ORCID Profile
0000-0002-1138-8229
Current Organisation
RMIT University
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Policy and Administration | Education Policy | Cultural Studies | Public Health and Health Services | Culture, Gender, Sexuality | Teacher Education and Professional Development of Educators | Comparative and Cross-Cultural Education | Creative Arts, Media and Communication Curriculum and Pedagogy | Sociological Methodology and Research Methods | Mental Health | Drama, Theatre and Performance Studies | Sociology of Education | Sociology and Social Studies of Science and Technology
ANZSRC Socio-Economic Objective (SEO)
Expanding Knowledge in Education | The Performing Arts (incl. Theatre and Dance) | Learner and Learning Processes | Teacher and Instructor Development | Social Structure and Health | Gender and Sexualities | Conserving Intangible Cultural Heritage | Mental Health | Communication Across Languages and Culture |
Related Links
Publications
Blame it on Tyra: race, refugeity and sexual representation
Publisher: Informa UK Limited
Date: 02-2012
Applied creativity and the arts
Publisher: Springer Science and Business Media LLC
Date: 04-2021
Massive/Micro Sensemaking: Towards Post-Pandemic Futures
Publisher: Imaginations: Journal of Cross-Cultural Image Studies
Date: 20-12-2021
Devising creativity in Hong Kong
Publisher: Routledge
Date: 09-12-2020
Twice upon a place
Publisher: Intellect
Date: 2015
DOI: 10.1386/ATR.3.1.5_1
Abstract: This article was originally presented as a keynote in the form of a performance poem at Evolve 2014, the Drama Australia national conference held in Hobart, Tasmania on 4 October, and subsequently revised for publication. It explores the relationship between drama, stories, time and place. We (the editors) offer it without a formal abstract since it expresses many ideas, imaginings and feelings interwoven poetically rather than in the structural form more usual in academic journals.
Creativity in Education
Publisher: Oxford University Press
Date: 26-04-2018
DOI: 10.1093/ACREFORE/9780190264093.013.383
Abstract: Creativity is an essential aspect of teaching and learning that is influencing worldwide educational policy and teacher practice, and is shaping the possibilities of 21st-century learners. The way creativity is understood, nurtured, and linked with real-world problems for emerging workforces is significantly changing the ways contemporary scholars and educators are now approaching creativity in schools. Creativity discourses commonly attend to creative ability, influence, and assessment along three broad themes: the physical environment, pedagogical practices and learner traits, and the role of partnerships in and beyond the school. This overview of research on creativity education explores recent scholarship examining environments, practices, and organizational structures that both facilitate and impede creativity. Reviewing global trends pertaining to creativity research in this second decade of the 21st century, this article stresses for practicing and preservice teachers, schools, and policy makers the need to educationally innovate within experiential dimensions, priorities, possibilities, and new kinds of partnerships in creativity education.
Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach
Publisher: Springer Science and Business Media LLC
Date: 20-04-2023
DOI: 10.1007/S13384-022-00521-8
Abstract: This article details how and why we have developed a flexible and responsive process-based rubric exemplar for teaching, learning, and assessing critical and creative thinking. We hope to contribute to global discussions of and efforts toward instrumentalising the challenge of assessing, but not standardising, creativity in compulsory education. Here, we respond to the key ideas of the four interrelated elements in the critical and creative thinking general capability in the Australian Curriculum learning continuum: inquiring generating ideas, possibilities, actions reflecting on thinking processes and analysing, synthesising and evaluating reasoning and procedures. The rubrics, radical because they privilege process over outcome, have been designed to be used alongside the current NAPLAN tests in Years 5, 7 and 9 to build an Australian-based national creativity measure. We do so to argue the need for local and global measures of creativity in education as the first round of testing and results of the PISA Assessment of Creative Thinking approach and to contribute to the recognition of creative thinking (and doing) as a core twenty-first century literacy alongside literacy and numeracy.
Training teachers for twenty-first century creative and critical thinking: Australian implications from an international study
Publisher: Informa UK Limited
Date: 07-10-2018
Race and refugeity: Ethnocinema as radical pedagogy
Publisher: SAGE Publications
Date: 22-06-2010
Abstract: This article introduces Cross-Marked: Sudanese Australian Young Women Talk Education, a series of seven short films made collaboratively with Sudanese young women from refugee backgrounds, examining their education experiences in Australia. The author frames this research through the emerging practice of ethnocinema and its relationship with ethnographic documentary. The coparticipants examine the prevailing social conditions for connectedness/disconnectedness in the context of a sometimes-hostile contemporary educational climate, as does the author/researcher through autoethnographic reflections on practice. The films use a “performative ethnography” to disrupt the folds and pleats of conventional stories told of and about the pedagogies of belonging and becoming. The films draw on the informants’ social practices of self to trouble teleological narratives of identity, and they offer a territory of possibilities for learning to “see more critically, think at a more critical level, and to recognise the forces that subtly shape their lives” (Kincheloe & McLaren)
Learning is Such Sweet Sorrow
Publisher: SAGE Publications
Date: 02-2019
Abstract: We learn by returning. To our classrooms, our publics, our bodies. This performance text returns us to these places which remain the relics of affective encounters, the sticky sites of emotional residue, historical fragments that tell us what we can bear to remember about ourselves. These histories rely on ‘the moving, the deja-felt in all of its uncanniness’, (Manning, 2013, p. 84), a now which coagulates the push and pull of memory, interiority, and external struggle in time and space or spacetime. We return by building, commemorating, protesting, and then tearing down. Research, activism, education, and love intersect in lives of engaged social action and through a sometimes-reluctant return to sites of consciousness-raising with one common aim: Let us learn.
