Experiencing indigenous East African dance songs : reflections from North West University (South Africa)

After democracy (1994) the doors of teaching and learning in music opened widely to include local indigenous music and culture in South Africa. Since 2005, African music has been a vibrant aspect of the music curriculum within the School of Music, North West University, South Africa. Globally tertiary music educators are challenged to include informal pedagogy of indigenous musics within the formal context of university courses. University music courses in South Africa are still predisposed towards ‘western’ music pedagogies. In October 2012, the School of Music invited a visiting expert in African music and dance to offer onsite teaching and learning of Ugandan dance songs to tertiary students. The initiative to include Ugandan music as part of the teaching and learning workshops on African music at the School of Music was funded by the South African Music Rights Organization. The School of Music has an ongoing policy to invite and include culture bearers to share their skills and expertise with students and academics. Such sharing provides culture bearers the opportunity to transmit much needed skills, which are not often offered by academics. UNESCO (2012) identifies scarce knowledge and skills as intangible heritage.

Songs for community

Songs for community 2 is a series of piano and instrumental music recorded at Deakin University in 2012.

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.

Lost in translation : Tourism Australia's 'Where the bloody hell are you?" campaign

Where issues and crises management intersect an converge with risk and reputaiton is one of the most dynamic and challenging areas of professional communcation. This study examines how poor research lead to message  misunderstanding  and ultimately internaitonal ridicule of the national image.

The communication of diabetes health campaign information in remote Botswana

This study was essentially about health promotion, and specifically about diabetes health campaigns in remote rural villages of Botswana. Its overall objective was to explore whether or not diabetes campaign messages were communicated in ways that were beneficial to remote villagers in Botswana. It was driven by social constructionist scholarship which emphasizes embedding the dissemination of information within the socio-cultural context, norms and value systems of target audiences.

Adult education and radical habitus in an environmental campaign: learning in the coal seam gas protests in Australia

Summary: This paper examines the adult learning dimensions of protestors as they participate in a campaign to stop coal seam gas exploration in Gippsland in Central Victoria, Australia. On a global level, the imposition of coal seam gas exploration by governments and mining companies has been the trigger for movements of resistance from environmental groups. They are concerned about the impact of mining on their land, food and water supplies. In central Gippsland a group of ‘circumstantial activists’ comprised of farmers, tree changers and other local residents are campaigning against coal seam gas exploration. This unlikely coalition of environmental action groups has made effective use of a variety of community education strategies. This paper commences by outlining some of the key literature on learning and activism drawing on the education tradition of adult learning. We then draw on key concepts from Bourdieu’s writing on ‘habitus’ and ‘field’ to analyse the data from this research. We outline some of the learning practices of activists; through their involvement in this campaign, and the knowledge and skills they gain as they develop a feel for the game of protest. We argue circumstantial activists learn both formally and informally in the social environment of campaigning. Of particular interest is the role of more experienced activists from Friends of the Earth (FOE), a non-government organisation (NGO), as they pass on knowledge, experience, tactics and strategies to the novice and less experienced activists in this community campaign. We explore some of the contradictions of the protestors’ identification as activists using Bourdieu’s concepts of ‘doxa’ and ‘Ilusio’. The paper concludes by arguing learning in activism is a rich tradition of adult education and practice. However, Bourdieu’s writing on field and habitus makes an added contribution to interpreting the learning that occurs in the social space of a campaign or social movement.

The discourse of public education: an urban campaign for a local public high school in Melbourne, Victoria

This paper explores the metonymic slippage surrounding the discourse of public education, through observations and interviews with Lawson High School active campaigners in the state of Victoria, Australia. The notion of campaigning for public education has become an ever-present issue on an international scale, and this article aims to contribute qualitative knowledge regarding the key concepts that lobbyists produce and articulate within their meetings concerning public education. Data have been obtained through direct participatory observation within a contextually specific campaigning site, lobbyists' publications and one-on-one interviews with active campaigners. Findings indicate that campaigners present distinct conceptualisations of public education as a discourse and a well-defined model of their school-of-choice.

Does tobacco-control mass media campaign exposure prevent relapse among recent quitters?

OBJECTIVE: To determine whether greater mass media campaign exposure may assist recent quitters to avoid relapse. METHOD: Using date of data collection and postcode, media market estimates of televised tobacco-control advertising exposure measured by gross ratings points (GRPs) were merged with a replenished cohort study of 443 Australians who had quit in the past year. Participants' demographic and smoking characteristics prior to quitting, and advertising exposure in the period after quitting, were used to predict relapse 1 year later. RESULTS: In multivariate analysis, each increase in exposure of 100 GRPs (i.e., 1 anti-smoking advertisement) in the three-month period after the baseline quit was associated with a 5% increase in the odds of not smoking at follow-up (OR = 1.05, 95% CI 1.02-1.07, p < 0.001). This relationship was linear and unmodified by length of time quit prior to the baseline interview. At the mean value of 1081 GRPs in the 3 months after the baseline-quit interview, the predicted probability of being quit at follow-up was 52%, whereas it was 41% for the minimum (0) and 74% for the maximum (3,541) GRPs. CONCLUSION: Greater exposure to tobacco-control mass media campaigns may reduce the likelihood of relapse among recent quitters.