The idea of creative reuse urbanism — the roles of local creativities in culturally sustainable place-making : Tokyo, Bangkok, Singapore

Gentrification is a part of the process of urban renewal which generates significant, and often negative, social impact on existing neighborhood structures, as it tends to be driven predominantly by simple rules of an economy and imperatives of a globalized, "free" market, insensitive to the subtleties of local culture and values. This idea of creative reuse urbanism questions the necessity of extreme, damaging impacts of gentrification. It argues for an urbanism which is culturally rooted, locally related and deeply contextualized. This chapter shows that such urbanism is not just another utopian concept, but a living reality. Examples from Tokyo, Bangkok and Singapore demonstrate a rich spectrum of possibilities, a kind of pre-gentrification which has the capacity to get involved in creative reuse and recycling of existing stocks and inheritances, thus becoming a positive contributor to sustainable urban regeneration. Presented reused buildings and introduced activities are active ingredients in larger process of place-making in the three cities. Tokyo, Bangkok and Singapore were observed through the lenses of sustainability and cultural difference, with main focus on intersections between the practices of reuse and local creativity.

Learning between schools and hospitals – young people and a curriculum of (dis)connection

As noted in other papers in this volume, a group of health and education researchers and practitioners came together to further develop their understanding of the situation of young people, who were clients of The Royal Children's Hospital Education Institute in 2007 in Melbourne, Australia. The resultant research project, funded by the Australian Research Council Linkage Grant, aimed to understand young people's perspectives on who they are and what matters to them in relation to education connectedness, identity, social relationships, and experiences with professionals. The project team was aware of the persisting patterns of relationships between the hospital, schools, young people, and their families. They were also cognizant of the heavy emphasis in the research and professional literature on evidence from relevant family adults and from health and education professionals. The intention of this project was to put the young people at the centre a study with the stories they told through word and image. Identity issues and school connections framed the analytical work. Thirty-one adolescents dealing with chronic illness participated in this longitudinal qualitative study for a 3-year period of their lives. Given the apparently active role of teachers and health professionals in the lives of these young people, the researchers wanted to include the various relevant adults to see what coherence or lack of coherence existed in the categories, emphases, and values they expressed compared with those of the young people. The researchers have had to determinedly keep their focus on the data from the young people and not be seduced by the familiar and readily accessible data from these professionals. Nonetheless, this data set does provide a ‘curriculum conversation’, which is profitably read behind the stories of the young people and in the foreground of new pathways of curriculum construction. It is this data which informs the work reported in this paper and which has led the researchers to resist the rhetoric of currently held story lines in this field, to see beyond the present hierarchies of power over relevant ‘knowledges’, to maintain a dual focus with the young people at centre stage and the professionals as ‘walk ons /extras’ and to argue for a ‘curriculum of connection’ between young people and the relevant education and health professionals. These issues are readily engaged in arguments for change through the interweaving of larger discourses of inclusivity, curriculum, and policy. This paper works those intersections in the everyday positionings of professionals and young people.

Process drama and digital games as text and action in virtual worlds : developing new literacies in school

This article explores the intersections between drama and digital gaming and the educational possibilities for literacy of both. The article draws on a model for the educational uses of digital gaming and three case studies from the Australian Research Council funded three and a half year project, Literacy in the digital world of the twenty first century: Learning from computer games. This model theorises the scope of the possibilities for literacy outcomes from the usage of computer games. The article describes how the model works, and then applies the model to drama education, specifying some new ways of thinking about the literacy outcomes from drama education. Process drama is theorised as the creation of text-in-action.

Hygrothermal effects on painted carbon fibre composite surfaces

In this article, the effect of hygrothermal aging on the painted surface finish of unidirectional and fabric carbon fibre composite laminates, with and without surfacing film was investigated. The results highlighted the importance of ensuring that the composite surface directly beneath the paint layer is made from a uniform material with a consistent thickness in order to minimise surface defects from occurring during aging. The surfacing film was found to minimise the print through development on the painted unidirectional and twill composite surfaces. However, the surfacing film layer was found to intermingle with the carbon fibre plies during cure, which resulted in an uneven film thickness that caused increased levels of orange peel. The twill laminate painted surface produced high levels of print through and surface waviness that was caused by the large resin rich regions located within the tow intersections at the surface which enlarged due to thermal expansion and swelling of the matrix with hygrothermal aging. It was also noted that the small resin rich regions between the individual carbon fibres on the unidirectional composite surface were sufficiently large to print through the painted surface.

