Festivals and music : negotiating culture, identity and place

It is noted in the introduction to this book that ' Festivals are believed to recreate and emphasize relationships that are normally submerged; of being built in structures whilst following unstructured codes, of creating a separate world with its own rules, personnel and expectations; of encompassing contradictory ideas and practices while involving formal and informal institutions: So what is this 'separate world'? What relationships, normally unseen or unnoticed, are made apparent within the space of the festival? While the origins of festivals lie in the close relationship of the quotidian and ritual aspects of traditional communities, how do contemporary festivals relate to the diversity of multicultural societies? Conversely, how are they inflected by the forces of globalization, by the festivalization of culture that in recent years has become a widespread tactic for the promotion of cities and regions? While many traditional festivals still exist, increasing urbanization, improved communications and diversified migration have meant that many contemporary festivals are of recent origin, the products of what Giddens refers to as the post-traditional state of present societies (Giddens 1994). This description highlights the self-conscious nature of dealing with culture in a world of competing and overlapping world views. While cultural identity and authenticity are still used to infer the existence of qualities intrinsic to communities, ethnicities or nations, the fragmentation and interconnectedness of contemporary societies have long made assertions of essence untenable. Meanings have become dependent on performativity and context. Cultural identity, while traditionally applied to those sharing a particular geographic, linguistic, ethnic or religious background, has become extended to other senses of belonging, to communities based on sexuality, physicality or simply shared experience and taste. The notion that festivals might create separate worlds suggests that part of the reason for their recent proliferation in recent times is that they provide the ideal medium for both performance and participation in this diffuse and shifting environment.

The country’s not what it used to be : research participants’ understandings of space, place and identity in rural Victoria

This chapter explores the various ways in which research participants from rural areas located in country Victoria, Australia, construct and reconstruct their understandings of themselves and their rural spaces in terms of place and identity. This chapter draws upon the data of two separate research projects that bought together a variety of researchers and research participants either growing up in, working in, or studying in rural areas.

Place-related identity, texts, and transcultural meanings

The spatial turn has been marked by increasing interest in conceptions of space and place in diverse areas of research. However, the important links between place and identity have received less attention, particularly in educational research. This paper reports an 18-month research project that aimed to develop a theory of place-related identity through the textual transactions of reading and writing. The research was an in-depth qualitative study in two phases: the first phase involved the development of an interdisciplinary theory of place-related identity, which was ‘tested’ in a second empirical phase. Two contrasting primary school classes were the site for the research that included the development of a unit of work, inspired by the book My place, as a vehicle for exploring place-related identity. The data were interviews, classroom observations and outcomes from pupils’ work. The construct of transcultural meanings, established from the analytic categories of localising identity, othering identity and identity as belonging, was identified as a defining phenomenon of place-related identity. The conclusions offer reflections on the development of our initial theory as a result of the empirical work, and the implications for practice and future research.

Reinventing D'Jillong : current regeneration initiatives challenging the identity and place of Geelong

Australian regional city regeneration in Australia is increasingly becoming an important topic as they attempt to position themselves mid-way between larger discourses about capital cities and peri-urban landscapes. Historically these cities, like Newcastle, Wollongong and Geelong, have been marginalised in infrastructure and planning support systems, yet subject to erratic Commonwealth and State funded initiatives that have divested major specific-purpose complexes into their cities. Such has been as a consequence of of 'decentralisation' and 'regionalisation' political platforms, but also to address employment and voting needs. As an example, Geelong embraced contemporary industrialism, particularly automotive, and built on its port and wool export capacities. Politics, intransigence and lack of economic investment compounded the failure to create quality urban fabric and enable innovative planning. With this legacy, this regional city finds itself at the cusp of heavy industry disintegration, education and health sectorial growth, population increases aided by regional escapism, and a lethargic city centre. In attempting to redress these trends, Geelong is consciously attempting to re-image itself, regenerate key sections of its urban fabric, but also manage the regional escapism (sea change / tree change) phenomena. This paper critiques the larger context, and then uses three examples - "Vision 2" in the city centre, the Mega Port proposal, Fyansford Green and the Moolap salt marsh - as foils to reflect whether these initiatives are and can assist the facilitation of city structural change, economic renewal and enhanced urban design and place-making outcomes.