BEING “HERE”/BEING “THERE” (An Ode to TAMI SPRY, Mostly in Her Own Words)
Publisher: SAGE Publications
Date: 20-10-2023
'You Could Do with a Little More Gucci'
Publisher: RMIT Publishing
Date: 2009
DOI: 10.3316/CAR0201071
(All the) Single ladies: Diasporic Women are Doing it for Ourselves
Publisher: Informa UK Limited
Date: 06-2012
Queering psychotherapy research
Publisher: Routledge
Date: 16-06-2023
The Starcraft of Intimacy
Publisher: SAGE Publications
Date: 12-06-2023
DOI: 10.1177/19408447221081138
Abstract: In this poetic autoethnographic essay, we explore how the object of the caravan is a site and home for the creation of queer subjectivities and relations with the more-than-human world. As a queer object of resistance, the caravan opens us up to both the beautiful and the monstrous in our worlds and ourselves. 1
Trans*Forming Bodies Is Hopeful Politics
Publisher: SAGE Publications
Date: 30-09-2023
DOI: 10.1177/19408447221131040
Abstract: The truth-telling in his piece is sin quo non to the unmasking needed to forge pathways to new gendered possibilities in troubled times toward transformative futures. I explore the affective embodied experience of living as a non-binary transmasculine person in a binary world. Drawing on the work of Jack Halberstam, Tami Spry, and Bryant Keith Alexander, this essay (and performance) is shared with/through my testosterone-lowered voice, my masculine-appearing body, and my non-binary orientations that ask the world to avoid the pitfalls of binarized gender relations. Performance autoethnography has long held space in the academy for the foregrounding of non-majoritarian lived experience through affective, interpersonal, and embodied strategies, and this piece builds on those traditions.
Creative Agency / Creative Ecologies
Publisher: Springer International Publishing
Date: 2018
Creativity Under Duress in Education?
Publisher: Springer International Publishing
Date: 2019
Affective leanings in performance
Publisher: Routledge
Date: 09-12-2020
The both/and of performance research
Publisher: BRILL
Date: 2018
Queer superheroes: The impossibility of difference, a neoliberal promise of equal (teacher) love
Publisher: Informa UK Limited
Date: 10-12-2015
Introduction: Art, Autoethnography and Public Pedagogies in Lockdown
Publisher: Springer Nature Singapore
Date: 2022
I Am a Monument
Publisher: Springer International Publishing
Date: 2018
Intermezzo 1: Space
Publisher: Springer International Publishing
Date: 2021
Chapter 1: Creative Ecologies
Publisher: Springer International Publishing
Date: 2021
Intermezzo 2: Fire
Publisher: Springer International Publishing
Date: 2021
Chapter 2: Melbourne
Publisher: Springer International Publishing
Date: 2021
Monsters, desire and the creative queer body
Publisher: Informa UK Limited
Date: 19-07-2016
A Culture of Care in Higher Education: Empathy, Affect and COVID-19
Publisher: Springer Nature Singapore
Date: 2022
Correction to: Massive/Micro Autoethnography
Publisher: Springer Nature Singapore
Date: 2023
Creativity and Education
Publisher: Palgrave Macmillan UK
Date: 2016
Creative Formats, Creative Futures
Publisher: University of California Press
Date: 2017
Abstract: As creative economies and industries continue to impact emerging markets and cultural conversations, creative education seems no more central to these conversations than it was a decade ago. Two recent Creativity Summits marked a collaborative milestone in the global conversation about creative teaching, learning, ecologies, and partnerships, signaling a turn from nation-based approaches to more globally-networked ones. This essay and the summits offer not only an international and interdisciplinary survey of the “state of play” in creativity education, but also collaboratively-generated strategies for strengthening creative research in tertiary education contexts, teacher education, cross-sectoral partnerships, and policy directions internationally.
Intermezzo 3: Air
Publisher: Springer International Publishing
Date: 2021
Chapter 3: Singapore
Publisher: Springer International Publishing
Date: 2021
Intermezzo 4: Land
Publisher: Springer International Publishing
Date: 2021
Chapter 4: Hong Kong
Publisher: Springer International Publishing
Date: 2021
Intermezzo 5: Water (badu)
Publisher: Springer International Publishing
Date: 2021
Affective Movements, Methods and Pedagogies
Publisher: Routledge
Date: 09-12-2020
Posthumanist creative ecologies in primary education
Publisher: Routledge
Date: 14-09-2021
Wayfinding as Pasifika, indigenous and critical autoethnographic knowledge
Publisher: Routledge
Date: 05-11-2020
In Transit/ion (Co-created with Angelina Aluel Kuol): Source of Creative Understanding
Publisher: Springer Netherlands
Date: 2012
A creative ecological approach to supporting young people with mental health challenges in schools
Publisher: Informa UK Limited
Date: 18-07-2023
Conclusion: Minding the Gap
Publisher: Springer Netherlands
Date: 2012
Appendix A: Transcript Dialogue: Nyadol and Anne on ‘Good Research’: Looking Back, Two Years on
Publisher: Springer Netherlands
Date: 2012
Higher Degree Students (HDR) during COVID-19
Publisher: STAR Scholars Network
Date: 19-07-2021
Abstract: The wellbeing of higher degree research (HDR) students, or postgraduate students during the COVID-19 pandemic has been of concern. In Australia, international students have queued for food parcels, while headlines report stark drops in international enrolments and the financial bottom line of universities. We undertook a pilot study using ethnographic interview methods to understand the lived experiences of current international and domestic HDR students at an Australian university in Melbourne, from June to August 2020 (n=26). In this paper, we discuss domestic and international students’ experiences during the pandemic. International HDR students faced similar challenges to domestic students, but experienced further stressors as temporary migrants. We discuss their experiences in relation to resilience, understood as a relational and collective quality. We suggest that institutions develop policies and programmes to address resilience and build students’ sense of belonging and connection, informed by how students cope with challenges such as COVID-19.
