency in the University Space
    Rahman, N ; Aayeshah, W (Australian College of Educators, 2021)
    Beyond teaching, tertiary educators and academics assume the responsibilities of researchers, mentors, scholars, and developers. They contribute as leaders and intellectuals who influence the institutional practices, and work towards accessibility and equity of resources. They offer students a variety of opportunities to learn and participate in the academic community while upholding high standards. Furthermore, they create and support future leaders. In this way, as an intellectual and collective enterprise, teaching practice itself takes up the leadership role within its own space and scope. Such leadership is acknowledged within the university settings. In recent times, ‘third space’ academics are also emerging as leaders within higher education settings. However, the leadership that happens within the ‘third space academia’ in higher education is often unacknowledged and unrecognised. These ‘ghost’ leaders are also significant for creating strong parallel links between students, academics, and professional staff within a higher education context. This project is a thought-provoking example of a ‘non-visible’ leadership role often undertaken by third space academics in the higher education settings.