Notions of place, space and identity in rural teacher education

This chapter explores the concepts of space, place, and identity through a selfstudy narrative lens that focuses on the importance of rural within these conversations. Current research into teacher education acknowledges the signifi cance of context and how it matters in terms of teacher preparation; this chapter examines context in terms of the impact of working in a rural context and the differences and similarities of rural to other contexts. The overarching framework for this chapter will be on myself as a rural teacher educator and how this bounds and is bounded by my own identity and experience ‘growing up rural’ in Australia. I will also outline my own emerging research into self-study as a methodology and how this adds to my role as a teacher educator within rural communities. Firstly however, I will explore the concepts of place and space and how this guides my own rural self-study.

Putting grammar in its place: interactions and identity in a Master of TESOL course

This chapter reports on the development of language awareness and second language identities of a cohort of Chinese TESOL teachers that arose as a result of incidental classroom interactions during a TESOL Masters course in Australia. The experiences of such interactions appeared to help the Chinese teachers make stronger connections between form and meaning, and, while they also reflected deeply on the pedagogies of grammar, they gained a wider view of language teaching and learning that included pragmatic and sociolinguistic awareness. The impact of cultural and educational exchanges and the resulting formations of second language identities is an emerging focus of research (Benson, Barkhuizen, Bodycott and Brown, 2013). In the field of TESOL, such movements and exchanges are creating opportunities to develop a richer discourse, by drawing on diverse traditions of professionalism in different communities and contexts, and calls are increasingly being made for a plural professional knowledge and more inclusive relationships (Canagarajah, 2005; Holliday, 2005; Widdowson, 2004). The People’s Republic of China has been one of the major contributors to student and teacher mobility in recent years; English language is now a priority subject in China, and all students entering university must take the English college test whether they intend to major in English or not, and therefore there has been much interest in upskilling cohorts of Chinese teachers of English to meet this demand. An increasingly typical initiative is to award scholarships to gain professional qualifications in English-speaking countries. A cohort of English teachers from Jiangsu province, China, is the focus of the present study. During their Masters in TESOL course in Queensland, Australia, they experienced interactions with native speakers inside and outside of the classroom. As their course lecturer for several TESOL units, I was interested in the nature of the incidental language awareness arising from course activities with their native-speaking peers. I was also interested in whether they felt that these experiences had implications for their sense of identity in a second language. The following sections therefore discuss the key themes: interaction in higher education contexts, language awareness, and second language identities.

Finding a 'safe' place on the risk continuum: a case study of pregnancy and birthing in Lao PDR (Lao People's Democratic Republic)

This paper addresses two questions. Firstly: are the risk regimes faced, and perceived, by pregnant women in rural Lao PDR substantially different from those experienced by pregnant women in western societies? Secondly, if the Lao experiences and perceptions are different, can improvements in maternal health in Lao PDR be achieved without Laotians inheriting the risk regimes of late modernity experienced by many women in western societies? Secondary analysis is undertaken of data collected in 2005 for the evaluation of a pilot maternity waiting home in Bolikhan, Lao PDR. The results suggest significantly different risk perceptions and experiences between Lao and western communities, based on contrasting views of embodiment, identity construction and cosmologies. In the Lao rural communities studied, there is little evidence yet of 'risk society' despite the introduction of western technologies and practices to improve maternal mortality and morbidity. It is argued that 'risk society' can be avoided.

