Dirk de Bruyn: Australian master + Q&A

Dirk de Bruyn is one of Australia’s most successful and acclaimed abstract animators. It may be too soon to truly call this program a ‘retrospective’ but de Bruyn’s career none-the-less spans a significant portion of the history of abstract and experimental animation in Australia. His films are as addictive as they are bold and uncompromising examples of the genre. He displays a remarkable ability to learn the lessons gifted us by earlier greats and yet produce a flowing, beautifully realised river of imagery that is all his own. His film contain, in many instances, the spirit and ghost-narratives of his own life. MIAF is thrilled to be able to present this program and the chance to have him discuss these works in person will be one of the festival highlights.

Hillegonda: 3 projector performance

Dirk de Bruyn is one of Australia’s most successful and acclaimed abstract animators. His career spans a significant portion of the history of abstract and experimental animation in Australia and his films are as addictive as they are bold and uncompromising examples of the genre. He displays a remarkable ability to learn the lessons gifted us by earlier greats and yet produce a flowing, beautifully realised river of imagery that is all his own. MIAF’s look at the various iterations of de Bruyn’s work continues with this special one-off live performance in which he will utilise three projectors to create an experience that blends a suite of moving image artwork drawn from his practice with an improvised sound track. Hosted by the VCA, this performance is FREE and will take place in VCA’s Founders Gallery at 234 St Kilda Rd just a few short minutes walk from ACMI.

The relationship between divorce and the psychological well‐being of children with ADHD: differences in age, gender, and subtype

It is generally accepted that Attention‐Deficit/Hyperactivity Disorder (ADHD) results from a dysfunction of the central nervous system, which has led to a commonly held belief that environmental factors play little role in the behavioural problems of children identified as having ADHD. Therefore, the two studies reported in this article investigated the relationship between parental divorce and the psychological well‐being of children with ADHD. Subjects, aged 6 to 18 years, were diagnosed with either the inattentive or combined subtype of the disorder. Firstly, differences in children's behaviour between divorced and non‐divorced families were examined, and subtype, age, and gender differences were evaluated in terms of symptom severity and comorbid conditions. Secondly, parents' perceptions of the impact of their children's behaviour on marital status and family/parental functioning were examined. Parental divorce was associated with greater symptom severity, more externalizing/ internalizing behaviours, and poorer social functioning, but less with academic underachievement. Further, parental divorce was related to adjustment differences in ADHD subtypes, age, and gender. However, the correlation between behaviour problems of children with ADHD and marital/family dysfunction was weak. It may be concluded that parental divorce was associated with the psychological well‐being in children with ADHD, and there is some suggestion that ADHD should be viewed as a bio‐psychosocial disorder.

‘We haven’t done enough for White working-class children’: issues of distributive justice and ethnic identity politics

This article explores the politically contentious issue of White working-class student under-achievement within one particular school – a large and culturally diverse comprehensive secondary school in the greater London area. The article examines the equity philosophies and identity politics articulated by staff in their understanding of and approach to this under-achievement. It challenges the distributive logic and group identity politics that simplify, dislocate and distort equity issues. The article provides an illustration and theorising of remedies that offer potential in raising the educational performance of White working-class students – remedies not based on ethnic identity but rather on destabilising the patterns of economic distribution and social disengagement that compromise these students’ schooling attainment.