Events and Activities
The School of Creative Industries in conjunction with our research centres and groups host a variety of events designed to disseminate research, stimulate conversations and engage with the community and industry.
See below for some of the activities and events that have been undertaken within our School.
- Creative and Cultural Studies (cultural studies, creative writing, performing arts, music, film studies)
- Languages and Cultural Diversity (linguistics and languages)
- Mediated Environments (journalism, communication, media arts)
- Societal and Political Transformations (international relations, politics, sociology)
Creative and Cultural Studies (cultural studies, creative writing, performing arts, music, film studies)
Stumbling upon ‘Digital Humanities Down Under
Read about Dr Jeanne Marie Viljoen’s recent experience at the Digital Humanities Down Under workshop hosted by Western Sydney University.
Enhancing Australia’s competitiveness through innovation and partnership
Professor Susan Luckman speaking on the project: Enterprising Research: Socially inclusive employment practices
diVerse is showcasing artistic impressions of innovative school-based projects led by James Parker (Food Art Project) and Dr Daniela Kaleva (Music Identity Profiles Project) funded by the Multicultural Education and Languages Committee, part of the SALA Festival. The exhibition presents the cultural and linguistic diversity of young South Australians through artistic explorations of food and musical cultures capturing the multitude of their individual and group experiences in art and sound. The exhibition will be launched by the Honorary Susan Close, Minister of Education and Child Development, South Australia.
The Music Identity Profiles Installation
The Music Identity Profiles Installation (2017) was created by Dr Daniela Kaleva (leader of the project), Philip Rene van Hout and Dr Alison Elder with student work which was derived from two series of workshops with 26 students from Woodville High and Paralowie R1-12 schools. The music identity profile is a reflective snapshot of identity that considers musical cultures, experiences and platforms of music transmission and how they leave imprints on individuals and groups. The installation’s composition represents the linguistic and cultural diversity of the students. see the poster
39th National Conference of the Musicological Society of Australia
Dr Daniela Kaleva co-convened the 39th National Conference of the Musicological Society of Australia Shifts and Turns: Moving Music, Musicians and Ideas, incorporating the 15th Symposium on Indigenous Music and Dance of the National Recording Project for Indigenous Performance in Australia on 30 November – 3 December 2016 at the Elder Conservatorium, The University of Adelaide. This annual event is the largest gathering of music scholars, music performer/scholars and music teacher/scholars in Australasia. This year it was attended by approximately 140 delegates and special guests.
I’m right, you’re wrong, and here’s a link to prove it: how social media shapes public debate
In Conversion piece, Dr Collette Snowden
Foxtel’s History Channel
Dr Kiera Lindsey is working with Foxtel’s History Channel as one of three on-camera experts for a new 4 part series concerned with Australian Bushrangers. This year and next she will be conducting research and working with script writers before venturing out to various remote rural locations to shoot a cutting edge series that brings together history, forensic pathology and archeology to offer new insights into this period of the colonial past.
Heart to Heart with published creative South Australians - Dr Ioana Petrescu
Dr Ioana Petrescu presents the Creative Writing bi-annual talk: 'Heart to Heart with published creative South Australians' Featuring Historian, Author & TV presenter for Foxtel’s History Channel, Dr Kiera Lindsey talking about her new book The Convict’s Daughter. The book will be available for purchase on the day and The Co-op Bookshop will offer a 20% discount off the RRP of $32.99 for Co-op members. The author will be available to sign copies of the book.
ARC Centre for the History of Emotions - Dr Daniela Kaleva
Funded by the ARC Centre for the History of Emotions, this practice-led project explores the passion of grief in the performance of sacred music with reference to Il pianto della Madonna (Venice, 1640/41) – a religious contrafactum of Claudio Monteverdi’s Lamento d’Arianna. The research draws on iconography of the Blessed Virgin Mary at the cross and rhetorical visuality techniques. We are featuring a performance derived from the above process during a performance called Il pianto della Madonna: Religious Passions of the Italian Baroque featuring Italian sacred music devoted to the Virgin Mary by C. Monteverdi, T. Merula, G. Cima and F. Caccini and G. Frescobaldi. UniSA's Dr Daniela Kaleva directs rising stars of Australian early music Jacob Lawrence (tenor), Hannah Lane (triple harp) and Nick Pollock (theorbo) with Calvin Bowman (organ). It will take place on 13 August 2016 at Trinity College Chapel in Melbourne. See flyer for details
Heart-to-Heart With Celebrated Creative South Australians - Dr Ioana Petrescu
On Thursday 9 June 2016 Dr Ioana Petrescu presented the bi-annual Creative Writing Talk “Heart-to-Heart With Celebrated Creative South Australians” featuring writer, independent filmmaker, musician and story-teller EDOARDO CRISMANI. Edoardo is in post-production of his first feature length documentary ‘The Panther Within’, a journey of discovery as the filmmaker unravels the mystery surrounding his grandfather Joe Murray. Joe was an Aboriginal boxer and vaudevillian who was also known as ‘The Black Panther’ in the boxing ring. This is a personal story about courage and the talents of a famous lightweight boxer and vaudevillian who is unknown by history. It is also a story of the impact that race r.elations have upon a family through generations.
‘Paris or the Bush - the story of the Cods’ - Dr Carolyn Bilsborow
The feature-length documentary ‘Paris or the Bush - the story of the Cods’, produced by Wayne Groom (Writer, Producer, Director) and Dr Carolyn Bilsborow (Researcher, Cinematographer, Editor, Producer), which documents the forgotten story of the Murray Bridge rowers, has been chosen by the Australian Olympic Committee (AOC) as one of three films that will be shown at the Olympic Village to inspire the Australians athletes at the upcoming Olympic Games in Rio de Janeiro.
The AOC and Rowing Australia CEO Michael Scott said -
“It’s wonderful that such an inspiring documentary is to be shown to the Australian Olympic Team. Rowing has a proud history in the Olympic Games and to see the Murray Cods celebrated in such a way is fantastic. The athletes embodied everything that is great about our sport—determination, resilience, team work and friendship.”
ABC Radio National - Prof Susan Luckman
Professor Susan Luckman was a guest on the ABC Radio National program Blueprint for Living – ‘The Handmade Revolution’
Dr Kiera Lindsey’s talk and launch of her book The Convict’s Daughter
On Tuesday, 3 May 2016, ABC Adelaide’s Sonya Feldhoff appeared in conversation with Kiera to discuss why she strived to carve ‘a new path through history and fiction’ and how the author’s controversial ancestor came to be at the heart of this wildly improbable colonial drama.
Read an article in the Sydney Morning Herald by Kiera on 'Books that Changed Me'
Cameron Raynes was interviewed by Ellen Fanning for the ABC RN programme, ‘Life Matters’, on Tuesday 2 February, broadcast the same day at 9.30 am. The interview covered aspects of growing up as a person who stutters, and the publication of Cameron’s novel, First Person Shooter, whose narrator is a 15-year-old boy who stutters.
Dr Daniela Kaleva's cabaret show Gypsy Nights has been nominated for the 2015 Independent Arts Foundation Award for Innovation by Adelaide Critics Circle amongst 55 individuals and companies. Gypsy Nights was part of the Cabaret Fringe Festival and was performed at The Promethean on 5-6 June 2015. It was co-produced by Daniela Kaleva (script, Rada) and Marianna Grynchuk (piano, musical arrangements) with Gareth Chin (accordion and musical arrangements). The narrative traces themes of migration, racism and Australian migration policies incorporating low and high styles of music traditional gypsy songs, Russian romances and art songs. The research aspect of this practice-led research is centred on the intersections between curatorial and artistic practice. Daniela Kaleva is grateful to Phil van Hout (sound) and Andrei Gostin (director of photography) and the School of Communication, International Studies & Languages for the support of this project.
Research Writing Masterclass with Dr Rosanne Hawke
On Thursday 22nd October 2015 Dr Ioana Petrescu hosted a Research Writing Masterclass with Dr Rosanne Hawke, acclaimed SA author of 24 books. Rosanne was an aid worker in Pakistan and the UAE for ten years and holds a PhD in Creative Writing from the University of Adelaide. Besides writing, she teaches creative writing at Tabor Adelaide and visits schools to support literacy. She spoke about her research and writing process in relation to her books Marrying Ameera and Shahana: Through My Eyes, and shared her current work in progress. Rosanne discussed planning for and reworking a manuscript, and the creative artefact as a thesis. The Masterclass was attended by Postgraduate and Advanced Creative Writing students who engaged in a productive dialogue with Rosanne during the Q/A time. Rosanne was very happy to answer questions, and also signed her books for our students after the Masterclass.
'Pop-Up Economies: Placemaking, Urban Sociallity and the Politics and Cultures of Transitory Public Spaces'
The Creative Communities and Global Cosmopolitanisms Research Group are the organisers of the special themed panel ‘Pop-Up Economies: Placemaking, Urban Sociality and the Politics and Cultures of Transitory Public Spaces’ at the Cultural Studies Association of Australasia (CSAA) Conference held at the University of Melbourne, December 1-3, 2015
For several decades now, creativity-led urban regeneration and social inclusion strategies have become established mainstays of governmental policy. Originally focused on attracting and keeping the desirable knowledge workers seen as essential to economic growth in the new economy, this wave of interest now embraces the arts and creativity as drivers of urban economies. The need to innovate, and renovate, in this way has been felt especially strongly in cities, regions and suburbs hit hard by the move of manufacturing to offshore locations where labour is cheaper. Cities such as Detroit, Manchester and here in Australia, Newcastle and Adelaide, have embraced the festivalisation of public space and the nurturing of creative micro-enterprise as the ‘shock troops’ of urban renewal. More recently, the figure of the ‘pop-up’ event or venue has entered into this space. Fitting in well alongside renewed interest in localised economies around food (farmers markets) and the handmade (maker’s fairs), the ‘pop-up’ has emerged as a specific cultural phenomenon. Somehow differentiating the stylised retro gourmet burger caravan from a local kebab demountable, the idea of the ‘pop-up’ is resonant with markers of cultural value which this panel wishes to explore. What is at stake here? Why is the idea of a ‘pop-up’ as a transitory, and hence ephemeral, site for (cultural) consumption so appealing to participants and policy-makers? And importantly, is it culturally, economically or politically sustainable?
This panel explored these ideas, which were introduced with a short presentation charting some of the issues introduced above and thus providing a context for the papers to come.
‘Moody urban enterprises’,Katrina Jaworski and Tim Coventry, University of South Australia
‘Short term projects, long term thinking: Integrating the transitional into strategic policy making’, Bree Trevena, University of Melbourne
‘Festivals and farmer’s markets at Carriageworks, Sydney’, Nina Serova, University of Sydney
‘Creative Transformations: Remaking Waste, Remaking Space in the Pop-up Garage Sale’, Karma Chahine, University of Sydney
‘The hipster dandy and accelerated cultures of analogue urban experiential consumption’, Susan Luckman, University of South Australia
Production of 'Six Swans'
Dr Russell Fewster directed and produced Six Swans the Australian premiere of an adaptation of the Grimm’s fairy tale. This one act opera featured the music of Dr Richard Chew who was nominated for a BBC award in 2014 for the musical score. This was a collaboration between Tutti Arts and 3rd year performing and media arts students enrolled in the course Live Performance Production within CIL. On stage featured the Tutti choir with the students in performance roles. Backstage the students managed the performance with mentorship from both Tutti and CIL staff. The season ran from 9-13 June.
ARC Discovery Project: ‘Promoting the Making Self in the Creative Micro-Economy’
On 21 May 2015, there was a joint launch of the ARC Discovery Project: ‘Promoting the Making Self in the Creative Micro-Economy’ and the book Craft and the Creative Economy (Palgrave 2015) written by Professor Susan Luckman and launched by Professor Denise Meredyth, Pro Vice Chancellor, Division of Education, Arts and Social Sciences. For further images or information regarding the project visit the website: www.unisa.edu.au/craftingself.