Place, progress and memory : McGlashan and Everist at Geelong College

Building in an historical setting engages the problem of progress and authentic dialogue between tradition, contemporaneity and visions of a future. Since 1960, McGlashan and Everist have been the sole architects for Geelong College's Talbot Street campus, established in 1871. They have designed its master plans and all new buildings and alterations to the existing eclectic stock. As modernists with a task providing no opportunity for stylistic coherence in an age of universality, the architects were caught between protecting the College's perceived authenticity by continuing its historicist links with English collegiate architecture on the one hand, and their own modernist ethic on the other. Adopting what Frampton has called in his essay, 'Critical Regionalism', an 'arriere-garde' position (an 'identity-giving culture' rather than reversion to the past or to the 'Enlightenment myth of progress'), the architects avoid overt display of nostalgic historicism, modernist tectonics and populism. This paper asks whether and to what extent they have been capable of an authentic dialogue. Have they created an existential place in an 'architecture of resistance' as Frampton would have it, attending sufficiently to 'identity-giving culture' and the future? What is the role of implacement in the problematic of 'progress' in this context and how might it have affected a particular approach and the outcome?

Professional identity and the contemporary university: a culture of control, accountability and virtuality?

In recent years many changes to the funding and management of universities have taken place. In the current climate of academia in Australia professional academics find themselves immersed in the culture of the managed university that uses the rhetoric of commitment to flexible delivery to put in place systems designed to increase accountability, surveillance and control. At the same time some argue that the focus on research, quality teaching and effective pedagogy has lessened. The empirical research base for this paper has enabled me to better understand some of the emerging trends my university. It looks at how changes to the experience of being academic impact on the work of academics as the power relations of the university continuously reposition them, and how academics in turn display resistance technologies. Changes to the technologies of management/administration of the university have resulted in what some academics have described as a loss of valuing of their knowledge and expertise and which may be seen by some as a threat to their opportunities to conduct productive educational inquiry.

Whose identity? Valuing the culture built heritage in diverse and tensioned societies

The UNESCO declaration on cultural diversity in 2002 has raised more questions than answers. More recent events around the World have highlighted the immediate need for legislative actions to protect cultural built heritage in tensioned societies. This paper discusses the potential global risks that face cultural built Heritage. The paper argues that such risks are not only limited to regions where military operations are taking place but also to nations where questions of identity and cultural diversity are raised. The paper questioned the reasons and the impact of the rise of ethno nationalism on the protection of cultural built heritage. The different discourses of these groups that will lead to destruction of cultural artefacts are also explored. In order to properly legislate means for the protection of vulnerable cultural built heritage in conflict areas, the underline value system should be clarified and the values under threat identified. The paper concludes with a plea to move our understanding and definition of culture from the previous 'old' definition with relation to "people' to a 'new' one which is more relevant to context.

Valuing local built heritage in a global setting : identity & visual perceptions of cultural built heritage in Northern Ireland

‘In these troubled times with the world in search of its bearings and way ward minds using the terms “culture” and “civilization” in an attempt to turn human beings against one another, there is an urgent need to remember how fundamental cultural diversity is to humanity itself’ (UNESCO 2002). The progressive idea of culture can be used in regressive ways by extremists who used it occasionally to pursue the politics of xenophobia and exclusion. The hypothesis that different communities can share the same culture but have different visual perception of their built environment might seems contradictory. It is essential to describe what is meant by the ‘same culture’. The ever evolving changes of definition and re-definition of the word has not yet settled. This paper adopts the descriptive definition of culture while challenging its interpretation. The descriptive definition refers to ‘all the characteristics activities by a people’. While this description is generally accepted, the interpretation of what ‘a people’ means is divisive. It is not clear how Eliot defines ‘a people’. Is the term genetically prescribed or is ‘a people’ place related? And what about the moral and religious orientation? This paper argues that culture is basically place related and the forces that shape a culture of a ‘people’ are deeply embedded in the environmental forces that also shape other aspects of the place making and its identity. The paper addresses the questions of conflicts, value systems, and culture definitions and the inseparable links with architecture aesthetics.

