ORCID Profile
0000-0002-8230-3181
Current Organisations
James Cook University
,
University of New England
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Publisher: Routledge
Date: 26-11-2019
Publisher: Routledge
Date: 10-11-2016
Publisher: Routledge
Date: 10-11-2016
Publisher: Routledge
Date: 10-11-2016
Publisher: James Cook University
Date: 15-12-2017
DOI: 10.25120/ETROPIC.16.2.2017.3631
Abstract: This issue asks, in a world where women are increasingly excluded from citizen participation, is there a new role for resistance through art and literature? For women of the tropics in particular, in what ways can writing, art, and academic work be bold in helping make needed changes? For women more broadly, what does it mean to be bold right now, as oppression intersects race, sex, class, and religion in an increasingly globalising world that is repealing rights and advances?
Publisher: IGI Global
Date: 2016
DOI: 10.4018/978-1-5225-1668-2.CH010
Abstract: As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.
Publisher: Equinox Publishing
Date: 12-2019
DOI: 10.1017/QRE.2019.37
Publisher: Australasian Association of Writing Programs
Date: 29-10-2020
DOI: 10.52086/001C.23485
Abstract: In the discipline of creative writing in Australia, questions of disciplinary identity have previously focused on distinguishing creative writing from literary studies. Fewer have questioned exactly what academics mean when they talk about ‘writing’ as a discipline. When the term ‘writing’ is used synecdochally to mean ‘creative writing’ or ‘writing in a general sense’, other kinds of writing risk becoming invisible or undervalued. This often results in writing programs targeted at fiction and creative nonfiction writers aspiring to publication. While there is nothing inherently wrong with this, our collaboration, which we label ‘horizontal mentoring’, across sub-disciplines in writing – creative writing and technical communication – has resulted in fruitful investigations into disciplinary identity. We draw on a reflective practice methodology to answer the questions: how has our collaboration helped us develop a more nuanced understanding of writing? How might this collaboration help advocate for writing in the Australian context? How can our collaboration help develop erse students as writers? We conclude with a vision for an inclusive and welcoming disciplinary identity and pedagogical practices that engage erse student cohorts.
Publisher: Wiley
Date: 30-12-2016
DOI: 10.1111/FAF.12140
Publisher: Informa UK Limited
Date: 02-03-2018
Publisher: Informa UK Limited
Date: 08-12-2021
No related grants have been discovered for Ariella Van Luyn.