The Way We Weren’t
Publisher: SAGE Publications
Date: 20-09-2016
Abstract: This autoethnographic performance uses the lyrics, mode, and performative stylistic of Barbra Streisand’s famous song as a provocation for exploring the ways in which young adoptees sometimes idealize an imaginary love that is not limited to parent–child but rather floats out like a lyrical overture into the broader landscape of “misty watercolor memories” of a wish for the way things might have been. When Barbra asks Can it be that it was all so simple then?, the adoptee answers no, and lives the need in families that What’s too painful to remember, we simply choose to forget. Adoptee consciousness, like Braidotti’s nomad, abandons any “nostalgia for fixity” and in so doing is able to cultivate an “intense desire to go on trespassing, transgressing” for survival and “thrival.” In this way, Streisand’s song represents a critical moment of letting go within my own developing nomadic queer and adoptee consciousness—a letting go of an idealized “way we were” and a redirection toward a future-looking nomadic subject. Through this queer lens, Barbra’s nostalgic lyrics might be considered a “queer retrosexuality” for a time, place, and kind of love and belonging that has never existed and is increasingly culturally crippling.
Introduction
Publisher: Springer Netherlands
Date: 2012
Neir Chi Puj: Educated Girls (Co-created with Lina Deng): Sexuality and Gender Performance in Sudanese Australia
Publisher: Springer Netherlands
Date: 2012
Slowly by Slowly (Co-created with Grace Mabor): Ethnocinema, Media and Women of the Sudanese Diaspora
Publisher: Springer Netherlands
Date: 2012
Still Waiting (Co-created with Nyadol Nyuon): Refugeity and the New Racism in Australian Schools
Publisher: Springer Netherlands
Date: 2012
Chick Chat at the River Nile (Co-created with the students of River Nile Learning Centre): Transgression and Fugitive Spaces
Publisher: Springer Netherlands
Date: 2012
Singing into Language (Co-created with Achol Baroch): Creating a Public Pedagogy
Publisher: Springer Netherlands
Date: 2012
Peered and tiered learning: Action research as creative cultural pedagogy
Publisher: Informa UK Limited
Date: 09-2013
Isol-AID, art and wellbeing
Publisher: Routledge
Date: 02-04-2021
Australian LGBTQ teachers, exclusionary spaces and points of interruption
Publisher: SAGE Publications
Date: 03-2016
Abstract: Lesbian, gay, bisexual, transgender and queer (LGBTQ) teachers are a marginalised group that historically have been absent from research on sexuality and schooling. Rather, much research in the field has focused upon the experiences of same sex attracted and increasingly, gender erse young people in schools, as well as the delivery of sexuality education. Up until recently, very little research has been carried out that explicitly addresses the experiences of LGBTQ teachers, particularly within the Australian context. This article focuses upon key issues arising from the semi-structured interviews that the Out/In Front team carried out as part of a pilot study that took place between April and July 2013 in the state of Victoria, Australia. We interviewed nine current or former teachers working within primary and secondary education across the public, Catholic and private sectors. This paper focuses upon the notion that LGBTQ teachers exist within a ‘space of exclusion’ that is dominated by discursive mechanisms that (re)produce heteronormativity. We also argue that the Victorian policy context – as well as increasing socio-political tolerance for LGBTQ people within Australia – enables LGBT teachers to interrupt the discursive frameworks within which their professional lives are situated.
Genderfication
Publisher: Palgrave Macmillan US
Date: 2016
In transit/ion: Sudanese students’ resettlement, pedagogy and material conditions
Publisher: Walter de Gruyter GmbH
Date: 06-2013
Abstract: For Asante our “battle is intense, the struggle we wage for status power is serious and we cannot communicate as equals when our economic position is that of servants” (2008, p. 49), words that resonated with the author throughout her research with Sudanese Australian young women about their educational experiences, as captured in co-created short films. While the work moved between social science and arts-based research the author questioned the basis of her relationship with the co-participants, and the possibility of fluid status positions within educational contexts. This paper interrogates the im ossibility within neoliberal secondary school contexts for activist educational research (Giroux, 2005) to be the kind of ‘interchange’ of which Asante speaks, a source of creative understanding for researchers and co-participants, if it cannot address co-participants’ (and teacher/student) unequal material conditions. In the case presented in this article, materially-influenced communication challenges reflect current curricular and pedagogical tensions, especially for refugee-background students. Where racial, cultural and socio-economic marginalities intersect, pedagogical and curricular possibilities are sometimes foreclosed before students even enter ‘neoliberal’ classrooms.
Supplementary material to "A portable Lightweight In Situ Analysis (LISA) box for ice and snow analysis"
Publisher: Copernicus GmbH
Date: 02-03-2021
Gains and losses: African Australian women and higher education
Publisher: SAGE Publications
Date: 27-06-2015
Abstract: This article argues that African women migrants in Australia are increasingly enrolling in and successfully completing tertiary study, usually at high emotional and financial cost. While this qualitative study has shown that both refugee-background and non-refugee African Australian women’s enrolment in higher education is enabling new forms of participation and belonging in resettlement, it continues to challenge the women’s more traditional cultural roles and identities. This article argues that these gendered negotiations are noted only cursorily (if at all) within education and health contexts, and, importantly, form a primary obstacle facing African Australian women in migration and refugee resettlement transition.