Interview with University of South Australia's Associate Professor of Applied Linguistics
ABC Radio Adelaide, Adelaide, Late Afternoons, Sonya Feldhoff 02 May 2018 3:46 PM
Heugh says there is more value in learning a language for another educational purpose. She says countries surpassing Australia in international benchmark assessments required students to be bilingual. She notes every single one of those countries has a requirement that students have to have a dominant second language. She says this issue needs to be carefully thought in Australia. She notes Sydney is losing ground. She says many students in the UK are not learning to read at a great level. She adds one of the most crucial things that is missing is the bilingual requirement in schools. She says learning a language will increase one's ability in other areas. Heugh says there is an enormous amount of data and evidence from across the world that shows learning a language has benefits on learning mathematics and science. She says learning a language uses and develops metacognition and thinking skills. She says people who do not like studying language has got something to do with the approach of teaching the languages. She adds the approach to curriculum development for languages in Australia has fallen. She mentions Professor Joseph Lo Bianco from the University of Melbourne suggested that the teaching of languages has become a situation of crisis in many parts of the world. She notes it is particularly in English-speaking countries. She tells one of the most unfortunate things that happened over the last 30 years is the communicative approach to language teaching. She says the approach was very problematic because this is not how a language should be taught.
Interview with Modern Language Teachers' Association of South Australia's president
ABC Radio Adelaide, Adelaide, Late Afternoons, Sonya Feldhoff 02 May 2018 3:42 PM
Interview with Modern Language Teachers' Association of South Australia's president Andrew Scrimgeour. Feldhoff says Scrimgeour is also a lecturer in languages and education in Chinese at School of Education at the University of South Australia. Scrimgeour talks about the dropping figures of students choosing a language over the past 10 years. He says it is a very complex issue. He says, since the introduction of the new SACE system, there is a reduction of required subjects at Year 12. He adds the reduction of courses also decreases the opportunity for flexibility of choosing a subject. Feldhoff clarifies the decline in numbers of students choosing languages happened since the introduction of the research project and reducing the required subject from five to four. Scrimgeour says the trend has been downward for a longer period but it worsens since the introduction of the new system. He says the number of students enrolled in Japanese has maintained a high-level and only declined by 10%. He says Indonesian and German declined by 50-60% over the same period of time. He says the decline of students choosing language courses is hard to analyse or to argue against. He says there are mixed-messages in advocacy for languages. He talks about the importance of Asian languages in terms of developing a national resource. He also talks about languages being put forward to children, telling they will have better jobs in the future. He notes the importance of language is not necessarily a primary concern on children's minds when they are aged nine or ten. He says there is much value in learning languages beyond the communicative ability a person may acquire.
International organisations put the spotlight on multilingualism, social cohesion and sustainable development
UNESCO’s International Mother Language Day on 21 February puts the spotlight on the role of students’ primary languages in education. Twenty-five years ago, this seemed to be more a concern in countries of the global south, but the scaling up of human mobility and diversity has brought multilingualism into almost every classroom of the world. Most education systems, however, have not been prepared for this phenomenon, and this is a problem. It is a problem, because unless students develop literacy and numeracy at grade level early on, which they do best in their mother - or primary - language, their life chances are diminished. If students experience fall out of the schooling system early, because they do not understand the language/s used for teaching and learning, the chances of fulfilling aspirations are slim, and the chances of social disaffection and alienation increase.
It is no coincidence that the Council of Europe and the Migration Policy Institute in Washington dwelt upon this issue just weeks before the first significant waves of refugees approached Europe in mid-2015. It is no coincidence that a number of major international organisations have begun to connect the multilingualism education with both not only sustainable development, but also with issues of inclusion and social cohesion.
The British Council after 75 years of promoting the teaching and learning of English world-wide, has recently come to the conclusion the it can no longer ignore the vast body of research in Africa and elsewhere that demonstrates that English cannot be learned successfully or used as the medium of instruction in isolation from the languages that students use in their daily lives. Sixty-five years after UNESCO first identified the fundamental role of local languages in education, the British Council advances multilingualism as central to the Sustainable Development Goals. For the British Council this is both an educative and economic matter.
OSCE – the Organization for Security and Co-operation in Europe, with a membership of 57 countries and the largest regional security organization in the world, is similarly drawing attention to multilingualism in education. This has become a priority of the OSCE High Commissioner on National Minorities (HCNM) whose office has the responsibility to monitor and pre-empt outbreaks of conflict among disparate groups in former Soviet states.
The Salzburg Global Seminar group, established after World War II as a soft-power think-tank that seeks to build collaborative networks among key stakeholders and innovators to leverage change, has also identified multilingualism in education as an emerging global challenge and opportunity for change.
UniSA’s Kathleen Heugh, has over the last twenty-five years worked closely with several international development agencies, including UNESCO, the Transatlantic Forum in Early Years Education, the Council of Europe and in 2015 also with the Migration Policy Institute in Washington. In November and December she was again invited as an international specialist researcher and practitioner in multilingualism from early years through university education, to contribute to debates in three of the most recent international platforms on multilingual education, sustainability and social cohesion in late November and December 2017.
The first was at the British Council sponsored conference in Dakar, Senegal in late November, where her work that has contributed to mother-tongue-education policies in Africa and South-East Asia was given prominence, and the British Council acknowledged that they have been tasked to implement her recommendations in Ethiopia.
The second was at the first Conference on Multilingualism and Multicultural Education for Integration and Sustainable Development in Eastern Europe, Caucasus and Central Asia countries, hosted by the OSCE High Commissioner for National Minorities. This conference was held outside Shymkent in Southern Kazakhstan close to the borders of Kyrgyzstan, Uzbekistan and Mongolia in early December. Heugh was given a prominent role with a series of keynote presentations on multilingual policies and teacher education, followed by a series of workshops for senior ministerial, education officials and teachers from more than 10 countries. A particular focus of attention was on teacher development and classroom pedagogies that include students from several different language, knowledge and faith-based communities inside each classroom
The third was an invitation to contribute to the Salzburg Seminar Springboard for Talent: Language Learning and Integration in a Globalized World (December 12 -17 2017: salzburgglobal.org/go/586). International dialogue amongst 50 participants has resulted in the formulation of The Salzburg Statementfor a Multilingual World, which is addressed to governments, international development agencies, education stakeholders and civil society. It has been translated into at least 40 languages and will be released on 21 February to coincide with UNESCO’s International Mother Language Day this year
Australia is not immune to global trends, developments and research findings, particularly in relation to increasing pressure to find workable solutions to poor literacy and numeracy outcomes for marginalised and remote communities. Education for Aboriginal and Torres Strait Islander communities needs urgent recalibration towards multilingual rather than dysfunctional English-mainly education. This is an opportunity for Australia to reconnect with international trends in working with contemporary diversity, in relation to both Indigenous and migrant communities. It is an opportunity to recognise the consequences of alienation and exclusion, and respond instead with a clear objective of inclusion, social cohesion for a sustainable and healthy society. This is an opportunity for universities, such as UniSA, to lead the way.
Kathleen Heugh interview – “This is Not a Game Any Longer, We Know That This is Extremely Serious”
Associate professor of applied linguistics urges governments and educators to recognize the sense of urgency in providing multilingual education
RCLC seminars 2017
The Research Centre for Languages and Cultures continues its weekly seminars on Monday afternoons to bring researchers together in conversation around their current projects, to share new knowledge and provide critical feedback to one another. The RCLC’s focus is on the intercultural exchange of meanings in today’s diverse, internationalised and interconnected world, and seminars aligned with this focus are presented by members of the RCLC, PhD student members and guest speakers from both academia and industry.
Seminars are held from 4.00pm - 6.00pm in Room B2-08, B Building, Magill Campus - all are welcome. For further details or to be added to the mailing list, please contact firstname.lastname@example.org.
Presentation: Translanguaging in the multilingual practice of high school students
4th September 2017
Research Centre for Languages and Cultures Annual Symposia
Since 2008 the Research Centre for Languages and Cultures (RCLC) has been hosting an annual symposium designed to stimulate discussion and debate on a range of important issues relating to language and languages education and to disseminate the often valuable and cutting edge insights that the event showcases. We bring together groups of high-profile, internationally respected scholars. See here for details and videos of previous symposia.
International Research Networks
The Southern Multilingualisms and Diversities Consortium (SMDC)
The SMDC is a collaborative network hosted by the RCLC and chaired by AsPr Kathleen Heugh and Prof Christopher Stroud (Stockholm University and the University of the Western Cape). This initiative follows a current trajectory of research specialisations of both centres, which is to develop evidence-based capability in and theory of linguistic diversity as this occurs in different contexts. Clusters of researchers and practitioners are engaging with these issues from a broad range of socio-political, economic and educational perspectives, particularly in South America, Africa and Australasia at present. Visit the website
Intercultural Mediation in Languages and Cultures Teaching and Learning Research Network
The International Applied Linguistics Association (AILA) has established an international research network on the topic of intercultural mediation in languages and cultures teaching and learning to be hosted jointly by RCLC and PLIDAM (Pluralité des Langues et des Identités : Didactique, Acquisition, Médiations based at the Institut national des langues et civilisations orientales in Paris). The network is jointly convened by Professor Tony Liddicoat and Professor Geneviève Zarate. The network will function initially for the period 2015-2017 and will bring together 25 researchers in 8 countries to focus on a number of overarching themes. Visit the website
AILA Language Policy Research Network Symposium, Rio De Janeiro
AsPr Kathleen Heugh co-convened with Professor Christopher Stroud (Stockholm and Western Cape), Professor Emeritus Terrence Wiley (Arizona State), and Dr Shereen Bhalla (Center for Applied Linguistics, Washington) the AILA Language Policy Research Network Symposium, ‘Multilingual Frontiers: an emerging politics of southern linguistics’, at the 18th World Congress of the International Association of Applied Linguists (AILA), in Rio de Janeiro, on 25 July 2017. The Symposium included scholars from Canada, Kenya, India, Mexico, Nepal, New Zealand, Singapore, South Africa, Sweden, the USA, and Australia. This is the first AILA that a ‘southern’ focus has figured prominently (in several Symposia and at least on Plenary presentation). The southern focus in International Applied Linguistics is a direct outcome of the RCLC’s hosting of the establishment of the First Roundtable meeting of the Southern Multilingualisms and Diversities Consortium in August 2014 and an MOU established with the Center for Applied Linguistics in Washington, DC.
In March 2017, six members of the Research Centre for Languages and Cultures attended the American Association for Applied Linguistics (AAAL) conference in Portland, Oregon, USA. One of the most prestigious international conferences in the field of applied linguistics, AAAL brings together international scholars, with this year’s focus on applied linguistics and transdisciplinarity. Associate Professor Angela Scarino, Dr Jonathan Crichton and Dr Fiona O’Neill presented a paper on findings of a research project on developing intercultural learning capabilities in higher education. This research was part of a larger project Developing English language and intercultural learning capabilities: A case study in higher education, which they have worked on with colleagues Associate Professor Kathleen Heugh and PhD student Xuan Li. In addition, Kathleen Heugh, Xuan Li, Jonathan Crichton and Fiona O’Neill all presented individual papers on their own socio-applied and applied linguistic interdisciplinary research. Their research examined areas as diverse as translanguaging, bilingual education, mental health and the experience of skilled professional migrants. Angela Scarino participated in an international colloquium on assessing learning in transdisciplinary languages education. A highlight of the conference was reconnecting with recent RCLC doctoral graduand, Dr Yingna Wang, who is now based in China, and former UniSA colleagues Professor Tony Liddicoat (University of Warwick, UK) and Dr Michelle Kohler (Flinders University). Tony Liddicoat and Michelle Kohler will now continue their long association with the RCLC as Adjuncts.
- Crichton, J, Procter, N, Strachan, J, Champion, A & Roughead, L - Unconcealing language as expertise in transdisciplinary research: Categorisation in mental health case closure
- Michelle Kohler (Adjunct) - The value of assessment for furthering understandings of language learning within an intercultural orientation
- Liddicoat, AJ (Adjunct) - Language teaching and learning as a transdisciplinary endeavour
- Matthews, M & Heugh, K - Multilingual Assessment: teacher development, equity and positive washback on learning
- O’Neill, F - Time, space and memory: the intersubjective experience of multilingual professionals
- Scarino, A – Assessing learning in transdisciplinary languages education. This was part of a colloquium entitled: Transdisciplinary approaches for language teaching and learning for transnational times.