Engaging international students

Effective and meaningful student engagement is integral for enhancing student learning experience and outcomes. For international students who move beyond their cultural comfort zone and navigate through cross-border experiences, it is essential to conceptualise their engagement through not only the formal curriculum but also the informal curriculum. International student engagement should be viewed in relation to multiple interrelated dimensions. These may include their engagement with the learning content and learning process, the bonding between teachers and students, the interaction between international and domestic students and amongst international students themselves and their integration into the relevant networks, the community and the society that they are living in. These dimensions of engagement are anchored in the intersections of international student personal agency and personal experiences, educational practices, cultural boundaries and the broader social and political context shaping Australian international education.

Students' imaginings of spaces of learning in outdoor and environmental education

In this article, the author interrogates students’ stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, she explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how particular stories of outdoor spaces get reproduced. The author employs the work of poststructuralist geography scholar Doreen Massey in her analysis to highlight the intersections between space, relations of power and identity. This analysis also underscores the simultaneity of multiple and conflicting stories around Outdoor Education’s outdoor (practical) and indoor (theoretical) learning spaces. The article concludes by drawing on Elizabeth Ellsworth’s work on anomalous places of learning to explore some of the spaces in-between the indoor/outdoor binary as a way of interrupting and re-imagining places and spaces of learning in Outdoor Education.

Material writing: Towards hybrid-making

Writing operates in an expanding field of intersections between symbol, inflection and further meaning. The materiality of writing, its embodied action, situated context and myriad substantive expressions, requires an interdisciplinary approach best advanced by collaborative teams and fuelled by collective concerns. At a recent design conference, Doha 2013: Hybrid Making, our team of creative arts researchers (Jondi Keane, Patrick West and Valerie Jeremijenko) conducted a workshop based on the idea of reverse engineering the notion of a souvenir, by starting with the sensation rather than the iconic image. The approaches explored by the group focused on the ways in which a sensation, emotion and/or idea attach to an object and how an object offers itself as an attractor for memory and indicate that when experience, sensation and place are emphasized, the materiality of writing comes to the fore. We assert that material writing allows or even requires a fluid movement between conceptual and perceptual modes of creative practice. In this paper we will unpack different methods of material writing: the materiality of the act of writing with substances, site-specific/site-conditioned writing and 3D printing. Through the particularity of each mode of material writing our discussions will examine the points of attachment that we, as symbolizing creatures, produce in order to orient and reconstruct a world on the fly. Material writing constantly brings us back to earth, anchoring us to the expanded processes integral to hybrid-making.

At the crossroads : the relationship between heritage and intellectual property in traditional knowledge protection in Southeast Asia

Matters related to traditional knowledge (TK) and traditional cultural expressions (TCEs) are 'at the crossroads' in various respects. From a legal perspective, TK is discussed in several international forums and is at the intersection of several already established or still emerging fields of law. Of particular interest here is the relationship between heritage and intellectual property. It is discussed in international diplomatic negotiations on intellectual property (IP) protection for TK/TCEs in the context of the Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore of the World Intellectual Property Organization (WIPO) and in the context of the UNESCO Convention for the Safeguarding of Intangible Cultural Heritage. Geographically, TK is also located 'at the crossroads'. It is linked to cultural spaces associated with certain peoples and certain territories and these are often not identical with the borders of nation states. Such borders are a colonial artefact that often fails to reflect the ethno-geographical reality of a region. The divergent national and ethnic boundaries create overlapping claims in situations that may be further complicated by both ancient and modern transmigrations and/or shared heritage. The Southeast Asian region, which is the geographical focus of this article, has been at the crossroads of trade and religious and cultural influences for centuries and it provides, therefore, excellent examples for such overlapping cultural spaces and resulting conflicting or competing claims. The article examines the legal and geographical intersections that have contributed to the current situation and the relationship between cultural and intellectual property in regional claims as well as examples of disputes that have arisen and the reasons for them.

Creating a space and place for culture bearers within tertiary institutions: Experiencing East African dance songs in South Africa

This paper highlights the intersections between formal and informal African music and dance within a tertiary setting. Reflective practice, journaling and survey data within case study methodology provide a snapshot of the teaching and learning that took place at North West University in South Africa in October 2012. I argue for the inclusion of informal pedagogy of indigenous musics within the formal context of university courses. The experience provided a pathway to connect local community and university to celebrate the rich diversity of African music and culture. The teaching and learning experiences served as onsite professional development for tertiary students, music staff and myself.