Massive/Micro Autoethnography
Publisher: Springer Nature Singapore
Date: 2022
East Asian Creative Ecologies in Networked Educational Worlds
Publisher: Springer International Publishing
Date: 2023
Beautiful radiant things: performance and its affects in applied theatre
Publisher: Informa UK Limited
Date: 02-07-2020
Why theatre matters: urban youth, engagement, and a pedagogy of the real
Publisher: Informa UK Limited
Date: 02-04-2016
Scene / Class 4: Finding The Form
Publisher: SensePublishers
Date: 2014
Scene / Class 3: Truth And Verisimilitude. 5:08pm
Publisher: SensePublishers
Date: 2014
Intermezzo 2: Dusting Down The Muse
Publisher: SensePublishers
Date: 2014
Critical AUTOETHNOGRAPHY and mental health research
Publisher: Routledge
Date: 02-12-2020
Massive and Microscopic: Autoethnographic Affects in the Time of COVID
Publisher: SAGE Publications
Date: 20-10-2021
Abstract: This essay uses several of the prompts from the Massive::Microscopic experiment as a jumping off point for considering how affect theory and critical autoethnography offer us a framework for understanding, creating, and acting together in the time of COVID. Through stories of cloud-watching, mindfulness meditation, and other encounters with atmospheres and movements, we connect in idual experiences of the pandemic to Buddhist understandings of a universal “we.” As a research practice committed to joining microscopic with macro lived experience, critical autoethnography offers a speculative method for collective reckoning with our infinitesimal selves in relation to the infinite of a pandemic.
Why does creativity suck so bad?
Publisher: Informa UK Limited
Date: 03-07-2015
Queering Autoethnography
Publisher: Routledge
Date: 15-08-2018
The Routledge International Handbook of Intercultural Arts Research
Publisher: Routledge
Date: 08-01-2016
Intermezzo 1: Miscommunications
Publisher: SensePublishers
Date: 2014
Scene / Class 1: Subjectivities
Publisher: SensePublishers
Date: 2014
Cast of Characters and Setting
Publisher: SensePublishers
Date: 2014
I Am a Monument
Publisher: Springer International Publishing
Date: 30-11-2017
Love Has a Body that Feels Like Heat
Publisher: University of California Press
Date: 2016
Abstract: Genderlessness or postgendered orientations are not the same as genderqueer affect/s, yet Donna Haraway's figure of the cyborg helps imagine what a genderqueer affect might be. Genderqueer experience (including affect) can help us move beyond the limitations of gendered as well as epistemological dualisms. Affect transcends the reductive notions of materiality that return us always to dualistic constructions, including gendered ones. Kathleen Stewart's attention to affect—both experienced as well as embodied, a doing as well as a thing—provides a way into and out of the genderqueer body that is not dependent upon its materiality.
Ethnocinema and the impossibility of culture
Publisher: Informa UK Limited
Date: 11-04-2014
(On the) Body as Book
Publisher: University of California Press
Date: 2019
Abstract: Written in the spirit of Maggie Nelson's “autotheory,” this essay takes up José Esteban Muñoz's notion of “ephemera as evidence” to explore how the body-as-object (i.e., the body-as-book) might reformulate understandings of materiality as an ephemerality of “traces, glimmers, residues, and specks of things.” Bodies-as-books are distinctly material, though not always solid, and can be written and read as artifact-ephemera that end but do not disappear.
Lesbian and gay parenting: securing social and educational capital, by Yvette Taylor
Publisher: Informa UK Limited
Date: 11-2010
I Ain't No Girl: Representation and Reconstruction of the “Found Girls” of Sudan
Publisher: Indiana University Press
Date: 10-2010
GLBTIQ teachers in Australian education policy: Protections, suspicions, and restrictions
Publisher: Informa UK Limited
Date: 16-04-2014
Activist Affect
Publisher: SAGE Publications
Date: 05-10-2019
A Manifesto for Posthuman Creativity Studies
Publisher: SAGE Publications
Date: 25-01-2022
DOI: 10.1177/10778004211066632
Abstract: This article advances a manifesto for a posthuman creativity studies that highlights the emergent, collective, and ecological aspects of creativity, offering propositions that problematize any in idualist or human-exceptionalist approach to the field. We attend to a range of extra/ordinary affects, encounters, and modalities for expanding creative possibilities in the 21st century. Beginning with a recognition that creativity must be rewilded from its current capture in economic and educational discourses, we argue for more sustainable re-engagements. In the specificity of these encounters, we manifest 10 commitments to posthuman creativity as the foundations for a more dynamic and more-than-human creative agency.
The Ellen DeGeneration: Nudging bias in the creative arts classroom
Publisher: Springer Science and Business Media LLC
Date: 10-11-2013
Hostile corridors: strategies for radical change in education
Publisher: Informa UK Limited
Date: 07-2010
An Adoptee Autoethnographic Femifesta
Publisher: SAGE Publications
Date: 05-2017
DOI: 10.1525/IRQR.2017.10.1.24
Abstract: This femifesta, based in the lived experience of adoptees, calls for an autoethnography that moves beyond humanist and evaluative concerns.
Slowly by Slowly: Ethnocinema, Media and Young Women of the Sudanese Diaspora
Publisher: Informa UK Limited
Date: 07-2011
Minding the gap: Places of possibility in intercultural classrooms
Publisher: Informa UK Limited
Date: 06-2011
Introduction: a capacity to be moved: performance and its affects
Publisher: Informa UK Limited
Date: 02-07-2020
Chapter 6: Creative Agency: A Manifesto for Posthuman Creativity Studies
Publisher: Springer International Publishing
Date: 2021
Chapter 5: Sydney
Publisher: Springer International Publishing
Date: 2021
Creativity, Intimate Publics and the Proxemics of Pop Up Poetry Performance
Publisher: Springer International Publishing
Date: 2018
'It gets narrower': Creative strategies for re-broadening queer peer education
Publisher: Informa UK Limited
Date: 10-12-2014
Comparative analysis of iron oxide nanoparticles synthesized from ginger (Zingiber officinale) and cumin seeds (Cuminum cyminum) to induce resistance in wheat against drought stress
Publisher: Elsevier BV
Date: 04-2022
A Story Is Not a Thing (but It Does Have a Life)
Publisher: University of California Press
Date: 2018
Abstract: This essay creatively evidences the materiality of a story and its ability to migrate and evolve. It does so by critiquing the non-human limitations of binary onto-epistemologies, especially visual/discursive ones. Here stories and words have lives, bodies, and agency and as such they matter, but that matter is not material. The mattering of stories is not contingent upon human telling or hearing. Stories linger where humans disappear. An ecomaterialist reading suggests we might productively decouple storytelling (stories about us) from storied matter (stories with autonomy).