- Scarino, A, Crichton, J & O’Neill, F – Developing students’ intercultural capabilities: A case study in higher education.
Chinese Bilingual School
AsPr Angela Scarino & AsPr Kathleen Heugh, with their team working on the Chinese Bilingual School Project submitted the first set of materials and professional learning to support the opening of the first bilingual Chinese/English school in South Australia. The opening of Plympton International’s new bilingual program was reported in the media - see ABC News article. There was also a segment on Channel 10 News on Monday 30 January (skip ahead to 20:25 in the report).
The Lived Experience of African Youth in South Australian Education; a case study by Dashielle Allain
In 2016 I completed a Bachelor of Arts Honours at UniSA. For the honours program (MHAR) I undertook a research study titled, The Lived Experience of African Youth in South Australian Education; a case study. The study investigated how African migrant and refugee youth experience and reflected upon living in linguistic and cultural diversity, with a central focus on their experiences in educational domains. Adopting a qualitative narrative inquiry methodology, the study aimed to offer insight into the sociolinguistic phenomena of African migrant and refugee youth living and learning in the context of diversity.
The study investigated how African migrant and refugee youth experience and reflect upon living in linguistic and cultural diversity, with a central focus on their experiences in educational domains. Adopting a qualitative narrative inquiry methodology, the study aimed to offer insight into the sociolinguistic phenomena of African migrant and refugee youth living and learning in the context of diversity.
Semi-structured, in-depth interviews and a creative expression workshop were conducted with three Congolese youth, 19 years of age. Through interpretative phenomenological and thematic analysis of the data developed from the interviews and creative expression workshop, four distinct yet related themes emerged; opportunity and access, (2) expectations, (3) mediating interlinguistic and intercultural lives, and finally (4) emotional resilience and optimism. These themes reflect the social phenomena that the participants have faced in their relocation and in their experiences of living and learning in South Australia. The participants’ narratives offer an understanding, through their own voices, into how they mediate their interlinguistic and intercultural everyday lives, reciprocally, living and learning in the context of educational settings and beyond. The thesis concludes with a discussion of the implications of the findings for educators and the wider community.
The creative expression workshop was an important data collection modality, as it offered complementary data and was a collaborative process as the workshop was facilitated in a group setting. The participants were invited to express themselves through a creative process using chalk pastels, oil pastels and acrylic paints. In sharing their narratives through language and other forms of representation there was a sense of a developing self-understanding, but more than that, there was a sense of validation in the witnessing. In the process of being heard, sharing their human experiences of struggle increased the awareness of their own feelings and reflections. The creative expression process in particular enabled the participants to give external expression and deeper insight than they themselves were expecting to find. In the creative process, experience and feeling are placed outside the mind and into the world, a process that facilitates explicit mentalising (Haeyen, van Hooren & Hutschemaekers 2015, p.2). As they externalised their stories through the art-making process, they were able to walk through their experiences in a non-threatening way. Through creatively expressing themselves they were tapping into their personal symbolic, pre-verbal meanings, which became apparent as their stories were externalised. The work produced gave them a concrete form, which made it easier for them to perceive from a third person perspective, because there was a pre-constructed story from which they could more easily self-reflect from when applying words to their physical creations.
This introductory experience of taking on the role of researcher, albeit at honours level, has given me a deeper understanding of the process of social research involving the narratives of human beings. I was fortunate enough to have had Angela Scarino as supervisor for the study, which made the experience especially enriching.
Following on from the honours study I was granted a Vacation Research Scholarship. The goal of this research was to present and build upon my honours study, aimed at generating a publishable article, once again under the guidance of Angela Scarino. The article theorises that creating educational environments that encourage all participants in educational contexts to learn and develop intercultural sensitivity is needed in order to reach towards a more equitable education for all. The focus of my honours research was taken further forward by implementing a final focus group with the participants of the study, designed to shed light on participant perspectives and reflections of issues highlighted throughout the study. Accompanying my previous research, I further investigated literature concerning minority identities, lived experience and education, which is ‘inherently interdisciplinary’ (Syed, Azmitia & Cooper 2011, p.433). The article offers insight into how the lived interlingual and intercultural experiences of African youth, across the trajectory of life influence the process of learning in (Dewey 1997) and becoming a part of Australian society. The article brings together insights from applied linguistics, multilingualism and education, illuminating how the participating youth reciprocally mediate, manage and negotiate their intercultural everyday lives.
Looking ahead, I am excited to be planning the research direction for my PhD candidature this year, with Angela Scarino and Fiona O’Neil as supervisors. We will be continuing the exploration of African refugee youth experience in the context of South Australia, investigating their lived experiences of transitioning from education to employment. A significant dimension to this study will be the data collection modality, which will again involve the art-making process and products as a means to complement and enhance the verbal narratives of the participants. I see the art-making process and non-verbal accounts as vital aspects to this upcoming research, because as Weber (2008) highlights ‘images can be used to capture the ineffable… Some things just need to be shown, not merely stated. Artistic images can help us access those elusive hard-to- put-into-words aspects of knowledge that might otherwise remain hidden or ignored’ (p. 44).
Dewey, J 1997 'Experience and education', Touchstone, New York.
Haeyen, S, van Hooren, S & Hutschemaekers, G, 2015 'Perceived effects of art therapy in the treatment of personality disorders, cluster B/C: A qualitative study', The Arts in Psychotherapy, vol. 45, no. 1, pp. 1-10.
Syed, M, Azmitia, M & Cooper, CR 2011 'Identity and Academic Success among Underrepresented Ethnic Minorities: An Interdisciplinary Review and Integration', Journal of Social Issues, vol. 67, no. 3, pp. 442-468.
Weber, S 2008, 'Visual images in research' in JG Knowles & AL Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues, pp. 41–54, Sage, London, England.
International Partnership on Multilingualism (INTPART) Summer School
AsPr Kathleen Heugh was invited to give the opening keynote presentation, ‘Southern Multilingualisms and Diversities, a Southern Africa perspective of the de-colonial project’, at the International Partnership on Multilingualism (INTPART) Summer School for HDR students and Post-Doctoral Fellows in Cape Town, 5-9 December 2016. INTPART is a consortium of five universities, Universities of Oslo, Cape Town, Western Cape, Stellenbosch and Witwatersrand. Each of these universities is also a member of the Southern Multilingualisms and Diversities Consortium (SMDC), which is hosted jointly by the RCLC at UniSA and the Centre for Multilingualism and Diversities Research at the University of the Western Cape. The International Partnership is funded by the Centre for Research on Multilingualism in Society across the Lifespan, University of Oslo.
Applied Linguistics Association of Australia (ALAA) annual conference
Members of the RCLC presented the following papers at the Applied Linguistics Association of Australia (ALAA) annual conference, 5-7 December 2016, Monash University, Melbourne:
- Scarino, A, Crichton, J & O'Neill, F, ‘Developing students’ intercultural capabilities: A case study in higher education’.
- O’Neill, F (Michael Clyne Prize Recipient), ‘Multilingual professionals’ experience of moving between their languages and cultures: A narrative study’.
- O'Neill, F, Li, Xuan & Heugh, K, ‘Developing students’ English language capability and advancing academic learning through translanguaging practices: A case study in higher education’.
- Li, Xuan, ‘Enriching Chinese-English bilingual education with translanguaging: an Australian case-study’ .
2016 ASFS conference on Mobilities and Migrations/les flux migratoires
The 2016 Australian Society for French Studies conference on “Mobilities and Migrations/les flux migratoires”, as well as that of the Institute for the Study of Franco-Australian Relations, was held at UniSA City West campus on 6-9 December 2016. The conference was hosted by CIL in association with the University of Adelaide, with generous aid from the EU Centre for Mobilities, Migrations and Cultural Transformations. The conference had 81 attendees (more than 20 of whom came from overseas), 64 paper presentations, 3 keynote speakers, and was facilitated by 6 volunteers from a UniSA undergraduate and postgraduate student cohort. Many special events, including a conference opening and book launch for Dr Saige Walton at the Kerry Packer gallery, a visit to the Art of Science: Baudin’s Voyagers 1800-1804 exhibition at the Adelaide Maritime Museum, as well as a dinner at the National Wine Centre of Australia were all part of the conference.
Dr Christopher Hogarth gave a presentation on one of two panels sponsored by the renowned UK journal French Cultural Studies. His paper was entitled ‘Representing Refugee Narrative: La Pirogue from Page to Screen’. He also chaired three panels at the conference, and the keynote presentation of Professor Charles Forsdick, whose visit and associated consultations with undergraduate and postgraduate students from CIL and elsewhere was sponsored by the EU Centre for Mobilities, Migrations and Cultural Transformations.
Mobilities and Migrations/Les flux migratoires, the theme of the conference, will be the topic of an issue of the Australian Journal of French Studies which will appear in early 2018, edited by conference organizers Hogarth (UniSA), Edwards and McCann (U of Adelaide) and include expanded versions of several papers delivered at the conference, including one by Saige Walton, another conference organizer. Similarly, an issue of the journal French Cultural Studies (a UK-based journal, the editor of which attended the conference and sponsored two panels therein) entitled “Migrations Across the Francophone Media” will appear in 2018, edited by Hogarth, Edwards and Gemma King (ANU), which will contain more expanded papers from the conference.
Australian Society for French Studies annual conference
The Australian Society for French Studies annual conference was co-hosted by UniSA (Chris Hogarth and Saige Walton, with generous funding from the Hawke EU Centre for Mobilities, Migrations and Cultural Transformations) Natalie Edwards from the Univeristy of Adelaide. It took place on 6-9 December 2016 at UniSA's City West campus on the theme of 'Mobilities and Migration Across the French-speaking World'. There were over sixty papers on literature, history, film, cultural studies and pedagogy. The first day was also a training day for postgraduate students and contained the colloquium of the Institute for French and Australian Relations.
Trilingual Education: National and International Experience’ Conference
AsPr Kathleen Heugh
AsPr Kathleen Heugh was invited to give a keynote presentation, ‘Translanguaging as an opportunity to expand and strengthen students’ trilingual repertoires’ at the ‘Trilingual Education: National and International Experience’ Conference hosted by the JSC-Analytic Information Centre of the Ministry of Education, in Astana, Kazakhstan, 23-24 November 2016. She was also asked to convene and chair a Panel on Trilingual (Multilingual) Teacher Education; and to run a Workshop on Trilingual (Multilingual) Assessment at the Conference. This was followed by meetings with the Minister of Education in Kazakhstan and the President of the JSC-Analytic Information Centre of the Ministry of Education. Kazakhstan has changed from mainly Russian medium system of education to a bilingual Kazakh-Russian medium system (1990-2015), and now plans to extend this to a trilingual Kazakh-Russian-English medium system of education across the country.
The Honourable Dr Susan Close, MP, Minister for Education and Child Development, Minister for Higher Education and Skills officially launched the report of the project Maximising intensivity and continuity in language learning: Developing, implementing and evaluating models of provision, prepared by members of the RCLC (Scarino, Liddicoat and Kohler). Minister Close recognised the complexity of provision of languages education and that this project has specifically investigated three models of provision designed to extend the time on task available for language learning in schools. She noted that this three-year project had created an opportunity for all involved to examine the school structures and curriculum provisions that can advance student learning. Minister Close described this as a necessary part of the process of strengthening provision and quality of language programs in schools. She highlighted that this kind of research – informed experimentation through collaborative work - is highly valuable. She agreed that more innovation in languages education is needed and the outcomes of this project invite this. School sector representatives who attended the workshop and launch, engaged with presentations from the project development team and project participants. Associate Professor Angela Scarino provided the background and rationale for the three-year project, funded by the Minister for Education and Child Development, through the Office of Non-Government Schools and Services and the office of the Italian Consulate in South Australia in conjunction with the Dante Alighieri Society of South Australia. AsPr Scarino presented the collaborative nature of the project which necessarily involved highly supportive principals, teachers and coordinators across and within schools and in the ecology of curriculum, teaching, learning, assessment and improvement leading to sustainable change over time. Each school team, Modbury and Norwood-Morialta High Schools, St Peters Girls School and a cluster of Catholic schools in the Mount Gambier region, presented their individual case studies in which two goals were achieved; to learn more about the complex nature of the provision of languages education in schools and to improve the nature of learning and teaching to improve students’ language learning. Dr Michelle Kohler, (Flinders University, and co-investigator on the project), presented the findings of the project. The value of the qualitative study was highlighted by all.
