Terry Matassoni : a walk into town

An exhibition held at Stonington Stables Museum of Art, Deakin University, Toorak Campus 4 March - 12 April 2003. Terry Matassoni’s peopled urban landscapes speak of diversity and disconnectedness often depicting the isolation of people who are by necessity in close physical proximity to one another.

Terry Matassoni: Multitude and solitude

A solo exhibition held at Melbourne Painting and Sculpture, Australian Galleries, Collingwood 26 June - 15 July 2007

The early Australian press and the Middle Eastern 'other'

In recent years, and particularly since the events of September 11 2001 and the subsequent “War on Terror”, much scholarly attention has been paid to the Australian news media’s role in stereotyping, homogenising, victimising and demonising people of Middle Eastern descent or of the Islamic faith. However, contemporary Australian journalists have not so much invented the tropes and stereotypes that they have used to construct this negative image and limited discursive field, as they have invoked a rich tapestry of pre-existing notions about the non-Western world. This paper therefore seeks to investigate the relationship between Edward Said’s notion of Orientalism and the Australian press of the late 19th and early 20th centuries. Beginning with its deplorable coverage of Australia’s Indigenous people and the paranoia surrounding the “Asian Invasion” this paper sheds new light on the coverage of Islam and the Middle East in the early Australian press and the emergence of the “Muslim Menace”. Finally, this chapter concludes by noting that such a racialist history raises a host of questions and challenges for the contemporary Australian news media.

Language, experience and professional learning (what Walter Benjamin can teach us)

This essay raises questions about how language educators might construct and further develop their epistemology of practice in and through the situations in which they work from day to day. The occasion for this paper is our work as guest editors of a special issue of L-1: Educational Studies in Language and Literature, when we invited L1 teachers to reflect on the role that language plays in their professional learning, whether it be in the form of conversations with peers, reflective writing, or by other means. We begin this essay by locating our reflections within our current policy context, namely the standards-based reforms that have come to dominate educational thinking around the world, offering a brief critique of the values and attitudes embedded within them. We then outline a philosophical framework as an alternative to the world-view reflected by such reforms, focusing specifically on the work of Walter Benjamin. In the final sections, we review our work as guest editors of the special issue of L-1, reflecting on what we have learned from the papers we have assembled for this issue, and locating our learning within the philosophical framework that we have drawn from Benjamin. We argue that it is timely for language educators to articulate the assumptions that inhere within their work, in contradistinction to the common sense embedded in standards. Thus we might begin to reconceptualise the relation between language, experience and professional learning in opposition to the hegemony of standards.

En-gendering the nation : gender-bending and nationalism in Miles Franklin's 'My brilliant career' and Emily Lawless's 'Grania: The story of an Island'

Writing in the lee of first-wave feminism and in an era of nation-invention, the Irish Ascendancy novelist, Emily Lawless, and the aggressively Australian Miles Franklin (of Irish, English and German extraction and coming from families who were pastoralists) wrote novels of adolescence, respectively, 'Grania: the Story of an Island' (1892) and 'My Brilliant Career' (1901). Similar and different in many ways, they both wrote as women and self-consciously inserted themselves into nation-inscribing projects with an eye to overseas readerships, and they played fast and loose with class. Curiously, both contributed to the process of transforming 'nowhere-places' into iconic nationalist places: Franklin put the Monaro on the map (a region that was a nationalist icon before the 'Red Centre' usurped its place); and Lawless wrote in ethnographic ways about the Aran Islands more than a decade before J.M. Synge tramped westward in search of the 'Peasant Quality', so beloved of the Abbey Theatre playwrights and audiences. Most compellingly, they wrote of the near-pathologies of masculinities within nationalist agendas, and of marriage and sexuality. This article examines the novels comparatively and contrastively and asks uncomfortable questions about why and how their interventions were untimely.

The pedagogy of protest : learning through crisis and the case study of Terry Hicks

This article explores the learning dimensions of circumstantial activists, activists who come to protest due to a significant life issue or crisis event, which has contributed to their motivation to campaign. The article is a case study of Terry Hicks who campaigned for more than 6 years to have his son released from Guantanamo Bay, a United States military prison in Cuba, for suspected terrorism. It outlines the learning dimensions of circumstantial activists as they participate in social change with particular reference to Terry's case and reveals that circumstantial activists' learning is fast paced and rapid. Responding to crisis and potential loss, circumstantial activists are frequently taken out of their comfort zones and on to a learning edge because they need to acquire new knowledge and skills very quickly in order to be effective as activists. The emotions are crucial to their motivation and desire to campaign and in Terry's case particularly because of his familial connection to his son David. As activists become more experienced they learn to "manage" their emotions. The article uncovers the community development skills and knowledge that is acquired by circumstantial activists as they learn mainly informally on the job of activism.