Creative Ecologies and Education Futures
Publisher: Springer International Publishing
Date: 10-11-2018
Neir riel (strong girls): Transgression and fugitive spaces in sudanese australian classrooms
Publisher: SAGE Publications
Date: 29-09-2011
Abstract: This article examines the ways in which Sudanese Australian students from refugee backgrounds are often perceived in their high schools as transgressive, and how this transgression—perceived or real—may become for them a liberatory invitation for both students and teachers, and a means to a reconstruction of self, educational contexts, and freedom (hooks). Through discussion of the ethnocinematic research project Cross-Marked: Sudanese Australian Young Women Talk Education, the author comments on the complexities of the performance of identity for teachers, researchers, and coparticipants across differences of age, race, sexuality, geography, and class.
Truth or dare: Sex, race and mockumentary film
Publisher: Informa UK Limited
Date: 07-2013
A Vision for Arts Based Education Research within theJournal of Curriculum and Pedagogy
Publisher: Informa UK Limited
Date: 02-01-2015
Scene / Class 5: Telling Stories (Whose Stories?)
Publisher: SensePublishers
Date: 2014
Wayfinding and Critical Autoethnography
Publisher: Routledge
Date: 05-11-2020
Intermezzo 3: One Way Or Another
Publisher: SensePublishers
Date: 2014
Intermezzo 4 – Art As Truth? Holding On To The Muse
Publisher: SensePublishers
Date: 2014
Propositions for Creativity Policy, Partnerships and Practice in Educational Creative Futures
Publisher: Springer International Publishing
Date: 2018
Scene / Class 6: Questions Of Representation
Publisher: SensePublishers
Date: 2014
Why Can’t Orphans Play Baseball? Writing Into the Primal Wound
Publisher: SAGE Publications
Date: 25-06-2021
Abstract: This article explores the loss, legacy, and liberatory possibilities of addressing adoption through collaborative autoethnographic writing. We invite readers, through critical autoethnographic narratives and scholarship, to engage with our lived experiences as both cultural and familial histories. The return to the pre-adoption place of origin will not give us the closure we seek, so here we explore the future-making potential of collective adoptee narratives. If home may be less of an origin and more of a destination, each of the four authors engages in this autoethnographic research as a creative and collaborative means of finding a way toward becoming-home.
Scene 7: Researcher As Artist / Artist As Researcher
Publisher: SensePublishers
Date: 2014
Intermezzo 5: Between A Rock And A Hard Place
Publisher: SensePublishers
Date: 2014
Scene / Class 9: Muse Or Museum? Theory On The Street
Publisher: SensePublishers
Date: 2014
Scene 11: Class Notes
Publisher: SensePublishers
Date: 2014
Ethnocinema and the Vulnerable Methods of Creative Public Pedagogies
Publisher: University of California Press
Date: 2014
DOI: 10.1525/DCQR.2014.3.3.196
Abstract: In ethnocinematic collaboration, participants and researchers share what it means to be culturally-embedded and critical fellow-travelers, and explore their similarities and differences within evolving creative research and pedagogical approaches. Ethnocinema shares characteristics with autoethnography, drawing on culturally-embedded personal perspectives and expression, which are political and scholarly in their execution and scope. Creative methods like ethnocinema thrive in the emerging digital technological landscape, and are able to speak to global audiences through online dissemination strategies. Drawing on the principles of public pedagogy, this essay articulates in practical terms how to “do” ethnocinema and ethnovideo as a video-based creative and collaborative method.
Connective labor and social media: Women's roles in the 'leaderless' Occupy movement
Publisher: SAGE Publications
Date: 15-07-2014
Abstract: This article draws upon the insights of 75 Occupy activists from Toronto and across the United States interviewed as part of the 3-year study ‘Social Media in the Hands of Young Citizens’. This article highlights three major roles adopted by women in the so-called leaderless, horizontally structured Occupy movement – both within the offline, face-to-face General Assembly meetings held during the Occupy enc ments and within the online spaces of Facebook pages, Web sites, affinity groups, and working committees. As key participants in the movement, women used social technologies such as Facebook, Twitter, and livestreaming as modes of activist engagement, developing unique roles such as that of the ‘Admin’ (Social Media Administrator), the ‘Documentarian’, and the ‘Connector’. The women’s adoption of these roles illustrates, we argue, the emerging notion of ‘connective labor’ an extended enactment of Bennett and Segerberg’s (2012) notion of ‘the logic of connective action’, augmenting its logic to reveal the often hidden labor of women in sustaining the networked and affective dimension of social movements. This article highlights the gendered, hybrid, embodied, and material nature of women’s connective labor that has supported, and in many ways sustained, the contemporary Occupy movement.
Ethnocinema: Intercultural Arts Education
Publisher: Springer Netherlands
Date: 2012
Ethnocinema: Intercultural Collaborative Video as Method
Publisher: SAGE Publications, Ltd.
Date: 2014
Creativity in Australian health and physical education curriculum and pedagogy
Publisher: Informa UK Limited
Date: 12-05-2021
Queering Movements, Activist Affect and Collective Autoethnography
Publisher: SAGE Publications
Date: 28-01-2021
Abstract: This article considers the idea of activist affect, or when things—bodies, ideas, energies, even objects—come together, connected in what Gregg Seigworth and Melissa Gregg term “forces of encounter.” Kathleen Stewart argues that affect offers us broad-ranging ways of exploring “what happens to people, how force hits bodies, how sensibilities circulate and become … collective.” Activist affect can range from intensities on the skin to the air of a gathering march to the stillness in a crowd when someone counts down the time it takes to kill 17 and injure 15 young people in a school shooting spree. Thinking of activism through the lens of queer and affect theory allows us to reimagine how both collaborative autoethnography and social “movements” happen as well as what they look like and what they can do.