Conference for Italian Teachers
The Conference for Italian Teachers was held on Saturday November 19 at the University of South Australia, Magill Campus. This initiative was organized by the Italian Consulate in Adelaide and the Italian Embassy in Canberra in collaboration with staff of the Research Centre for Languages and Cultures, Associate Professor Angela Scarino and Dr Enza Tudini, who were both invited speakers at the conference. Other speakers included Hon Susan Close MP, Minister for Education and Child Development and Minister for Higher Education and Skills, Susan Cameron, Department for Education and Child Development, Dott Anna Rita Tamponi, Cultural Attaché, Italian Embassy and Edgar Bliss, Catholic Education South Australia. Sixty primary and high school teachers of Italian in Adelaide, Mt Gambier and Whyalla attended the conference.
English Language and Intercultural Approaches to Student Learning Forum
The English Language and Intercultural Approaches to Student Learning Forum was held at the Science Exchange on 4 November 2016. AsPr Joanne Cys, Dean Academic, Division of Education, Arts & Social Sciences invited staff from the Division of EASS and beyond, to consider how, in line with the Division of EASS strategic plan, innovative approaches to teaching and learning might enhance the student experience, respect students in their diversity and provide a framework to support their English language, academic literacies and intercultural learning capabilities. A project team from the RCLC including AsPr Kathleen Heugh, AsPr Angela Scarino, Dr Jonathan Crichton, Dr Fiona O’Neill and Xuan Li presented findings from a study funded by the Division of EASS, which explored the development of English language and intercultural learning capabilities of more than 600 undergraduate students for two years in two case studies.
Professor Alison Phipps
The RCLC hosted Professor Alison Phipps of the University of Glasgow while she was in Adelaide as 2016 Visiting EU Thinker in Residence for the Hawke EU Centre for Mobilities, Migrations and Cultural Transformations. Professor Phipps gave a public lecture entitled ‘From fluency to linguistic incompetence: Humble reflections on multilingual research’. Professor Phipps said,
“I speak several languages. My own biography is marked by the education policies on language teaching, by the possibilities afforded me to travel, by my work and for leisure. For the first ten years of my work as a researcher I operated happily in three to four languages, which I spoke fluently and where I could also affect accent and dialect as well as presenting in academic registers and with sufficient levels of 'native sounding' competence in my speech as to pass when acting in plays in the theatres, which were my field sites. In 2005 I shifted my focus from research in areas where I possessed the competence myself, to researching the process of learning languages and doing so as an adult learner and beginner. The results of this research were the subject of my last monograph in 2007 Learning the Arts of Linguistic Survival. Since completing this research I have entered a phase of ongoing empirical and theoretical research in areas which are a long way from my competence and where resource to support language learning and acquisition of linguistic skills is severely limited and highly problematic. This phase of research has been markedly anarchic in nature and has raised many questions regarding the surprising nature of research which is carried out when no language is shared.”
In her presentation she described some of the insights gained from her interdisciplinary research carried out in situations of multilinguality and compared these to recent autoethnographic research in several contexts, including languages such as Arabic, Tigrinya, Bilen and Chichewa. She used these examples to reflect on the concept and tenability of multilingualism itself. Professor Phipps also reflected on the role the arts can play in overcoming monolingual dominance in research and practice.
Professor Phipps also participated in roundtable discussions with members and HDR students of the RCLC in which the work of the RCLC was showcased alongside the Professor’s own international work. Professor Phipps offered valuable perspectives on the work of the RCLC.
Members of the Ministerial Multicultural Education and Languages Committee (MELC), (chaired by Associate Professor Angela Scarino) with representatives of South Australia’s school education sector attended a discussion with Professor Phipps focusing on languages and multicultural education policy. Professor Phipps' visit was most timely as a source of valuable input to discussions in the Department of Education and Child Development on the development of a positioning statement and strategy for languages in South Australia.
Uganda NGO builds early learning capacity in remote communities and leads national education policy and implementation
AsPr Kathleen Heugh
Literacy and Adult Basic Education (LABE) is a non-government organisation (NGO) with extensive experience in adult and basic education, particularly in relation to women and girls’ education in remote and difficult settings in Uganda. Between 2009 and 2013 the NGO successfully initiated and implemented the Mother-Tongue Education (MTE) Project in six districts in NW Uganda that border the Democratic Republic of Congo and South Sudan. All three countries have experienced on-going instability, internal conflict, human displacement, and cross-border traffic in this area for decades. In September and October 2016, AsPr Kathleen Heugh was asked to return to Uganda to lead a follow-up evaluation of the ‘Mother-Tongue Education Project: Improving Educational Access and Outcomes for Marginalised Children in Post-Conflict Northern Uganda’ (Phase 2). This is a project led by the Kampala-based, Literacy and Adult Basic Education, funded by Comic Relief (UK) and supported by London-based Africa Educational Trust.
The first purpose of the original project was to find ways to build multi-stakeholder capacity that would result in returning rural pupils to primary schools at the end of a 30 year period of conflict, displacement and trauma. The second purpose was to assist the Ministry of Education and Sports (MOES) to implement new early primary school policy. The third purpose was to trial approaches for implementation that could be replicated and expanded across the national education system through collaboration with the National Curriculum and Development Centre (NCDC) and its District and Local Government partners. The new curriculum is based on the use of local languages as the mediums of instruction for the first three years of school, followed by a transitional year (Primary year 4) in which the medium of instruction involves a transition from local language to English medium education along with a subject-based rather than thematic-based curriculum for the remainder of primary school.
Recommendations from the final evaluation of Phase 1 of the project (Heugh and Mulumba 2013) led to a second phase in order to build on existing strengths and to increase local capacity. One of the early strengths identified by Heugh and Mulumba (2013) was the establishment of home learning centres which provided adult basic education, after-school learning opportunities for primary school children, and in some cases also early years’ learning. Phase 2 of the project has focussed on expanding the home learning centres and capacity building of local communities, especially provision for pre-school education. Over the last two years, more than 450 home learning centres have established early years’ learning programs. They have also developed locally sustainable community-led support for health education, and adult learning and (after school hours) enrichment programs for school pupils.
As part of the evaluation process, Kathleen Heugh met with, and reported to, senior government officials in Kampala in early October. These include the Minister of Education and Sports for Primary Schools, and the Director of the National Curriculum and Development Centre. LABE’s local level interventions that lead to locally sustainable early years’ learning programs in village communities are welcomed by senior officials. These now inform policy and implementation at the national level. Government on its own does not have the funds or capacity to implement its newly announced national Reception year policy. In this context, LABE’s success with local capacity development and multi-stakeholder collaboration at the local, district and national levels, offers government a viable solution in a country in which approximately 80% of the population live in rural and remote settings. Field research that informs or leads directly to government policy and implementation, particularly in education, is one of the most rewarding aspects of research for any researcher. And it is a good reason why we encourage students to undertake this kind of research.
English Language Institute of Singapore Fellowship
Associate Professor Angela Scarino was invited by the English Language Institute of Singapore to undertake a Fellowship which involved leading a process of data analysis in a collective case study project. The purpose of the project was to examine the impact of different models and foci of professional development on the professional learning of lead teachers of English in Singaporean schools. The visit from 10 to 14 October 2016 builds on Fellowships undertaken at the Institute in 2014 and 2015. The scope of the Fellowship program included: (1) facilitating a review of the research team’s analyses of diverse kinds of data gathered in each of 20 case studies, (2) advising on the process of integrating the diverse data sets for each case and for the collective case study as a whole and, (3) advising on the preparation of the final report of the research project. This investigation of impact is intended to inform future work of the English Language Institute of Singapore. The visit also afforded an opportunity to meet with leaders in educational research at the National Institute of Education and officials from the Ministry of Education.
Editorial Appointment - Multilingualisms and Diversities in Education
AsPr Kathleen Heugh, Prof Christopher Stroud, Universities of Stockholm and the Western Cape, and Prof Piet van Avermaet, University of Ghent, have been appointed as the editors of a new research book series, Multilingualisms and Diversities in Education by Bloomsbury Academic. The purpose of the series, which sits within both linguistics and education, is to draw attention to the very different contexts, dimensions and scales of multilingualism and diversity as these appear in both the global south and global north. It is also to bring a de-colonial perspective of communities who bring expertise in diversities to policies, curricula and assessment in mainstream school and higher education from the borderlands and margins of society.
Global Education Monitoring Report policy paper no 24
The Global Education Monitoring Report policy paper no 24, If you don’t understand, how can you learn? has been released for UNESCO’s International Mother Language Day on 21 February 2016. This paper substantially draws from research that AsPr Kathleen Heugh has been undertaking, in particular, Key Messages, 1, 2, 3 and 5 and Recommendations 1 and 2. This report is an authoritative reference that aims to inform, influence and sustain genuine commitment towards the global education targets in the new sustainable Development Goals framework.
Visit by Professor Francois Grin
The Research Centre for Languages and Cultures (RCLC) and the Hawke EU Centre for Mobilities, Migrations and Cultural Transformations hosted a visit by Professor François Grin of the University of Geneva, from 25 – 30 August 2016. Professor Grin is a specialist in language economics, education economics, and the evaluation of public policies in those fields. He is the author of over 200 articles, chapters of books, monographs and research reports. He sits on the board of academic journals such as Language Problems and Language Planning, Language Policy, Journal of Ethnopolitics and Minority Issues in Europe, Critical Inquiry in Language Studies, and Français & Société, as well as on the board of book series on language policy issues at Multilingual Matters and John Benjamins. He has worked as a consultant or advisor for national or regional authorities in Switzerland, France, Spain, Ireland and New Zealand, as well as for international organizations (European Commission, Council of Europe, World Bank Institute, Francophone University Agency) or NGOs. He was the co-leader of the European Commission’s evaluation project on Support for Minority Languages in Europe, and directed several large-scale research projects funded by the Swiss National Science Foundation on language and education issues.
Professor Grin gave two public lectures: Approaching the value of linguistic and cultural diversity, which was co-hosted with the Ministerial advisory Multicultural, Education and Languages Committee (MELC); and Dealing with linguistic and cultural otherness: the ‘tolerance-tolerability-toleration’ (TTT) model and its implications. He conducted a seminar with members of the RCLC and higher degree research students to discuss their research and the relationship between language and the economy.
South Australian Premier Jay Weatherill and South Australian Multicultural and Ethnic Affairs (SAMEAC) Chair, Grace Portolesi met with Professor Grin and Associate Professors Angela Scarino and Kathleen Heugh to discuss issues relating to multiculturalism and linguistic and cultural diversity in our context. Professor Grin met with MulticulturalSA to discuss issues relating to a shift in policy and practice from multiculturalism to interculturalism in Australia. South Australian Minister for Education and Child Development, the Honourable Susan Close and members of the Multicultural, Education and Languages Committee attended a roundtable hosted by RCLC Director and MELC chair, Associate Professor Angela Scarino.
RCLC 2015 Annual Report
The Research Centre for Languages & Cultures has released the 2015 Annual Report. If you have any queries about the work we are undertaking or would like to speak about collaborating with us, please email the Centre Director, AsPr Angela Scarino or call her on 08 8302 4775.
Farewell to Professor Tony Liddicoat and Dr Tim Curnow
Two valued members of the RCLC team were farewelled in September as they set out for new horizons. Tony Liddicoat and Tim Curnow have relocated to the United Kingdom where Tony has taken a position at Warwick University as Professor in the Centre for Applied Linguistics.To provide an opportunity for many of the RCLC’s colleagues and friends to say farewell to Tony and Tim, a public lecture was held in which Tony gave a personal account of his language, culture and learning journey as well as his time in the RCLC. Many UniSA colleagues, current and former students as well as project partners and friends took the opportunity to give Tony and Tim their best wishes.