Local built heritage in Northern Ireland is taken as a case study. Unlike many parts of the world, visual perceptions in Northern Ireland is well recognised with iconic as well as formal representations. The population is well aware of the signified as well as the signifiers. The boundaries between iconology and formalism theories are very blurred in the Northern Ireland context. This paper examines how the two communities visually perceive their shared built heritage and the extent of overlapping between the understanding of iconic and formalist visual representations in the built environment. The paper takes the buildings of the successful economic ventures of the shirt industry in the 19th century as a case study. The case study provides an insight of how a signified value of a successful economic regeneration initiative that is deeply imbedded in the social structure and within the urban fabric can overcome divisive visual perception. The paper examines the possibility of building upon the historical success of the shirt industry to promote architectural cultural dialogue in which cultural built heritage in Derry is able to facilitate knowledge creation and social capital in different arenas.

Re-placing gender? Reflections on 15 years of gender, place and culture

This article reflects on Gender, Place and Culture (GPC) from 1994 to mid-2008, to highlight some of the key subjects and debates which have been delimited and progressed within its pages. Launched simultaneously with the cultural turn in human geography, GPC proceeded to raise important questions about identity and difference, effectively reflecting but also driving a number of transformative intellectual and political agendas. This reflection will focus on three interrelated sites of such activity: empirical, theoretical and political. Empirically, numerous articles have examined the ways gender is lived, in and across spaces and these have been enlivened by approaches highlighting masculinities, sexualities and embodiment. Theoretically these subjects have been informed by post-colonial and post-structural frameworks, directing discussion towards multiple identities, reflexivity, research practice, performativity, material cultures, positionality and the nature of academic knowledge. In addition, GPC has registered progressive political concerns for justice and equality, though the nature and extent of its political import has been legitimately questioned from without and within the pages of the journal. The resolution of the many dilemmas associated with the ways gender is lived, thought about and practiced has not always been successful in the pages of GPC, and the ongoing reality of Anglo-American dominance, the persistence of women's inequality and the tension between discursive and political activism, remains. However, in re-placing gender over the last 15 years, GPC has been a journal of serious and path-breaking scholarship which has further legitimized the value of feminist geography.

Migrant youth, cultural identity and media representation

The current social climate of heightened intercultural tensions in culturally pluralist societies such as Australia highlights the need to develop a more nuanced understanding of the complex cultural adjustment processes  encountered by migrant youth in developing and articulating a sense of  national belonging, To this end, this chapter examines migrant settlement experiences as a 'process by which individuals and groups ... maintain their cultural identity while actively participating in the larger societal framework' (Karac 2001). Research into these critical aspects of integration and  acculturation examines identity formation as a cultural process of  renegotiating individual and group identity, and focuses on concepts of belonging, recognition and self-respect (Berry '997). While cultural factors are considered critical indicators of successful integration into the host community, insufficient research has been conducted into the particular processes of group and individual identity formation that take place amongst migrant youth. In the case of Australia, this process has been made  particularly difficult for some cultural groups due to the contemporary resurgence of populist and exclusionary discourses of national identity. In such a context, the construction of identity amongst migrant youth is all the more challenging, especially when this process exhibits notions of dual attachment, hybridity and difference. For migrant youth, the engagement with different social institutions such as family, school and wider societal networks often affects the processes of identity 'formation that are inherently  dynamic and 'necessarily multiple and fluid' (Noble & Tabar 2002, pp.I28). Negotiating life in-between cultures, youths from migrant backgrounds experience identity construction as a highly contested territory.

Cultural identity is a central issue for immigrants, regardless of how much time has elapsed since leaving their country of origin. This issue is particularly salient for first- and second-generation1 migrant youth, who negotiate identity space comfortably alongside, in opposition to, or more commonly, somewhere in between, their immigrant parents' conceptions of culture and the receiving culture in which they live. Unlike their native peers,  the children of immigrants arc exposed to intra-ethnic and inter- ethnic   dynamics and experiences in their journey towards cultural identity formation. These experiences are complex and diverse, and are navigated within multi- layered ethnic, racial, familial, gendered, socioeconomic and educational  contexts.

The chapter begins by providing theoretical frameworks for conceptualising  cultural diversity and cultural identity. It then examines how migrant youth  negotiate cultural identity in the public realms of family networks and school  environments and how these translate into key educational and behavioural  outcomes. It will draw on some qualitative snapshots as a way of illustrating  shifting migrant youth attitudes towards society, school and culture.