Animating Culture Or
Publisher: SensePublishers
Date: 2014
Ethics ‘Versus’ Aesthetics
Publisher: SensePublishers
Date: 2014
Aesthetic Politics and Creative Pathways
Publisher: SensePublishers
Date: 2014
Scene / Class 12: Critical Plays
Publisher: SensePublishers
Date: 2014
Creative Industries or Creative Imaginaries?
Publisher: SensePublishers
Date: 2014
Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth
Publisher: Informa UK Limited
Date: 03-03-2014
Our Creative Century
Publisher: SensePublishers
Date: 2014
The Ethics, Aesthetics, and Politics of Creativity in Research
Publisher: University of California Press
Date: 2014
Trans Teacher Experiences and the Failure of Visibility
Publisher: Palgrave Macmillan
Posthuman Families, Queerly
Publisher: Routledge
Date: 19-09-2017
Rejecting Ahmed's ‘melancholy migrant’: South Sudanese Australians in higher education
Publisher: Informa UK Limited
Date: 09-04-2015
Virtual Embodiment as/and the Threshold of Love
Publisher: University of California Press
Date: 2014
Abstract: This essay draws upon the author’s performance script Fall and Walter Benjamin’s The Arcades Project as a provocation for considering the ways performance texts provide a threshold for somatic inquiry, and for recognizing the limits of scholarly analysis that does not take up performance-as-inquiry. Set at the Empire State Building, this essay embodies the connections and missed possibilities between strangers and intimates in the context of urban modern life. Fall’s protagonist is positioned within a landscape of capitalist exchange, but defies this matrix to offer instead a gift at the threshold of life/death, virtual/real, and love/loss. Through somatic inquiry and witnessing as threshold experiences, the protagonist (as Benjamin’s flaneur) moves through urban space and time, proving that both scholarship and performance remain irrevocably embodied, and as such invariably tethered to the visceral, the stranger, risk, and death.
Posthuman Families, Queerly
Publisher: Routledge
Date: 19-09-2017
Posthuman Creativities: Democratizing Creative Educational Experience Beyond the Human
Publisher: American Educational Research Association (AERA)
Date: 03-2022
DOI: 10.3102/0091732X221084316
Abstract: This chapter explores the urgent relevance of posthumanist theory and practice for democratizing creative educational experiences in 21st-century schools, universities, and informal learning environments. Posthumanism challenges the myopic centering of the human in creative education in an age of climate change, artificial intelligence, and zoonotic disease, where nonhuman agencies are intricately imbricated in human cultures and lives. Using a cartographic methodology, the chapter critically maps key theories and debates in posthumanist creativity studies across four substantive fields of inquiry: (a) process philosophy, (b) affect studies, (c) place-based education, and (d) creative ecology. Drawing links between theoretical concepts and practical ex les of creative experience across formal and informal education contexts, the chapter scopes an alternative agenda for critical studies of creativity in light of the posthuman turn.
Creativity, Intimate Publics and the Proxemics of Pop Up Poetry Performance
Publisher: Springer International Publishing
Date: 2018
Building Creative Capital
Publisher: SensePublishers
Date: 2014
What Have We Learned? Keywords
Publisher: Routledge
Date: 19-09-2017
The Creative Turn in Educational Discourse
Publisher: SensePublishers
Date: 2014
Genderfication
Publisher: Palgrave Macmillan US
Date: 2016
Evolving Ecologies: Creative Policy, Partnerships and Practice in Education
Publisher: Springer International Publishing
Date: 2018
Posthuman Creativities: Pluralist Ecologies and the Question of How
Publisher: SAGE Publications
Date: 09-03-2022
DOI: 10.1177/10778004221080219
Abstract: This editorial lays the groundwork and context for this special issue addressing a range of posthuman ecological approaches to the study and theorization of creativity, and its potential to transform understandings of 21st-century learning events and environments, including cities, schools, museums, parklands, digital environments, wild places, and more. Importantly, this collection establishes an ethics and politics of posthumanism as it intersects with creativity, including attention to the necessity and ethics of the ways in which Indigenous knowing and knowledge creation are changing and expanding traditional academic framings of arts-based research, creativity, and posthuman scholarship.
Writing for Performance
Publisher: SensePublishers
Date: 2016
Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning: A Vision and Practice of Everyday Creativity
Publisher: Springer International Publishing
Date: 2021
DOI: 10.1007/978-3-030-77066-2_6
Abstract: In this chapter, we argue for a new vision for teacher professional learning based on the erse creativities as practice which catalyzes educational change in whole-school contexts. We argue that it is possible (and preferable) to expand improvements to teacher education and professional development beyond neoliberal notions of “workplace readiness” and toward an environmental, ecological, sustainable education for lives worth living. This creative ecological approach considers the entire context and community of various stakeholders. Applying a case study approach, we analyze teachers’ published assignments in a blended in-service teacher education course entitled “Everyday Creativity.” We take an applied Discourse Analytic perspective and devote special attention to narratives. We argue that teachers’ self-reflective course assignments, as well as their reports on their experimental and exploratory follow-up projects, can be considered narratives through which they discursively reconstruct not only their professional identities but also their perceptions of creativity in their whole-school ecologies. Based on the theoretical framework and case study, we define everyday creativity as a manifestation of real-world learning which gives a rhizomatic understanding of how erse creativities intra-act and are embedded within the creative ecologies of school. Finally, we indicate the potential of the concept in the renewal of education in general and teacher education in particular.