AAAL Conference 2016
Five members of the RCLC attended the 2016 conference of the American Association for Applied Linguistics (AAAL) which was held in Orlando, Florida, 9-12 April 2016. The AAAL conference has a well-respected international reputation and is known for its topical and thought-provoking plenary presentations, colloquia and individual papers. RCLC Director AsPr Angela Scarino and Prof Constant Leung (King’s College London) chaired the Modern Language Journal Colloquium: A globalized multilingual world, and co-presented a paper, ‘Reconceptualising the nature of goals and outcomes in language education’, which discussed tensions for language teaching and learning when transactional, monolingual models meet interactional, multilingual realities in increasingly complex configurations of linguistic and cultural diversity.
Translanguaging within and beyond pedagogical practice was a major theme of the conference, with presentations given by highly regarded scholars including Professors Li Wei and Ofelia García. One of the RCLC’s PhD candidates Mei French presented a paper on her research in the area of translanguaging ‘Purposeful, playful and private: A privileged insight’ in which she explored the creative ways in which high school students from migrant backgrounds draw on their multilingual repertoires. Another PhD candidate from the RCLC, Kerrilee Lockyer, presented a paper entitled ‘Animating the brand: A study of how wine industry professionals construct brands in a multinational corporation’. Kerrilee was also nominated for the Student Award based on the quality of her abstract. Dr Fiona O’Neill presented a paper on her recently completed PhD thesis, ‘The intercultural experience of multilingual professionals: A narrative study’. A roundtable discussion of an interdisciplinary research project involving AsPr Kathleen Heugh, AsPr Angela Scarino, Dr Jonathan Crichton and Dr Fiona O’Neill, ‘Towards reconceptualising the place of languages in learning: translanguaging and interculturality within southern perspectives’ was also held by members of the RCLC project team.
Multilingualisms and Diversities in Education
AsPr Kathleen Heugh, with Professor Christopher Stroud, Universities of Stockholm and the Western Cape, and Professor Piet van Avermaet, University of Ghent, have been appointed as the editors of a new research book series, Multilingualisms and Diversities in Education, by Bloomsbury Academic. The purpose of the series, which sits within both linguistics and education, is to draw attention to the very different contexts, dimensions and scales of of multilingualism and diversity as these appear in both the global south and global north. It is also to bring a de-colonial perspective of communities who bring expertise in diversities to policies, curricula and assessment in mainstream school and higher education from the borderlands and margins of society.
Virtual Workplace Communication - a linguistic perspective
AsPr Jane Lockwood, City University of Hong Kong gave a presentation on Virtual Workplace Communication - a linguistic perspective as part of the RCLC's regular seminar series on 2 May 2016.
Abstract: Over the last decade, globalized companies operating in the ‘new economy’ are increasingly using virtual forms of spoken communication including phones, conference calls, skype and chat with colleagues and customers scattered across the world. Project management, as well as back office administrative work, is conducted increasingly via such virtual channels; a large-scale study across multinational companies recently reported that 80 % of its respondents were part of a team with members based in different locations (RW Culture Wizard, 2010). However, many businesses complain about communication breakdown problems where work teams communicating virtually lack cohesion, miss deadlines and waste time. Studies in the business management and organizational behavior literature have explored this problem from the perspectives of individual leadership style and management skills in virtual teams (Kayworth & Leidner 2002; Walsh 2011); technologies for virtual team work (Klitmoller & Lauring 2012); the particular types of virtual teams and the nature and timing of their work ; and by considering the notion of leadership ‘trust’ when being part of a virtual project management team (Olsen & Olsen 2012). However, linguistic studies have been scant ( Harzing, Koster & Magner 2011). In sociolinguistics, some attention has been paid to the ways the new globalized economy has influenced communication in the co-located workplace and how this has, in turn, had consequences for the construction of employee identities through language use at work (e.g. Cameron 2000a 2000b; Heller 2003, 2010; Urciuoli 2008; Duchêne & Heller 2012; Sonntag 2009; Kell 2009; Park, 2013). However, it appears that no linguistics studies have been conducted into the nature of virtual workplace communication. This seminar explores how the field of linguistics may contribute to an improved understanding of why communication breaks down in virtual teams. Data from a training needs analysis for a virtual team communication course, collected within a multinational company is used for this seminar. See the presentation (PDF) here
Dr Isobel Grave - Farewell
In the past few months we have farewelled Isobel Grave, Cassamarca Lecturer in Italian and a member of the Research Centre for Languages and Cultures at UniSA. A thoughtful teacher, passionate about the Italian language, as well as language in general, Isobel completed an important work, prior to leaving UniSA, the translation of Vincenzo Cerami’s novel Un borghese piccolo piccolo into English A very normal man.
Dr Isobel Grave is an Italianist with interests in both the literary and linguistic aspects of Italian Studies. Initially specialising in medieval Italian, she completed a doctoral thesis on the thirteenth century Italian love lyric at Oxford university. The study focused on the semantic fields of derivation of figurative language in the medieval lyric, and was based on a linguistic analysis of the works of the main lyric practitioners of the period, from the poets of the Sicilan School up to and including the Stilnovist movement of the last quarter of the Duecento.
She has pursued varied linguistic research interests in Italian Studies. Her Masters by course work in linguistics, completed for the Australian National University, was orientated towards Italian specialisations, with a course-work concentration on Romance Linguistics and a dissertation which explored diachronically (1970–1998) tense usage in political reporting in Corriere della sera. A different linguistic orientation is represented by her interests in contrastive analysis in the area of English and Italian. This interest underpins Isobel Grave’s activity as a translator and interpreter; she is a NAATI-qualified Italian<>English interpreter and translator. Her most significant translation experience is in the area of poetry, in which a number of her translations have been published.
Isobel Grave has taught in a number of Australian Universities; she taught Italian at La Trobe University, the University of Tasmania, the Australian National University and Flinders University before joining the team in Italian Studies at the University of South Australia as Cassamarca Lecturer.
Her passion for teaching and language will be missed.
Crichton, J, Candlin, CN & Firkins, AS , 2016, (Eds), Communicating Risk, London: Palgrave Macmillan
Communicating Risk is an edited collection published in 2016 by Palgrave Macmillan, co-edited with Chris Candlin and Arthur Firkins. It is the third book that Jonathan has worked on with Chris. Each book explores the perspectives that applied linguistics in collaboration with the professions can bring to understanding a theme fundamental to human life and wellbeing: respectively, deficit, trust and risk. The books bring together, into a dialogue with each other and the reader, more than 100 researchers and practitioners from a diversity of professional domains. In each book the aim has been to explore from these multiple perspectives the ‘discursive landscape’ of the focal theme: how deficit, trust and risk are linguistically accomplished – established, maintained, contested, lost, regained and so on – among people across diverse sites and domains of professional life. And, crucially, how this understanding can be applied to enhance practice. Communicating Risk explores this landscape across healthcare, legal processes, social care, environmental management and biosecurity, mass media, financial regulation, international risk assessments, and product safety and regulation. What is innovative about Communicating Risk is that it recognises that just about every field has been redefined – and this of course essentially involves of language - in terms of identifying, predicting and managing risk. Risk has been shifted to individuals and the decision-making process increasingly falls onto the client, the patient or the customer. Hence the professional, be they a nurse, teacher, lawyer, engineer, economist or social worker, must engage in the activity of risk assessment, they must define what risk is in relation to their work, and be accountable for communicating this with others.
Update on the Knowledge for Network-based Education, Cognition & Teaching (KONECT) project (Spanish Ministry of Education), 2015-16
Dr Enza Tudini is partner investigator on the research project Knowledge for Network-based Education, Cognition and Teaching (KONECT), based at the Universitat Autonoma de Barcelona the research involves school-based research and collaborative publication of books/articles on telecollaboration where Dr. Tudini will contribute a conversation analytic perspective on classroom and online interaction. A team of international experts, led by Dr Melinda Dooly, will analyse multimodal naturalistic data stemming from the design and implementation of telecollaborative, international projects at two levels (primary school and middle school) with participants matched with partners in three countries.The project team has already met once, in 2015, and is in the process of completing the literature review (ongoing). The research sites have also been established, and they are located in Spain, Sweden and United States. Tasks are being developed by the project team, in collaboration with local teachers for use in the telecollaborative classrooms. Initially, two middle schools respectively in Spain (IES Torre del Palau, Terrassa) and Sweden (Furutorspkolan, Hässleholm), will be participating in the project, with English as a Foreign language students aged 11,12 and 13. The project aims to guide the students through a series of research, discussion and exploration activities so that they come to understand what is a political refugee and gain a deeper understanding of the current EU situation of placing Syrian refugees. In particular, students will explore social actions that can be taken in relation to the EU refugee crisis. The students will then work together to create a ‘virtual’ campaign for raising the public’s awareness of what it is to be a political refugee and some activities that the EU citizen can do to help.
Learners’ foreign language self-concepts and beliefs about language learning: Focusing on transition periods to university and study abroad
Dr Reiko Yoshida has carried out a project to investigate foreign language (FL) self-concepts of Japanese language learners at an Australian university which is a new area in second language acquisition. FL self-concepts are learners’ beliefs about themselves as FL learners. The study focused on factors that influence the construction of the learners’ FL self-concepts and changes in the FL self-concepts in relation to their beliefs about language learning (e.g. beliefs about what is important in language learning) and ideal L2 selves (future selves who learners desire to achieve). Nine learners (four males and five females) were involved in the study. Data were collected longitudinally including transition periods from high schools to the university and Japanese study abroad, with the learners’ diary writing, interviews with individual learners, and classroom observations and recordings. The duration of participation in the study varied for individual learners. The longest duration was approximately three years and the shortest one was approximately four months. The data were analysed qualitatively whilst a basic descriptive quantitative analysis was carried out for numbers of beliefs about language learning that the learners reported. The learners’ FL self-concepts were influenced by various internal factors, such as affect and comparisons across foreign languages, and external factors, such as social comparisons with peers and feedback from significant others. The learners’ FL self-concepts tended to be negative in new learning environments. However, the learners took learning action based on their beliefs in the importance of practice and effort to achieve their ideal L2 selves. When the learners had feelings of progress by reducing gaps between their ideal and real L2 selves, their FL self-concepts became more positive.
Publications about findings in the project are:
Yoshida, R 2016, A learner's foreign language self-concept and anxiety about speaking the language. In New developments in foreign language learning, ed. A. Murphy, 99-120, Nova Science Publishers. ISBN 978-1-63484-276-1.
Yoshida, R 2013, Learners’ self-concept and use of the target language in foreign language classroom. System, 41(4), 935-951.
Yoshida, R 2013, Conflict between learners' beliefs and actions: Speaking in the classroom. Language Awareness, 22(4), 371-388.
Global Education Monitoring Report
The Global Education Monitoring Report policy paper no 24, If you don’t understand, how can you learn? has been released for UNESCO’s International Mother Language Day on 21 February 2016. This paper substantially draws from research that AsPr Kathleen Heugh has been undertaking, in particular, Key Messages, 1, 2, 3 and 5 and Recommendations 1 and 2. This report is an authoritative reference that aims to inform, influence and sustain genuine commitment towards the global education targets in the new sustainable Development Goals framework.
Multicultural Education and Languages Committee
Associate Professor Angela Scarino has been appointed by the Honorable Susan Close, Minister for Education and Child Development to Chair the new Multicultural Education and Languages Committee for a 5-year period. The purpose of the committee is to provide the Minister 'with key advice on languages and multicultural education in a contemporary context and shaping an agenda for an internationally focused and recognised education system in South Australia'.
Global Reading Repository
AsPr Kathleen Heugh has been invited by USAID to offer advice regarding the expansion of the Global Reading Repository. This is a large non-for-profit network which provides books across the world in order to address the UNESCO global priority of literacy-for-all. USAID’s strategic priorities towards literacy have been informed by country-wide and multi-country studies in which Kathleen has been a chief investigator for several governments and international development agencies (including Irish Aid, UNESCO and UNDP).
Ministry of Knoweldge and Human Talent in Ecuador
AsPr Kathleen Heugh has been asked to advise the Ministry of Knowledge and Human Talent in Ecuador on the implementation of bilingual/multilingual education (involving 14 Andean languages) and will visit Quito in Ecuador in February 2016.
International Association of Applied Linguistics Research Network (AILA ReN)
Kerrilee Lockyer (PhD candidate) and Dr Fiona O’Neill were invited to join the International Association of Applied Linguistics Research Network (AILA ReN) Migrants in Working Life: Language, Identities and Positions, and to present at a seminar at the Vienna University of Economics and Business next year. Fiona met with Martine Derivry (UPMC/ Sorbonne Universités/ Didactique des Langues, des Textes et des Cultures) to discuss a potential teaching and learning collaboration between students from the Sorbonne Universités and UniSA students undertaking English language and Intercultural Communication studies.
ALAA / ALANZ / ALTAANZ 2015 Conference
The Research Centre for Languages and Cultures is hosting the fourth combined conference of the Applied Linguistics Association of Australia (ALAA), the Applied Linguistics Association of New Zealand (ALANZ) and Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ) in Adelaide from Monday 30 November to Wednesday 2 December 2015.
See the conference website for more information
Visiting Fellow - English Language Institute of Singapore
Angela Scarino was invited as a Visiting Fellow to the English Language Institute of Singapore (ELIS). ELIS is an institute with the mission to improve the teaching and learning of English and research into the practices of teaching English. The major purpose of the fellowship was to provide input on the work of the ELIS Research Team, suggesting areas which might be improved, especially in supporting teacher inquiry and building a culture of teacher research. It also included discussions with the Subject Literacy Team and the Pedagogy Team on aspects of their work. In discussion we explored many themes including models of inquiry, the role of teachers and facilitators, the nature and scope of the inquiry processes, the kinds of support needed, various inquiry methods, expectations regarding outcomes, evidence, impact and the scalability of such work. During her stay she gave three presentations:
- Encouraging teachers to develop their skills in and to embark on classroom inquiry - a focus on student and teacher learning,
- Investigating pedagogies for English language learning and
- Investigating subject literacy
Angela also participated in a session with teacher-researchers where they presented the findings of their inquiry projects. Those of us from outside Singapore can only admire the vision of Government in establishing and supporting an organisation with the specific purpose of advancing teacher professional learning through research in the crucial area of English language and literacy.
A Very Normal Man is the first English translation of Vincenzo Cerami's first and most famous novel, . The complex word play of the Italian title is untranslatable in English; it means literally a very little, very middle-class man. Little he may be, but Giovanni Vivaldi, to paraphrase Italo Calvino's words, is a victim who is also a monster. This is a revenge story whose protagonist tortures his enemy with the same attention to detail he'd apply to the files he's slogged over for half a lifetime in the office for pensions. And with the same detachment. This classic caught the attention of the greatest figures of the day on the Italian literary scene for its unique amalgam of the storyteller's gifts, its expose of society's subterranean forces, and its black (as well as not so dark) humour.
Vincenzo Cerami (1940-2013) is not just highly acclaimed as a novelist and nonfiction writer, but is also famous for his contribution to Italian cinema as the screenwriter of celebrated films such as the 1997 production La vita e bella (Life is beautiful), which he co-authored with Roberto Benigni. Un borghese piccolo piccolo (A Very Normal Man), written in 1976, is Cerami's first novel and it brought him instant acclaim.
Dr Isobel Grave is Cassamarca lecturer in Italian language and literature at the University of South Australia. She is a NAATI qualified professional translator and interpreter and a published translator of poetry from Italian into English.
City Council of Rome Award to Simone Marino
In 2014 RCLC PhD candidate, Simone Marino, supervised by Angela Scarino and Giancarlo Chiro, visited Calabria in Italy to undertake fieldwork and data collection for his PhD project ‘
The construction and transmission of ethnic identity among a group of Calabrian-Australians living in Adelaide’. His main objective was to investigate if, how and to what extent, certain (equivalent) Calabrian cultural practices (eg making the sausages, a religious celebration, the “common sense”, in terms of ways of thinking, the dialect currently spoken, etc) may be slightly different from the Calabrian-Australian people he has been interviewing in Adelaide. He thought that if there were differences, they may be explained as resulting from the extreme distance between Calabria and Australia and, above all, as a result of the passage of time since his participants migrated and who still “do things” as they remember. In Calabria he spent time with the cousins of his participants in Australia and participated and witnessed their cultural practices (this is a rite of passage for anthropologists called participant observation) and collected some data essential for his study.
Simone also went to Rome, where he had the chance to talk to Dr Enzo Movilia, Director of Special Issues of the La voce di tutti Journal, whom he had met the year before when he presented him with a copy of a research project he had undertaken in Adelaide about the folkloric musicians (Calabresi ad Adelaide, l'esperienza migratoria vissuta dai suonatori tradizionali", Pioda Editore, Rome. Simone has now been honoured with an award from the City Council of Rome Journal "La voce di tutti" by publishing "Calabresi ad Adelaide, l'esperienza migratoria vissuta dai suonatori tradizionali", Pioda Editore, Rome. The award was given
” …because in an era of migration, Simone Marino’s research, conducted in an original method with scientific rigour and ethnographic tools, is a precious contribution to the cultural and political understanding of the phenomenon of migration…Simone Marino had given back the voices of Calabrian immigrants across the world….”.
Com.It.Es (Comitato degli Italiani all'Estero)
Associate Professor Angela Scarino has been invited to be a member of Com.It.Es (Comitato degli Italiani all’Estero – the committee for Italians abroad). This committee that meets under the auspices of the Italian Consulate of South Australia. The term of office is for a period of 5 years.
PhD completion by Dr Fiona O'Neill, RCLC
My PhD journey really began with visit to a UniSA open day eight years ago when I went to ask about studying French at university and found out that there was a degree that included studying languages and applied linguistics. I enrolled, a little nervous about combining work and family commitments with study, and a little bit concerned about what studying applied linguistics might mean. What followed was eight years of meeting the most interesting and supportive people, and thanks to them, a casual inquiry about studying French has taken me to all sorts of places and given all sorts of experiences. My undergraduate degree wasn't a series of subjects that I did, but a series of encounters with people who introduced me to ideas and projects that kept me interested in intercultural communication and how language matters to people. Following my undergraduate degree, some of these experiences included being encouraged to do a Vacation Research Scholarship, publishing from that, and doing Honours, and publishing from that, which were great stepping stones to taking on doctoral study, as I was able to test out my ideas in a supported way. For my doctoral study, I explored the intercultural experience of multilingual professionals in Australia through their narratives, to better understand how they experience moving between their languages and cultures in their social and professional worlds. In the three years of doing my PhD there have been more experiences, including studying at the Sorbonne, presenting my research at international conferences in the UK, Paris and Brisbane, tutoring in the degree program and working as a research assistant in the RCLC. Now, eight years on I have a PhD, not something I had in mind when I went to that open day, but I would never have imagined all the experiences I was going to have, thanks to all those interesting and supportive people that I have met along the way.
2014 Annual Report
The Research Centre for Languages & Cultures has released the 2014 Annual Report. If you have any queries about the work we are undertaking or would like to speak about collaborating with us, please email the Centre Director, AsPr Angela Scarino or call her on 08 8302 4775.
'Multilingualism, identity and diversity in the early years', a Translatlantic Forum for Inclusive Early Years (TFIEY 6) Meeting in Washington DC, 8-10 July 2015, with implications for Australia
The ‘Transatlantic Forum for Inclusive Early Years (TFIEY): Investing in the development of young children from migrant and low income families’ was established as a project of the King Baudouin Foundation in 2012. The purpose of the project, TFIEY, has been to co-ordinate a number of ‘high level meetings … for European and US policy makers on how to increase the accessibility of early years services for poor and migrant families’. TFIEY includes a number of US-based and European Foundations, with the Brussels-based European partner, Centre for Innovation in the Early Years / Centre d’Innovation de la Petite Enfance (VBJK); and the Washington-based US partner, Migration Policy Institute (MPI).
Through TFIEY, the King Baudouin Foundation brings together ‘leading scientists, practitioners, civil society members, business leaders and political decision-makers from Europe and North America’ in a series of high-level meetings. The purpose is to draw attention to the most recent ‘research results, strategies, policies, innovations and best practices’. It is also to ‘create the opportunity to scale-up existing knowledge and evidence-based research’ in early child-care education for children of vulnerable communities. The intention is that high-level policymakers and decision-makers who participate in the meetings will make use of the research in their prioritising of early years’ education for vulnerable communities in the political agendas of Europe and the US, and also beyond these two contexts.
The sixth of the TFIEY meetings, ‘Multilingualism, identity and diversity in the early years’ was held in Washington in July 2015. The meeting took place only a few weeks before the recent, unprecedented, ‘migration crisis’ involving refugees from Syria, North Africa and South-East Asia. International crisis watchdog organisations, including the UN, predict that the incidence of conflict is likely to increase and that mobility will escalate over the next several years, if not longer. Of concern in both Europe and the US is the retention of migrant students though formal education, and particularly in relation to the rate of successful completion of secondary education. Policy-makers and other stakeholders in each context are worried about the future for school students who do not complete secondary school successfully. In particular there is a concern regarding susceptibility to crime and recruitment by extremist groups. The purpose of the TFIEY 6 Meeting in Washington was to explore the relationship among multilingualism, multilingual education, identity and diversity in the changing profile of students in school systems. It was also to discuss the research on language education policy and practices that point towards the circumstances that increase educational retention and success for migrant and poor students. Of particular interest in the discussions was how best to include the home languages of students in the teaching and learning context of classrooms characterised by linguistic and cultural diversity.
A number of US-based stakeholders have been preparing for school-readiness programs that begin earlier, at 2.5 years of age, in the hope that an earlier start will lead to longer retention, more successful transition to English medium education, and increased secondary school completions. European stakeholders are sceptical of this and worry about unintended consequences of earlier formalisation of education for young children, and the unintended consequences of loss of opportunity for play and development of the imagination. Should there be a concerted effort to systematise earlier childhood education, and to increase centralised control there may also be an inclination towards standardised and systemic assessment even earlier than is already the case. If this were to be taken on board as policy in the US, there would be pressure within other OECD countries, such as Australia, to follow suit, and we may be looking towards international benchmarked and standardised assessments for children as young as 2.5 years. This is a matter that is likely to be of concern here in Australia.
Kathleen Heugh was invited to present the most recent research findings on multilingual education in Africa at TFIEY 6. These findings do not support increased centralisation of educational decision-making, particularly at the level of early childhood education. In Africa, where the majority of communities experience low-income, often coinciding with forced human displacement, educational success correlates with the extent to which communities participate in educational decision-making. The highest incidence of community participation co-occurs with decentralised decision-making. The greater the degree of centralised decision-making, the lower the level of community and multi-stakeholder participation in education In other words, if the trajectory towards increasing centralised control of early years’ education proposed by influential US-based agencies were to be taken on board in Africa, we would expect that community participation would decline and that student achievement would also decline. The African research also does not support early systemic assessment or internationally standardised assessment instruments in early years’ education. Already we find that such instruments in primary school education are too blunt and insufficiently sensitive to the many varied contextual factors that influence student achievement in contexts of diversity. This is particularly in relation to the mismatches between the instrument and the linguistic and epistemological repertoires of young children. In other words, standardised assessments are unlikely to be either valid or reliable for students from migrant and low income families, and they may exacerbate inequalities among students from different backgrounds. The risk is alienation of both students and their communities from mainstream education and society. The African research suggests that overly centralised systems and decreased opportunities for local variability and multiple stakeholder participation are likely to have outcomes that are diametrically opposed to current intentions to minimise difference, attrition from the school system, and social cleavage. In other words, such interventions that lead toward increased centralisation and standardisation are unlikely to support social cohesion. These scenarios and research findings resonate with the circumstances and concerns of education for refugee communities that are currently relocating to Europe, the US, and other countries of destination, such as Australia.
