Papers from Marrakech : a post-colonial reading of western women's travel writing in North Africa and the Middle East

This thesis takes the form of a collection of theoretical and fictional documents comprising a journal, letters and essays sent home to Australia by a woman travelling in Morocco. In different modes, these papers examine issues of colonialism, gender and desire in western women's travel writing about North Africa and the Middle East.

Creative pedagogies : "art-full" reading and writing

This paper reports on a small-scale research inquiry, designed to support teachers in a Melbourne primary school to bring together the arts, reading and writing in their classrooms in ways that create possibilities for "art-full" teaching and learning. The principal, concerned by underperformance on State literacy tests of the school’s largely working-class and NESB population, requested David Hornsby and other members of the project team from the Education Faculty at La Trobe University to offer whole-school professional development. The focus was on developing oral language as a foundation for literacy learning, enacting Britton’s claim that “reading and writing float on a sea of talk”. The project team introduced the teachers to a range of innovative classroom practices for using visual and performance arts, literature, music and crafts. Drawing on video, interviews and writing samples, a number of teachers worked collaboratively with the research team to develop case studies of individual students with a range of literacy aptitudes and social skills. A key research question was: "What do children take from their engagement in arts-based activities into reading of literary texts, and potentially into writing from the perspective of another character?" In this paper we ponder this from three vantage points: by outlining the informing principles in our research project; confirming insights from current interdisciplinary work about children learning to see, do, act and say in play; and analysing the research data from the initial phase.

Reading indigeneity : the ethics of interpretation and representation

The transmission of indigenous stories is a fraught enterprise. In contrast to Western practices of the free circulation of ideas, many indigenous cultures view their stories as sacred, and have strict rules about who may tell certain tales, and in what settings and with whom they may be shared. Indigenous storytellers and novelists who want to tell contemporary stories also face the minefields of a history of (mis)representation of their cultures' values and practices. Australian literary scholar Clare Bradford picks her way carefully through this minefield, identifying its perils and proposing a self-reflexive practice that enables scholars to approach these works with sensitivity; Abenaki children's author Joseph Bruchac adds his own impressions and frustrations as an author to Clare's frank assessment of the possibilities of criticism, cross-talk, and mutual understanding in the fìeld.

Reading room: experiments in posture, movement and comprehension

Participants were required to balance on a seesaw while reading texts in the mirror. They read forward, backward, upside-down and mirror texts while seated. They also crouched, twisted and stretched to read texts from floor to ceiling.

Visualising literature : screen adaptation and the process of reading/viewing

This study demonstrates a method of reading/viewing screen adaptations of literary works as intertextually situated works of art which interact through differences to make possible new interpretations. Switching between possible interpretations undermines views of the world which critics find embedded in the screen adaptation and literary precursors.

The compositor of the farce of dustiny : Lacan reading, and being read by, Joyce

"We have learnt to see Joyce as Lacan's own symptom," writes Jean-Michel Rabate, "and as the sinthome par excellence" (2006, 26). This duality of Joyce as an unreadable text permeated with enjoyment and at the same time as an enigma that Lacan wants to decipher supplies the key to an understanding of Seminar XXIII. Lacan's addition to the triad of the Real, the Symbolic and the Imaginary of a fourth term, the Sigma (or sinthome) firms up his late shift from the speakingbeing (parletre, the Lacanian neologism that indicates the insertion of the human being into the signifying chain) to MAN (LOM, a Lacanian play on l'homme). Instead of the human being as inserted into the Symbolic Order, Seminar XXIII presents Joyce as inserting himself into language, tying the signifier to the body in a special, unique way. For Lacan, the sinthome is eccentric to the registers of the Real, Symbolic and Imaginary, yet it paradoxically links them when the Name-of- the-Father fails. The implication is carried in the concept of "nomination" that the Name-of-the-Father (or its structural equivalents, such as "Woman," "God" and "Joyce") makes language possible for the individual.

Post-adjunct reading comprehension questions and meaning construction : a case of gender study

This article explicates on how the post-adjunct reading comprehension questions existing in the Iranian high school and pre-university English textbooks affect the comprehension of the related students. It further purports to see if there is a significant gender difference in the comprehension of reading texts by these student groups. To this end, 240 third-grade high school and pre-university students (equal number of male and female) participated in this investigation. The results demonstrated a significant superiority in the subjects’ reading comprehension when they answered the texts with the post-adjunct reading comprehension questions, designed by the researchers for this purpose. The results also showed non-significant gender disparities in the comprehension of given texts.