Creative Agency / Creative Ecologies
Publisher: Springer International Publishing
Date: 2018
Animating failure: Digital collaboration at the intersection of sex, race and culture
Publisher: Informa UK Limited
Date: 11-06-2013
Feeling Fear, Feeling Queer: The Peril and Potential of Queer Terror
Publisher: SAGE Publications
Date: 09-2017
Abstract: This essay considers what we are calling queer terror, an affective condition not limited to LGBT (lesbian, gay, bisexual, and transgender) or other minoritarian subjects, and its relationship to fear, hate, and factionalism (or isolationism). That is, queer terror is both terror against queer subjects and a queering of terror culture itself. We ask whether, through the act and its viral media representations, queer terror creates minoritarian public sphere that can be shared by queer people of color (QPOC) and allies alike. This affectively queer allyship begins with a racially and queerly attentive politics and seeks community both in response to and as a refusal of the kinds of terror that made Orlando possible.
Massive and Microscopic Sensemaking During COVID-19 Times
Publisher: SAGE Publications
Date: 30-10-2021
Abstract: How does this pandemic moment help us to think about the relationships between self and other, or between humans and the planet? How are people making sense of COVID-19 in their everyday lives, both as a local and intimate occurrence with microscopic properties, and a planetary-scale event with potentially massive outcomes? In this paper we describe our approach to a large-scale, still-ongoing experiment involving more than 150 people from 26 countries. Grounded in autoethnography practice and critical pedagogy, we offered 21 days of self guided prompts to for us and the other participants to explore their own lived experience. Our project illustrates the power of applying a feminist perspective and an ethic of care to engage in open ended collaboration during times of globally-felt trauma.
Appendix B: Ethnocine-ME (Co-created with All Co-participants) and Doing Arts Education: An International Context
Publisher: Springer Netherlands
Date: 2012
Someone’s Private Zoo
Publisher: Emerald
Date: 06-04-2011
DOI: 10.3316/QRJ1101062
Abstract: This article explodes traditional notions of ethnographic documentary, and instead positions the emerging practice of ethnocinema as a 21st century modality that falls within the paradigm of what Denzin calls the ‘eighth moment scholarship’ in this ‘fractured future’. Drawing on the monological, dialogic and imagistic ‘data’ from the ethnocinematic research project Cross‐Marked: Sudanese Australian Young Women Talk Education, the article uses ethnographic documentary film theory (including Minh‐ha, Rouch, and Aufderheide) and the critical pedagogical scholarship of McLaren to examine notions of performative identity construction and the possibility of intercultural identities and collaborations. Utilising the central metaphor of Minh‐ha’s ethnographic and filmic ‘zoo’, which cages those who are Othered by race, class, gender, sexuality and a myriad of differences, this article and ethnocinema overall seek to overthrow notions of difference, culture and community while recognising the increasingly prescient power of McLuhan’s dictum that the ‘medium is the message’ in this rhizomatic age.
Queering Families, Schooling Publics
Publisher: Routledge
Date: 19-09-2017
Creative-Relational Inquiry
Publisher: University of California Press
Date: 2020
Abstract: The power of the small can be seen in Jonathan Wyatt's articulation of creative-relational and its institutional embodiment at the Centre for Creative-Relational Inquiry at the University of Edinburgh. This short essay explores some ways this embodiment of the small has large repercussions for those of us who need and wish to have creative space made, held, and shared in the academy.
Secondary school creativity, teacher practice and STEAM education: An international study
Publisher: Springer Science and Business Media LLC
Date: 08-12-2018
Online and social media resilience in young people in vulnerable contexts
Publisher: Informa UK Limited
Date: 08-12-2021
Singing into language: Sudanese Australian young women create public pedagogy
Publisher: Informa UK Limited
Date: 12-2011
Prompts for Making Sense of a Pandemic: The 21-Day Autoethnography Challenge
Publisher: SAGE Publications
Date: 06-11-2021
Abstract: The idea of doing a self-guided series of prompts for a largescale project in the midst of a global pandemic emerged as a solution to the twin problems of distance and distraction. The goal of a “21-day autoethnography challenge” set of self-guided prompts was to build embodied sensibilities toward the material we study, practice autoethnographic forms of writing and analysis, and transform personal experiences through this COVID-19 moment into critical understanding of scale, sensemaking, and relationality of humans, nonhumans, and the planet. This article showcases the prompts to illustrate the method and flexible adaptation required for the project.
Bodies that shatter: Creativity, culture and the new pedagogical imaginary
Publisher: Informa UK Limited
Date: 10-2012
The Popular Education Network of Australia (PENA) and Twenty-First Century Critical Education
Publisher: Peter Lang US
Date: 2015
Video as Method
Publisher: Oxford University Press
Date: 03-2016
Introduction: Marked Presence/Unremarkable Absence: Queer Teachers, ‘Identity’ and Performativity
Publisher: Palgrave Macmillan UK
Date: 2014
Racing the Curriculum: Refugee Students and the Rhizomatic Model
Publisher: Brock University Library
Date: 22-03-2010
Abstract: This article presents and interrogates a series of short films made collaboratively by the researcher and Sudanese young women from refugee backgrounds in Australia. They examine the prevailing social conditions for connectedness/ disconnectedness in the context of a sometimes-hostile contemporary immigration climate. The films utilise arts-based methodologies to disrupt the folds and pleats of conventional stories told of and about the pedagogies of belonging and becoming. The films draw upon the informants’ social practices of self to trouble teleological narratives of identity and they offer a territory of possibilities for travelling along disorienting lines of flight (Deleuze & Guattari, 1987).