Dual Language (bilingual) Education Programs
Associate Professor Kathleen Heugh was interviewed by a Seoul-based Radio Station in South Korea on 20 July. She was interviewed on tbs eFM's ‘This Morning with Alex Jensen’ in relation to the international research on and implementation of Dual Language (bilingual) education programs. A number of Dual Language, Korean-Putonghua, schools are being established in Seoul. The discussion included implications for other minority students in the context of issues of Global Citizenship, increasing migration and diversity across the world.
Language Expert in Residence
Associate Professor Angela Scarino (RCLC) has been engaged by the Department for Education and Child Development as a ‘Languages Expert in Residence’ to advise on the state wide implementation of the Australian Curriculum – Languages and other matters relating to language education policy. This builds on a project that she undertook with the department in 2014: Investigating Pedagogies for Language Learning. The DECD has now commissioned a further project, which will be undertaken by Associate Professor Angela Scarino and Professor Tony Liddicoat, to initiate and support a range of classroom –based investigations with teachers of a different languages in South Australian schools. These are based on the Australian Curriculum: Languages and the Teaching and Effective Learning framework of the DECD. It will contribute to understandings of the process of curriculum policy implementation in local settings.
Academic Excellence Awards - 2015
The research of a number of members of the RCLC were recognised at the Division of Education, Arts and Social Sciences Academic Excellence Awards held in February 2015 in the following categories:
- Academic Excellence Award – Research (Individual)
Jointly Awarded to Professor Tony Liddicoat and AsPr Angela Scarino
- Outstanding Achievements in International Engagement
Southern Multilingualisms and Diversities Consortium 2014
AsPr Kathleen Heugh and Professor Christopher Stroud (Stockholm University and University of the Western Cape).
- PhD Supervisor of the Year
AsPr Angela Scarino
Distinguished Visiting Scholar - Professor Christopher Stroud
The Research Centre for Languages and Cultures (RCLC) has been privileged to host Distinguished Visiting Scholar Professor Christopher Stroud. Christopher Stroud is Senior Professor of Linguistics and Director for the Centre for Multilingualism and Diversities Research (CMDR) at the University of the Western Cape, South Africa, and Professor of Transnational Multilingualism at the Centre for Research on Bilingualism at Stockholm University. His ethnographic and sociolinguistic research has taken place in Mozambique, Papua New Guinea, Singapore, Sweden and South Africa. His more recent work focuses on linguistic citizenship, linguistic landscapes, and the mobilities and margins of multilingualism.
During his visit to the RCLC Professor Stroud presented a public lecture: Southern multilingualism and diversities: Some reflections, a UNESCO International Mother Language Day lecture: Languishing behind: Towards a politics of language for a linguistics of contact, hosted jointly by the RCLC and the Multicultural Advisory Committee. He also gave a Masterclass for HDR students to further develop their understanding of multilingualism and diversity and to forge links with their own research.
Professor Stroud’s visit has also included collaborative work with the RCLC’s Associate Professors Kathleen Heugh and Angela Scarino towards the establishment of the Southern Multilingualisms and Diversities Consortium (SMDC). Discussions between the RCLC and CMDR in early 2012 led to a proposal to invite a small group of sociolinguists to discuss at AILA 2014 whether or not there might be an appetite for a southern multilingualisms network. An informal meeting of interested scholars took place in Singapore in 2013, leading to the invitation by the RCLC for the group to meet in Adelaide in August 2014 at the time of the RCLC symposium and following immediately after AILA. Twenty-three internationally regarded scholars joined this First Roundtable meeting of the Southern Multilingualisms and Diversities Consortium and many more, unable to make it to the meeting, have expressed interest in joining this network. As a result of Professor Stroud’s collaborative work with the RCLC a number of developments have occurred including the initial design of the consortium website, planning for a proposed edited volume and planning for future research activities.
Memorandum of Understanding
A Memorandum of Understanding has recently been signed between the Centre for Applied Linguistics (CAL) in Washington, DC and the Research Centre for Languages and Cultures. CAL is one of the most highly regarded international institutions in the field of applied linguistics
Certificate of Registration
Associate Professor Angela Scarino has been awarded a Certificate of Recognition of her service and dedication in promoting Italian Language and Culture in our State on the occasion of the 50th Anniversary of the Dante Alighieri Society of SA on 10 December 2014.
Multicultural Education Committee
In her role as Chairperson of the Multicultural Education Committee, a ministerial advisory committee of the Minister for Education and Child Development, Associate Professor Angela Scarino hosted a forum on ‘Learning in the context of linguistic and cultural diversity’ on 4 December 2014. It was well received by participating educational leaders, teachers and students.
Communicating work health and safety in the context of cultural and linguistic diversity in aged care
On April16, the Research Centre for Languages and Cultures and the Asia Pacific Centre for Work Health and Safety, University of South Australia, together with Helping Hand Aged Care, held a workshop and launch of the report Communicating work health and safety in the context of cultural and linguistic diversity in aged care. The event was attended by representatives from the aged care industry, WHS sector and multicultural affairs organisations, with the report officially launched by the Pro Vice Chancellor Professor Denise Meredyth.
The report responds to unprecedented changes in the Australian aged care sector. The population is aging, traditional sources of care such as the extended family are less readily available, and there is a shortage of skilled personnel in the labour market. Combined with the changing demographics of the Australian workforce in general, there has been a significant increase in the cultural and linguistic diversity among staff and residents.
The report is based on an extensive study of communication in aged care in this context of cultural and linguistic diversity within the aged care sector, and provides recommendations on how workers, employers and residents can accomplish safety in care in this increasingly complex environment.
The research identifies ways in which diverse linguistic and cultural groups work together to develop safe work practices and more enriching experiences of work and care for those involved. Based on the findings of the report, strategies for improving communication of health and safety at work are outlined.
Intercultural mediation in languages and cultures teaching and learning
The International Applied Linguistics Association (AILA) has approved the establishment of an international research network on the topic of intercultural mediation in languages and cultures teaching and learning to be hosted jointly by RCLC and PLIDAM (Pluralité des Langues et des Identités : Didactique, Acquisition, Médiations based at the Institut national des langues et civilisations orientales in Paris). The network will be jointly convened by Professor Tony Liddicoat and Professor Geneviève Zarate. The network will function initially for the period 2015-2017 and will bring together 25 researchers in 8 countries to focus on a number of overarching themes.
Visit the website
Languishing behind: Towards a politics of language for a linguistics of contact
The Research Centre for Languages and Cultures together with the Ministerial Advisory Committee: Multicultural Education Committee presented a public lecture by Professor Christopher Stroud. Professor Stroud is a senior professor in the Department of Linguistics at the University of the Western Cape in South Africa and an affiliated professor in bilingual research in the Centre for Research on Bilingualism at Stockholm University in Sweden.
An increasingly major preoccupation confronting contemporary societies is how to accommodate the ‘non-mainstream speaker’ – the transnational migrant, the indigenous minority, or the socioeconomically disadvantaged. It is fairly uncontested that some form of educational provision of nondominant languages is a necessary, although far from sufficient, condition for the nurturing of empowered and participatory citizens (Stroud, 2001; Stroud and Heugh, 2004). This is particularly the case for those who are most marginalized in society – mother tongue speakers of non-official languages – as linguistic recognition of the least acknowledged is an important first step in also recognizing the official and informal structures of symbolic and material reproduction that continue to ensure the invisibility and silence of many minorities. However, a central argument in this paper is that much language (political) provision currently in place is counterproductive and, in point of fact, actually reproductive of the very forms of linguistic marginalization it is set to remedy. Not surprisingly, this also applies to much of the language educational provisions that follow from such paradigms. The focus of this paper is precisely on exploring the nature of the problems in contemporary language politics and in attempting to formulate new directions for a politics of language in a notion of Linguistic Citizenship that addresses issues of social, economic and political injustice for marginalized populations of minority or non-dominant language speakers.
Madrasah education in India by Dr Ibrahima Diallo
In 2013 and in 2014 I undertook two fieldtrips of three weeks each in India. The aims of both research trips were to understand how Madrasah education and Islamic education institutions in India operate and the ways in which Qur’anic literacy and Madrasah education have shaped students’ understanding of the world. I was also interested in understanding how we can make sense of madrasah education and what this means for our intercultural understanding and communication with the Islamic world. It is important to understand and make sense of Madrasah education because it is at the heart Islamic education and a key to understanding and transmitting Islamic knowledge.
The first field trip took place between 7th January 2013 and 3 rd February 2013. When I arrived in Delhi I was fortunate enough to have two valuable local advisers and three guides. Thanks to them, I was given access to three madrasahs and two masjids in north Delhi; near the iconic Jama Masjid. In each of these madrasahs, I attended evening Qur’anic literacy classes and was granted permission to interview the students and their teachers: in total I interviewed 35 students (focus groups) and three teachers (one-to-one interviews). My research questions focused on teaching methods in the madrasahs, curriculum and teaching practices and pedagogies. In addition, I investigated students’ motivation to study in these madrasas.
Picture 1. Qur’anic reading session for advanced students in New Delhi
On Sunday 13th January, I headed to Aligarh in Uttar Pradesh for three days to conduct similar research at Aligarh Muslim University (AMU). AMU school was established in 1877 (India was under British colonial rule) but it became as AMU only is 1920. It is one of India’s two best-known Islamic universities. It is modeled on Western education institutions and a range of subjects are taught; include biology, sociology, Persian studies, etc. During my fieldtrip in Aligarh, I interviewed five teachers from the Department of Arabic and Islamic Studies. I interviewed also a sociologist professor known for his research work and publications on Muslim communities in India. The data collection focused on understanding the history and the context of teaching Arabic and Islamic studies. In Aligarh, I conducted also research a case study research in a small-size boarding Islamic school where I visited the school and observed Qur’anic classes. Before, the classroom observation I interviewed the school’s principal on issues such as literacy practices, students’ attitudes toward learning and the pedagogical challenges faced by teachers in his madrasa.
However, the highlight of this first fieldtrip was at Darul Ulloom in Deoband in Uttar Pradesh. Darul Ulloom is one of the most prestigious madrasahs in the Indian subcontinent. It was founded in 1866 and offers boarding options in and around the madrasah. Students are admitted after a competitive national and international exam. Since its creation, more than 100 000 students have graduated from Darul Ulloom. At the time of the field trip, there were more than 30 nationalities at Darul Ulloom. The school has branches in Asia (India, Pakistan, Iran etc.), Europe (3 in the UK); Americas (2 in Canada; 3 in the USA) and Africa (South Africa and Mauritius one each).
In contrast with AMU, which is a modern day Islamic university, Darul Ulloom follows traditional Islamic education model and teaching practices. For example, subjects taught include hadith (the traditions of the prophet Muhammad; PBUH), jurisprudence (fiqh), logic (mantiq) and rhetoric, and the Arabic language and literature, Arabic linguistics: morph-syntax, etc. However, recently the school has introduced in its curriculum such subjects as English and computer sciences. In my research in Deoband, I tried to find more about the students’ profile (socio-economic background), their motivation (reasons for joining the school), self-perception (how they perceive themselves as students in the madrasah) and the “others’” perception of their madrasah (outside world perception of their schools and religion) and their career plan among other topics. While conducting the research at Darul Ulloom I presented “Islamic education in West Africa” to 7th students based on my work on Qur’anic literacy and Ajami in West Africa.
Picture 2. On way to data collection in a small-size madrasah
The second fieldtrip took place between 20th January 2014 and 8th February 2014. I conducted a field trip at Nadwatul Ulama in Lucknow in Uttar Pradesh. Nadwatul Ulama is considered as India’s second most prestigious madrasah after Darul Ulloom. Nadwatul Ulama, like Darul Ulloom, follows traditional Islamic education model and teaching practices. During the field trip, I interviewed 10 students, 2 teachers and the school’s principal. The research highlights such questions as the socio-economic background of the students, their motivation (reasons for joining the school), teaching practices in the madrasa (curriculum, pedagogies) and their career plan (employment after graduation).
Following the fieldtrips in these two major institutions in India, I was interested in understanding the trajectories of the graduates from these two madrasahs. To follow up, I travelled back to Delhi and arranged meetings with the graduates who joined Jamia Millia Islamia (JMI) for further studies. At Jamia Millia Islamia (a public Islamic university) I was able to meet and interview graduates from both Darul Ulloom and Nadwatul Ulama thanks to the support of the teaching staff of the Department of Arabic and Islamic studies and the Department of English. In interviewed eight teachers in both departments on madrasah education and madrasah students in India.
