Interview with Mariann Lewinsky, Il Cinema Ritrovato, Bologna, July 2, 2015

A conversation with Mariann Lewinsky, Il Cinema Ritrovato, arguing that women have a disproportionate impact upon the programming of silent film at festivals. It asks how she works and, specifically, how the change to digital has impacted archival outreach and access across the globe today.

An introduction to the interviews

This article explores the work that female archivists undertake today. It is based upon a series of six interviews—conducted largely in Europe in 2015—with noted female archivists, curators, and programmers. Through conversations with Bryony Dixon (British Film Institute), Giovanna Fossati (EYE Film Institute, Amsterdam), Karola Gramann (Kinothek Asta Nielsen, Frankfurt), Mariann Lewinsky (Il Cinema Ritrovato, Bologna), Elif Rongen-Kaynakçi (EYE Film Institute, Amsterdam), and Meg Labrum (National Film and Sound Archive, Canberra), it argues that women have a disproportionate impact upon the programming of silent film at festivals. It also suggests that there is a growing public that is attracted to festivals such as Il Cinema Ritrovato precisely because these festivals give us access to a vision of film history and feminism that we cannot find in traditional history books. Finally, it asks how these women work and, specifically, how the change to digital has impacted archival outreach and access today.

Dr. Abraham Lewinsky [Illustration] : (Porträt)

Scan von Monochrom-Mikroform

Josef Lewinsky, Anna Kratz, Szenenfoto, in: Goldbauer

Signatur des Originals: S 36/F01105

Josef Lewinsky als König Richard III., Rollenbild, in: William Shakespeare: Richard III, Wien, Burgtheater

Signatur des Originals: S 36/F01106

Josef Lewinsky,als König Richard III, Rollenbild, in: William Shakespeare: Richard III, Wien, Burgtheater

Signatur des Originals: S 36/F01107

Josef Lewinsky als Mephisto, Rollenbild, in: Goethe: Faust, Wien, Burgtheater

Signatur des Originals: S 36/F01108

Josef Lewinsky als Franz Moor, Rollenbild, in: Friedrich Schiller: Die Räuber, Wien, Burgtheater

Signatur des Originals: S 36/F01109

Josef Lewinsky,Brustbild

Signatur des Originals: S 36/F01110

Josef Lewinsky, Ganzfigurbildnis

Signatur des Originals: S 36/F01111

Josef Lewinsky, Brustbild

Signatur des Originals: S 36/F05213

Josef Lewinsky, Brustbild

Signatur des Originals: S 36/F09087

Josef Lewinsky, Brustbild, Profil

Signatur des Originals: S 36/G03296

Dilemmatic spaces : high-stakes testing and the possibilities of collaborative knowledge work to generate learning innovations

This paper examines collaborative researcher-practitioner knowledge work around assessment data in culturally diverse, low- socioeconomic school communities in Queensland, Australia. Specifically, the paper draws on interview accounts about the work of a bridging knowledge flows between a local university and a cluster of schools. We draw on Bernstein’s (2000) concept of recontextualisation to explore the processes of knowledge mediation in dialogues around student assessment data to design instructional innovations. We argue that critical policy studies need to explore the complex ways in which neoliberal education policies are enacted in local sites. Moreover, we suggest that an analysis of collaborative knowledge work designed to improve student learning outcomes in low-socioeconomic school communities necessitates attention to the principles regulating knowledge flows across boundaries. In addition, it necessitates attention to the ways in which mediators navigate dilemmatic spaces, anxieties and affects/feelings in order to generate innovative learning designs in the current global context of high-stakes national testing and accountability regimes.

Knowledge work at the boundary : making a difference to educational disadvantage

This paper aims to contribute to the literature about boundary crossing and explicate how boundaries carry learning potential. We aim to do this by theorising the work of school-based researchers (SBRs) in a school–university partnership project aimed at addressing issues of educational disadvantage. We conceptualise the worlds of teaching and research as characterised by different types of knowledge work and ways of knowing, and by different interaction rituals and emotional investments for engaging with that knowledge. Yet we also contend that the practice boundary that separates also connects and intertwines, as people, objects and knowledge move back and forth across it and become transformed in the process. We suggest that the kind of transformative knowledge work discussed in this paper entails understanding the power and control relations involved in recontextualising knowledge as it moves across the research–practice gap. This process necessitates recognising and acknowledging the emotional investments, energies and interaction rituals attached to local, domain specific knowledge and ways of knowing. By discussing the work of school-based researchers we aim to show how processes of recontextualisation at the boundary between researcher and practitioner knowledge can hold the potential to make a difference to issues of seemingly entrenched educational disadvantage.