Is there an app for that? Looking at possibilities and challenges of digital tools for literacy education

 Portable electronic devices such as the iPad are increasingly taking a place in contemporary childhood experiences including those of schooling (O'Mara & Laidlaw, 2011). As digital media theorists suggest, such new tools invite both "hope and fear" (Gee and Hayes, 2011, p.4), consistent with literacy innovations across history. In both Canada and Australia, educational stakeholders are looking to touch screen devices as having much promise, particularly within literacy education. This paper presentation examines the possibilities as well as the challenges and imagines the future of such digital tools within literacy education, looking at experiences and perspectives in Canada and Australia.
We take a qualitative ecological mode of inquiry approach to our data collection and analysis, drawing on complexity thinking (Davis & Sumara, 2006) to bring our multiple points of view together as diversely positioned educators. Within our individual sites, each author has collected data as a part of longer-term research projects. In this paper presentation we compare and contrast these data sets, attending to significant intersections and juxtaposing issues of culture and globalization. Within this mode of inquiry we value the particularity of the individual contexts, and locate them alongside one another in a larger bricolage (Johnson, 2010).
We examined observational data, documents and artifacts using Freebody and Luke's (1990) four resources model and the further adaptions of this model (see e.g. Luke & Freebody, 1999) to understand how touch screen devices are being used and positioned as literacy tools. We have engaged in collaborative data analysis, often working 'together' using digital tools ourselves to enable collective conversations. For example, we have used Facetime on iPads and laptops, Skype and email to facilitate collective analyses. We applied iterative and recursive analyses to uncover reoccurring themes both within and across sites and artifacts.
As our paper will elaborate, mobile touch screen devices such as iPads are widely being taken up in educational settings, and regarded as having the possibility to shift teaching and learning in new directions, as "paradigm breakers" (p. 4, Gov't of AB, 2011). As personal, mobile devices, these tools present challenges that require educators to think differently about learning and teaching. Our paper also addresses the opportunities and affordances that iPads might offer to learners, as having the potential for students to engage in playful exploration, and in the role of designers, creators, and producers, rather than as passive recipients.

Choreography, or framed kinaesthetics

This catalogue essay defines, for a visual art audience, the notion of choreography in dance with an emphasis on modern dance. Intersections with and differences between historical approached to dance-making and approaches in the visual arts are discussed.

Archipelago: a journey across poetic islands of the self

 Paul Venzo's thesis is a poetic response to the author's relationship with Venice and the Veneto. It comprises a manuscript of poetry in English and Italian and an exegesis exploring aspects of the poet's creative practice, including translation, writing in place and intersections with literary history and form.

School principals and racism: responding to Aveling

This study responds to Nado Aveling's call in ‘Anti-racism in Schools: A question of leadership?’ (Discourse: Studies in the Cultural Politics of Education, 2007, 28(1), 69–85) for further investigation into racism in Australian schools. Aveling's interview study concluded that an overwhelming number of school principals denied the presence of racism in their schools, and that there were no discernible differences in how principals in different schools constructed racism. In contrast, our research found that school principals' constructions of cultural racism are strongly influenced by their school contexts. We elucidate these differences examining the various intersections between race, class and religion deployed by principals in different sites, and argue for the utility of examining and theorising cultural racism using an intersectional approach. By bringing context into our analysis we provide a more nuanced insight into the different ways in which racism is constituted and understood by Australian school principals.

Embedding self, others, culture and ethics in intercultural research

Abstract: This paper highlights the tensions evident in maintaining ethical principles while simultaneously responding to interpersonal and cultural demands in an intercultural research setting. The tensions reflect the intersections of relationships between ethical principles and practice, between a researcher and her research participants, and between people in the same or different cultural communities. The intricacies of cultures encompass unpredictable expectations for many aspects of research, as shown in the sociological perspectives, which are at the very centre of deliberations in this paper. It is argued that ethics, interpersonal relationships and cultural considerations are representative of the complexity of considerations that researchers negotiate throughout the conduct of an intercultural study. Therefore, it is important that the positioning of ethical practices is considered as central to the wider research process.