'Cum together' : spectatorship, presence and La Fura Baus' XXX

Based on the Marquis De Sade's novel, Philosophy in the Bedroom, XXX, a controversial work by the Spanish Performance group La Fura Dels, has divided critics and audiences in Europe and Australia. On the one hand, the performance has been chastised for its lack of intellectual coherence and tedium. On the other hand, it has been lauded as a piece of innovative theatre that addresses the audience's senses through a variety of theatrical and multi-media devices in order to challenge their preconceptions about the connections between sex and politics in contemporary culture. Writing in the Sydney Morning Herald, Stephen Dunne asks "Why is this so desperately-naughty show so dull to watch?"

This paper challenges Dunne's assessment of the performance by examining the relationship between the performers and spectators in terms of what Susan Melrose calls theatre's specular and somatic economies in order to analyse the specific ways in which XXX simultaneously challenges and confounds traditional notions of theatrical spectatorship.

Teaching philosophy : moving from face-to-face to online classrooms

This article explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the “Teaching Perspectives Inventory,” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors’ conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms.