Educational praxis in various Australian indigenous higher education contexts

This thesis critically reports on discourses that impact on the role and work practices of a non-Indigenous educator within Indigenous higher education contexts. The study uses autobiography and narrative inquiry as research methods to examine workplace contexts. The findings reveal competing influences that shape the practices of a non-Indigenous educator.

Transition from clinical manager to university lecturer : a self-reflective case study

This paper is a case study exploring the author’s use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching strategies are discussed. Brookfield’s model provides the methodological framework for the process of critically reflective practice undertaken to support and inform the transition. This case study describes a novice academic’s reflection through the four lenses of autobiography, the theoretical literature, student feedback and the perspectives of colleagues as she seeks to optimise student engagement and learning using the large lecture as the teaching and learning activity. The author suggests that the use of a framework such as Brookfield’s model that supports critical reflection may be of significant benefit to accelerate the personal and professional growth of new academic staff in their teaching practice.

A girl like you

A Girl Like You (2012) is a response to a work I made in 2003 titled “Memory + Moments” reflecting on unexpected and unsolicited comments from friends and strangers during my early years… “can I touch your hair?” “you’re very well-spoken” “where do you get your colour?” “are you wearing a bustle?” In 2011 I re-discovered my teenage diaries from 1989-1995. The process of redaction is about coming to terms with my vulnerability through a process of revealing and exposing the internal monologue of a teenage girl, growing up in Hobart during the 80s.

From estrangement to a sense of place …

Maggie MacKellar in her book Core of my Heart, my Country writes 'What is sense of place? Why is relationship with place so fundamental to our identity as individuals and as communities?' MacKellar rightly acknowledges that 'A sense of place is a complex connection between land and self. Place is both inside and outside; it takes us beyond ourselves, yet allows us to make sense of ourselves. Attachments to place are born into us, but they are also formed through movement, through labour, through words.' My mother Maria Radzimirski-Herzog considered herself truly Swiss and thoroughly Australian. Through one migrant's story this paper explores something of the complex intertwining of place, memory and identity. It grapples with the notion of belonging to one's country of birth and one's adopted country via a rich understanding of place. In Maria's case, place becomes inextricably bound with who she became as a person. In the early 1940s, Maria explored Switzerland on bike and on foot during war-time restrictions on cars and she came to know it intimately. She photographed the land and the mountains; she documented her journeys. Spirn writes perceptively that 'Significance does not depend on human perception or imagination alone.' For Maria significance was, to use Spirn's words, 'there to be discovered, inherent and ascribed, shaped by what senses perceive, what instinct and experience read as significant, what minds know'. For Maria, Landscape was not 'mere scenery'. The ability to see, to listen, to be present in place, stood her in good stead in her adopted country, Australia. Maria called place into being for her children: through her lived experiences, her memories, her story telling, through language, traditions and history, Maria shared her Swiss identity with her children. But imperceptibly she also taught them how to understand her new homeland Australia, their birth country. How did Maria become Australian? Was that her creative response to exile from Switzerland? How did she come to feel at home in both countries, to understand both places? How did they seep into her and she into them? Through my own research on place I have discovered that assessing 'sense of place' is not an exact science but a creative analysis of the attributes of a place. The methodology I have adopted to explore the complex interrelationships between place, memory and identity allows recovery and reclamation, rediscovery, juxtaposing the subjective and the objective, the co-presence of different evidence. This paper draws on place research, on personal papers, letters and photographs, and the author's own experiences and memories. Through story and narrative it interweaves autobiography and biography with theoretical scholarship, to illuminate one migrant's journey from estrangement to a sense of place in her adopted country, Australia.

New approaches to Raphael Lemkin

Sensing the story: structure and improvisation in writing for performance.

