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.

Sustainable workforce reform : case study of Victorian nurse practitioner roles

Nurse practitioner (NP) roles have been identified as a key strategy in the development of a sustainable and responsive health workforce. To date, the focus of research related to NP roles has been on implementation and short-term evaluation of aspects of NP care; however, little is known about the sustainability of NP roles. A major challenge for the
healthcare sector is to demonstrate long-term outcomes of NP care and shift the research focus from individual NPs to the effectiveness of healthcare teams that incorporate NPs. This paper draws on a framework of the following domains of sustainability in primary care: political, institutional, financial–economic, workforce and client (or patient) and applies these domains to NP planning in the Victorian context.

A systems approach to the engineering workforce

The engineering function, work force and associations should be viewed as a system, for an adequate understanding of the complex interactions involved, for development of coherent policies and for achieving optimal overall performance. Such an approach embraces professional, para-professional and other categories, and requires a coherent system of qualifications, education, occupational identifiers and role definitions. For engineering education, it facilitates effective design of educational programs for each category and educational articulation between them. For industry and society, it fosters work force effectiveness and harmony. The paper provides the basis for systematising the complex of elements that make up the engineering system.

Creating and celebrating place and partnerships : a key to sustaining rural education communities

This presentation brings together the findings of research conducted across three large Australian studies into the recruitment and retention of rural teachers and leaders. Key themes drawn from each study for ways of promoting quality teaching and learning and sustaining rural education communities will be discussed. All studies have highlighted the need to better prepare rural teachers and leaders to create and celebrate a notion of ‘place’ and to identify and strengthen partnerships within and across rural and urban spaces. The presentation will focus in particular on the emerging sub-themes of linking rural school leadership and community renewal, the importance of developing partnerships to sustain the rural workforce and the need for creative enterprise to be acknowledged as important work of rural teachers and leaders.

Re-framing the riot : journalism, creative non-fiction and telling the story of Australia's black history

On 19 November 2004, an Aboriginal man was arrested on Palm Island, off the coast of Townsville in northern Queensland. He was taken to the local watch house on a drunk and disorderly charge. An hour later, he lay dead on a cell floor. His liver, an autopsy showed, had been split in half and his spleen ruptured. But when that autopsy report also found that Mulrunji Doomadgee’s severe injuries were not caused by force, the Palm Island Indigenous community, enraged and grief-stricken, went looking for payback.

The Palm Island “riots” ensured that this Aboriginal death in custody made international news headlines where others barely got a mention, if at all (Hollinsworth, 2005). The ensuing Coronial Inquest and criminal prosecution of the arresting Queensland police officer, Chris Hurley, also were covered consistently by the news media. Senior Sergeant Hurley has, however, so far escaped punishment and the Queensland media’s most recent report of the case was to tell how the Qld Police Union now funds a legal bid to clear his name. Meanwhile, little is heard in the news media of the Doomadgee family, the Palm Island community, or of other deaths in custody occurring steadily through the 18 years since the Royal Commission that was supposed to implement a raft of preventative recommendations.

While the news media’s framing of these issues has most often followed historically predictable and ultimately racist lines, a work of creative non-fiction tells the story with warranted complexity and power. Chloe Hooper’s The Tall Man: Death and Life on Palm Island documents Cameron Doomadgee’s death, the riots, and the ensuing legal farce from the front row. Hooper, in the tradition of Truman Capote, arrived at Palm Island as a white writer from a big city. But by “walking the talk” – being with the Doomadgee family and their community through the hearings and after, Hooper was given extraordinary access to community, history, and significant cultural nuance barely identified by, let alone understood by, non-Indigenous readers.

By focussing on Hooper’s experience with sources and court reporting, compared with some print media coverage, this paper will consider the comparative roles of journalism and creative non-fiction in re-framing the Palm Island “riot”. It will suggest that Hooper’s work subverts some dominant (and racist) news media representations of Australian Indigenous peoples through its use of source relationships in an extended narrative structure.

Community resilience, climate change, sustainability & engagement : adventures in creative project-based education on the Eyre Peninsula

Teaching sustainability ethics and creative practical technological applications holistically, in a multi-disciplinary ethos, with real community engagement is fraught with pedagogical and logistical issues. This paper reviews a highly community-acclaimed tertiary course/project, offered at the School of Architecture, Landscape Architecture & Urban Design at the University of Adelaide, undertaken on the Eyre Peninsula in 1st semester 2009. The course successfully enhanced student appreciation of rural community capacity building and economic fragility issues while undertaking a project-based approach to interrogating and working with rural communities to devise and demonstrate potential micro-relevant design and planning initiatives that could strengthen community resilience, climate change adaptiveness, and validate natural resource management aims within townships. The project involved some 120 students in 6 host communities through 6 local municipalities with the full support of the Natural Resource Management (NRM) Board and Local Government Association (LGA).

The paper reviews the project, its historical evolution, aims, objectives, learning strategies, community aspirations and outcomes, and positions such against various professional education accreditation frameworks. The methodological learning process, including its philosophical, pedagogical and instruments outcomes are reviewed and interrogated. The student learning outcomes, University reputation impact, and community impact, professional practice knowledge and skill attributes, and instrumental outcomes are also reviewed drawing upon evidence derived from extensive meetings, questionnaire surveys, synergistic NRM-sponsored research projects, student evaluation of teachings (SELTS), and local media coverage of the project.

The project has received applause from the Australian Institute of Architects (AIA) and Australian Institute of Landscape Architects (AILA), and preliminary endorsement from the Planning Institute of Australia (PIA), as being integral to the School’s curriculum that achieves their professional accreditation expectations of key learning experiences relevant to climate change, master planning and design, and community engagement. The project offers a possible educational model that enriches student experience and learning and addresses recent generic university community engagement policy expectations.

Enhancing creativity through design technology : opportunities for developing children's creative thinking

Creative problem solving is essential to technology education. In our research project we explored the suggestion that creativity may need to include a time of ‘non-thinking’ during which innovative responses to problem tasks are generated. The period of non-conscious cognitive process (NCCP) time is considered to be when the brain makes connections between independent ideas and when inappropriate responses can be forgotten, allowing more relevant responses to be made available for problem solving. Our research provided an opportunity for several primary school teachers to focus on enhancing creativity in technology education and to explore the notion of the NCCP time for creative problem solving. In this chapter we review the current literature on enhancing creativity and comment on how the teachers fostered creativity as they implemented a design, make and appraise technological task to produce recycling devices in their classrooms. Classes and children were observed and teachers interviewed about their perception of children’s creativity and the NCCP time. In this study, a time frame of only several days appears to be ideal for non-conscious cognitive processing to occur and more time may hinder creativity. These findings have implications for teachers of technology who assign the same day and time each week for technology learning.
During the non-task time, which included the NCCP time, children were able to discuss their ideas with family members. As children learn in social and cultural contexts, these discussions can be fruitful. The teachers indicated that peer discussions also played an important role after the generation of designs.