An international study of creative pedagogies in practice in secondary schools: Toward a creative ecology
Publisher: Informa UK Limited
Date: 04-05-2018
Performing Gender Complaint as Airport Activism
Publisher: Routledge
Date: 29-11-2020
Performative Research in Education
Publisher: Springer Singapore
Date: 2019
Validation of the A rabic version of the C omprehensive A ssessment of A t R isk M ental S tates (CAARMS ) in T
Publisher:
Wiley
Date:
24-01-2013
DOI:
10.1111/EIP.12031
Abstract: The study aimed to examine whether the Arabic version of the Comprehensive Assessment of At Risk Mental States (CAARMS) has good construct validity, concurrent validity and reliability. Validity was established on a s le of 58 Tunisian adolescents and young adults aged between 16 and 30 years. These subjects were ided into three groups according to the CAARMS scores: ultra-high risk positive subjects (UHR (+) ) (n = 22), ultra-high risk negative subjects (UHR (-) ) (n = 25) and subjects meeting the criteria of a first-episode psychosis (FEP) (n = 11). For construct validity, we used the convergent validity. We used the Positive and Negative Syndrome Scale (PANSS) concomitantly with the CAARMS. For concurrent validity, we studied the correlation between symptoms of the CAARMS and their equivalents in the PANSS. The CAARMS reliability was conducted by the study of interrater reliability. The UHR (+) group was shown with intermediate scores of PANSS between the two groups UHR (-) and FEP. That confirms a good construct validity of the Arabic version of the CAARMS. We noted a correlation between the scores in positive and negative sections measured by the CAARMS and their corresponding level of the PANSS. These results show that the CAARMS has a good concurrent validity with the PANSS. For the reliability study, we noted a good correlation between the two raters with a Pearson coefficient ranging from 0.55 to 0.90. Analysis of the results of construct validity, concurrent validity and reliability of the CAARMS indicates that this version translated into Arabic is valid and reliable.
Publisher: Wiley
Date: 24-01-2013
DOI: 10.1111/EIP.12031
Abstract: The study aimed to examine whether the Arabic version of the Comprehensive Assessment of At Risk Mental States (CAARMS) has good construct validity, concurrent validity and reliability. Validity was established on a s le of 58 Tunisian adolescents and young adults aged between 16 and 30 years. These subjects were ided into three groups according to the CAARMS scores: ultra-high risk positive subjects (UHR (+) ) (n = 22), ultra-high risk negative subjects (UHR (-) ) (n = 25) and subjects meeting the criteria of a first-episode psychosis (FEP) (n = 11). For construct validity, we used the convergent validity. We used the Positive and Negative Syndrome Scale (PANSS) concomitantly with the CAARMS. For concurrent validity, we studied the correlation between symptoms of the CAARMS and their equivalents in the PANSS. The CAARMS reliability was conducted by the study of interrater reliability. The UHR (+) group was shown with intermediate scores of PANSS between the two groups UHR (-) and FEP. That confirms a good construct validity of the Arabic version of the CAARMS. We noted a correlation between the scores in positive and negative sections measured by the CAARMS and their corresponding level of the PANSS. These results show that the CAARMS has a good concurrent validity with the PANSS. For the reliability study, we noted a good correlation between the two raters with a Pearson coefficient ranging from 0.55 to 0.90. Analysis of the results of construct validity, concurrent validity and reliability of the CAARMS indicates that this version translated into Arabic is valid and reliable.
Revising/Performing
Publisher: SensePublishers
Date: 2016
Beginnings, Again
Publisher: SensePublishers
Date: 2016
Rehearsing/Devising
Publisher: SensePublishers
Date: 2016
Trans Teacher Experiences and the Failure of Visibility
Publisher: Palgrave Macmillan UK
Date: 2014
Trans Teacher Experiences and the Failure of Visibility
Publisher: Palgrave Macmillan UK
Date: 2014
Back Seat Girls: Where Do Dykes Sit with Queer theory?
Publisher: InterAlia: A Journal of Queer Studies
Date: 2010
DOI: 10.51897/INTERALIA/GACP1082
Abstract: Drawing on the narrative frames of the "road trip" and "lesbian drama," genres which, it could be argued, normatively construct Otherness with all that is Queer, in respect to not fitting in or belonging, this article attempts to draw on queer theory to out gay male and lesbian relationships. Relationships between gay men and lesbians, constructed in and around identity practices, have been troubled by the emergence of queer folk, productively focusing attention on the differences between and within gay male and lesbian identities and communities. Using the metaphor of "road trip" to Queer gay male and lesbian relationships, I reconsider the question of lesbian presences in queer theory and in doing so seek to productively trouble the normalising practices of identity with gay male and lesbian relationships.
Creative Agency
Publisher: Springer International Publishing
Date: 2021
The changing face of creativity in Australian education
Publisher: Informa UK Limited
Date: 24-08-2015
Queer Tools: An Intervention
Publisher: Informa UK Limited
Date: 03-09-2015
Related Organisations
Batchelor Institute Of Indigenous Tertiary Education
Location: Australia
Related Funding Activities
Transforming 21st Century Creativity Education In Australasia
Start Date: 2016
End Date: 2020
Funder: Australian Research Council
View Funded ActivityRMIT Barcelona Fellowship (2020)
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End Date: 2020
Funder: RMIT University
View Funded ActivityOut / In Front: LGBTIQ Teachers In Victoria Study
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End Date: 2014
Funder: Engagement grant, Monash University
View Funded ActivityMonash Engagement Funding
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End Date: 2017
Funder: Faculty of Medicine, Monash University
View Funded ActivityMonash Visiting Scholar Funds For The 1st Critical Autoethnography Conference
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End Date: 2016
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View Funded ActivityBorderline Personality As Social Phenomena
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End Date: 2022
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View Funded ActivityDiscovery Projects - Grant ID: DP200102876
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End Date: 12-2024
Amount: $249,678.00
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View Funded ActivityDiscovery Early Career Researcher Award - Grant ID: DE140100421
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Amount: $378,442.00
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View Funded ActivityARC Future Fellowships - Grant ID: FT170100022
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End Date: 09-2022
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View Funded ActivityLinkage Projects - Grant ID: LP190100247
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