This article discusses the process of writing through devising in performance. It takes as a case study Apart of and A Part From in which muscle and sense memory – touch, smell, taste, sound and sight – were the points of departure for a contemporary performance piece on migration and identity. This was a practice-as-research project aimed to better understand the artist’s body (myself) in improvisation with memory fragments. Working from a non-verbal frame the writing experience began as actions in space, then new memories in my body, to maps on paper, to key word and some staging patterns, to systematic capturing of the textual, rhythmic and spatial structures in the emerging 30-minute performance. Various objects were incorporated to give aesthetic coherence of the piece. The article reports on the processes of writing in action, the writing and performing as lived experience and how the writing emerged from the spaces in between – self and other, self and object, self and space, present self and past self.

Being and becoming an intercultural doctoral student : reflective autobiographical narratives

This paper underscores the dynamic and complex dimensions of ‘becoming’ an intercultural doctoral student. It employs autobiography as a research method to portray the reshaping of ourselves as doctoral students to help us engage in self-reflexivity on our mediation of academic, personal and cultural identities in international doctoral education. Our self-narratives on how the plurality of our doctoral identities has emerged and how we have mediated these multiple identities show that becoming an intercultural research student is intimately linked to the process of self-empowerment and re-construction of oneself as a flexible and reflexive intercultural learner and human being. The paper concludes by discussing the notion of ‘reciprocal intercultural supervision’ in doctoral education. It highlights the increased need for (Western) supervisors to develop reciprocal interculturality and the capacity for greater agency in their international doctoral students so that both groups can understand each other better.

Storytelling and professional learning

This essay explores the role that storytelling might play in the professional learning of English teachers. It begins by reflecting on the ways that stories shape our everyday lives, and then considers how the meaning-making potential of storytelling might enable us to gain insights into our work as educators. This is in contradistinction to the ‘knowledge’ currently privileged by standards-based reforms, most notably the fetish of measurement reflected in standardized testing. The essay concludes that stories are not simply a form of knowing but a vital means of making the world human to us.

Asia and the autobiographical picture book

The Asia literacy curriculum objectives in Australian primary school classrooms are currently hampered by the scarcity of quality narrative picture books about Asian countries. Few books engage children without also representing Asia problematically. Anh Do’s The Little Refugee asserts an authentic cultural insider perspective on both Vietnam and Australia. In fact, it presents a paternalistic view of Asia and a self-congratulatory vision of Australia. This presentation engages with the picture book and life-writing genres to highlight the pitfalls and possibilities of using the autobiographical picture book to promote Asia literacy.

I me mine: Artistic self/artistic persona

"This exhibition investigates whether there are places and activities that people consider" "more private, and more authentic than others. It also seeks to discover how people actually talk about their ‘authentic’ selves without recourse to academic theorization or speculation."

Autoethnography: introducing 'I' into medical education research

Context: Autoethnography is a methodology that allows clinician-educators to research their own cultures, sharing insights about their own teaching and learning journeys in ways that will resonate with others. There are few examples of autoethnographic research in medical education, and many areas would benefit from this methodology to help improve understanding of, for example, teacher-learner interactions, transitions and interprofessional development. Objectives: We wish to share this methodology so that others may consider it in their own education environments as a viable qualitative research approach to gain new insights and understandings. Methods: This paper introduces autoethnography, discusses important considerations in terms of data collection and analysis, explores ethical aspects of writing about others and considers the benefits and limitations of conducting research that includes self. Results: Autoethnography allows medical educators to increasingly engage in self-reflective narration while analysing their own cultural biographies. It moves beyond simple autobiography through the inclusion of other voices and the analytical examination of the relationships between self and others. Autoethnography has achieved its goal if it results in new insights and improvements in personal teaching practices, and if it promotes broader reflection amongst readers about their own teaching and learning environments. Conclusions: Researchers should consider autoethnography as an important methodology to help advance our understanding of the culture and practices of medical education. Discuss ideas arising from the article at www.mededuc.com discuss. © 2015 John Wiley

A feminist post-transsexual autoethnography on challenging normative gender coercion

This in-depth analysis of the autoethnographic subject's life has shed considerable light on the transgender condition, particularly in terms of improving their social determinates of health, psychological wellbeing, agency and in leading more creative livable lives. It also sheds considerable light on the normative operation of gender in society.