All in all, a very rich and informative field trip in India. I am looking forward to publishing the findings of the field trips on Madrasah education and Qur’anic literacy in academic journals.
In April 2017, Dr Heather Anderson conducted an action research community project at Mobilong Prison, funded by a Department of Correctional Services SA Community Grant. The project involved a series of radio production workshops with a group of nine prisoners, and culminated in a CD to be used to assist new prisoners through their induction period at Mobilong. The CD includes messages, vox pops, interviews and features based on themes identified by the participants as important to the settling in process in prison. A launch was held in May, attended by DCS staff, including the Executive Director Offender Development and Mobilong General Manager, as well as the participants and selected guests from the prison population.
From a research perspective, Dr Anderson (along with Dr Charlotte Bedford, University of Adelaide) is investigating ways in which radio can be used to reduce recidivism rates and promote positive change in prison.
History, harmony, and the only Muslim island in Australia
Dr Ben Stubbs describes the wonders of the Cocos Islands in a travel article in The Guardian and was interviewed about this region of the world on 6PR 882 News Talk radio.
World Journalism Education Council
Adjunct Professor Ian Richards chaired the triennial meeting of the World Journalism Education Council in Auckland, New Zealand on 13 July 2016. The WJEC is a coalition representing 32 academic associations involved in journalism and mass communication at university level. The meeting was conducted in conjunction with the fourth World Journalism Education Congress, during which Professor Richards also presented the results of a study of the role of editors of academic journals in the field of journalism.
United We Read
Dr Heather Anderson, in partnership with United Way South Australia, the United We Read Radio Story-time program is providing free books for parents to share with their children, supported by a regular story-time radio show to help boost literacy levels.
HKBU College of International Education
AsPr Collette Snowden has been appointed by the HKBU College of International Education as the International Concentration Studies Academic Advisor for the College of International Education (Hong Kong Baptist University) Associate Degree Programme for the academic years 2015-2017.
Fleurieu Film Festival
In association with the Fleurieu Film Festival, AsPr Collette Snowden exhibited a series of photographic images, ‘Framing Spain: Seven Stories,’ in the LAND/Scape exhibition at the McLaren Vale Visitors Centre from February 6 to March 1.
Powerhouse Radio Show Celebration
Dr Heather Anderson hosted the UniSA’s Powerhouse Radio Show Celebration on Monday, 30 November 2015, which was followed by a live broadcast. Powerhouse Radio is a nine series radio show produced by young people of refugee background who have been developing radio skills as part of a research project at UniSA.
2015 Narratives of War Symposium
The Narratives of War (NoW) research group has been working as a collaborative research concentration since 2006. An interdisciplinary group, it allows each member to conduct research in their own area of interest but with an overall focus on the representation of war, peace, conflict and reconciliation in the aftermath of conflict – thus it encompasses representation in literature (fiction, drama, children’s and young adult fiction), nonfiction, memoir, historical accounts, per-sonal records, film and digital media, journalism, reporting, art and so on. Its interest is not in military history per se, but in the way in which the individual and collective experience of conflict has been described, depicted, memorialised, commemorated with the overall notion of ‘narratives’ being the telling and making of the accounts of the experience of the trauma and the meaning of such experience in the community. The group has a commitment to community engagement. It thus opens its biennial symposium to the wider community (local history groups, the military historical society of South Australia, veterans and ex-service organisations, interested individuals, family historians and the community at large). It has forged close links with these organisations with many people eagerly awaiting the notice of the next symposium year on year.
This year's Symposium, in partnership with Veterans SA, offered two thematic streams:
- reflection on historical conflicts; and
- reflection on current conflicts
It is 100 years since Allied Forces landed at Gallipoli in Turkey. If there was ever a more appropriate time to reflect on Australia’s involvement in World War 1 and the conflicts that have followed, it is now. With Australian forces currently engaged in the Middle East, this year’s symposium provides an opportunity for mature reflection on the events and consequences of World War 1 and all conflicts since. It seeks to give voice to scholarly analysis of Australia’s involvement in conflict, war and peacekeeping operations over the last 100 years, while providing an insight into what the next 100 years might hold.
The full two-day symposium was open to the South Australian community and offered easy access to a broad range of papers and presentations for reflective consideration during the Anzac Centenary. Interested individuals and community groups had the chance to hear current research and writing undertaken by scholars and researchers specialising in the field.
2015 ARC Kathleen Fitzpatrick Laureate Fellowship Mentoring Scheme
Dr Heather Anderson was accepted to the 2015 ARC Kathleen Fitzpatrick Laureate Fellowship Mentoring Scheme and attended the University of Melbourne in November. The aim of the Scheme is to attract outstanding early career female researchers who have completed their PhDs within the past 10 years in the humanities and the social sciences to an intensive mentoring programme.
Dr Adam Simpson celebrated the launch of his new book Energy, governance and security in Thailand and Myanmar (Burma): A critical approach to environmental politics in the south with Nias Press editor, Gerald Jackson, and forthcoming Nias Press author, Ashley South, at the Nias Press Book Stand at the International Convention of Asia Scholars, Chiang Mai.
As a contributing author, Dr Adam Simpson spoke at the launch of the Routledge Handbook of Environment in Southeast Asia, edited by Emeritus Professor Philip Hirsch from the University of Sydney, at the Routledge Book Stand at the International Convention of Asia Scholars, Chiang Mai.
Dublin Women’s Peace Tables
Prof Elisabeth Porter participated at the “Dublin Women’s Peace Tables”, the launch of a global campaign on women, peace and security to address women’s inclusion at the decision-making tables on 10 September 2016 https://womenseriously.com/.
Dr Adam Simpson was interviewed for an article by Rachel Nuwer 2016, 'The Race to Save Myanmar's Remarkable Biodiversity', Scientific American, May, pp.44-49 which highlights the extreme governance issues in Myanmar and their relationship with ecotourism. Scientific American is the oldest continuously published monthly magazine in the US, with the first issue in 1845. Read the article here
During a 6 month fellowship at the Centre for Southeast Asian Studies, Kyoto University, Dr Adam Simpson participated in an online workshop (2 April) hosted by the editors-in-chief of Society and Natural Resources (ISI IF 1.28; Q1 in Sociology; ERA 2010 A ranked). The workshop comprised authors of proposals selected for a special issue of the journal, and associated Routledge edited book, on 'Society and Natural Resources in an Illiberal World’. Dr Simpson is lead author of the article, co-authored with Dr Mattijs Smits of the Environmental Policy Group, Wageningen University, that examines the relationship between illiberalism in Thailand and Myanmar and their attempts to transition to energy and climate security.
In February 2016 Dr Adam Simpson took up a 6 month research fellowship at the Centre for Southeast Asian Studies at Kyoto University worth 3.3 million yen ($40,000).
National University of Defence Technology
Dr Shamsul Khan made a presentation to the PhD and Master’s research students and military Cadets of NUDC on 20 December 2015 on how Britain’s ability to portray London as the centre of innovation, and technological and craft development as well as to globalise English language and imparting Western education helped it to consolidate the Pax-Britannica order (1760-1914) during its heydays while the Americanisation of higher education and the export of American popular culture – originating mainly from the intellectual migration out of Germany during the 1930s and 40s in the wake of Nazism -- helped the US to establish an enduring “benevolent” hegemony under the Pax-Americana order. During the discussion, Shamsul Khan also highlighted that while the contemporary Pax-Americana order emerged from the ashes of the Pax-Britannica order, any upcoming Pax Sinica order will need to negotiate its space and scope with the existing Pax-Americana order as the US is still expected to remain, at least for some time, primus inter pares-- strongest of the major world powers.
Centre for Southeast Asian Studies at Kyoto University, Japan
Dr Adam Simpson has been awarded a 6-month fully-funded Research Fellowship in the Centre for Southeast Asian Studies at Kyoto University, Japan, 1 February-31 July 2016. He will be working with Assoc Prof Pavin Chachavalpongpun and Assoc Prof Yoshihiro Nakanishi on a research project entitled ‘Ethnicity and Natural Resource Governance in Myanmar’. The fellowship stipend is 3.3m yen.
Coercive control and economic abuse of women, post-separation
Associate Professor Kristin Natalier, Flinders University
Friday, 16 October 2015
The past decade has seen a strengthening recognition of the multiple dimensions of family violence in post-separation relationships. However, there are relatively few studies that explore the existence and impact of economic abuse post-separation, and none that have applied the concept of economic abuse as a tool for analyzing the high levels of child support non-compliance and debt in Australia. In this paper I use economic abuse to re-conceptualize payers’ deliberate withholding of child support as a strategy of coercive control. I present case studies from an interview study with 37 separated mothers to argue that in these contexts, economic abuse reflects interpersonal and institutionalized power dynamics as individual men’s strategies of coercion are buttressed by the current practices of the Department of Human Services – Child Support (formerly the Child Support Agency). I conclude that the effectiveness of any strategy to address both child support non-compliance and single mothers’ poverty more generally is dependent on first taking seriously the dynamics, impacts and institutional facilitation of economic abuse.
Kris Natalier is an Associate Professor in Sociology in the School of Social and Policy Studies at Flinders University. She has been a leader in re-conceptualising the payment and use of child support as tools for managing post-separation mothering and fathering identities. She emphasizes the expressive dimensions and gendered power dynamics of child support as a policy regime and an individual experience. Kris has also published extensively in the area of marginal housing and homelessness. Kris is a founding member of the International Network of Child Support Scholars, a member of the Editorial Board of the Journal of Family Studies, and Treasurer of The Australian Sociological Association. You can see more of Kris’ research here: https://flinders.academia.edu/KristinNatalier
Keeping kids safe online: the multi-country evidence
Lelia Green - Professor of Communications
Edith Cowan University
Friday, 4 September 2015
This presentation builds upon face-to-face survey-based interviews with 400 Australian children (9-16) and, separately, the parent most involved in supervising their internet use. It contrasts this Australian data with that from 25,142 children in Europe and their parents. These results are considered in light of some 160 in-depth interviews with Australian parents and children. There is a particular focus upon practices and strategies that children and parents have found helpful in managing risks and in responding to each other’s concerns. Structured around discussions of how to keep kids safe online, the presentation also addresses parental concerns around, for example, video games, adult content and excessive internet use.
Lelia Green’s work around the internet in Australian family life has been supported by the Australian Research Council since 2002, and via the ARC Centre of Excellence for Creative Industries and Innovation since 2008. She has received three ARC Discovery grants in this area: the internet in family life; the respective influence of parents and peers; and, most recently, toddlers and touchscreens (just beginning). For the past decade Lelia has also worked in collaboration with the EU Kids Online network, which is predominantly funded by the European Commission and now involves 33 European nations. Lelia is the author of two books: Communication, Technology and Society (Sage, 2002) and The Internet (Berg, 2010), and of over 150 chapters, journal articles and full-text refereed conference papers. Lelia acknowledges the contribution to this study made by her ECU colleagues Dr Donell Holloway, Dr Danielle Brady and Kylie Stevenson.
Annual Sociology Public Lecture - Mobile Disasters: Comprehending today's Catastrophes
Associate Professor Steve Matthewman
Chair of Sociology, University of Auckland
7 August 2015
We live in disastrous times. Simply put, we find ourselves in a disaster glut. Disasters are increasing in frequency, scale, cost and severity. Part of the modern condition, they are a source of physical anxiety and of existential angst. Paradoxically, at the height of their necessity, disaster scholars find themselves on the intellectual periphery. In particular, they cite a lack of theoretical and conceptual progress over the decades for their marginality. For more than half a century disasters have been defined as spectacular events that are concentrated in time and space. Should disasters be so contained? In this presentation Steve made a case for broadening our conceptual horizons, for thinking about the ways in which disasters themselves are mobile rather than fixed. That is to say that disasters combine different temporalities and spatial arrangements, fates and opportunities; that they are more fluid than is commonly supposed. This will be illustrated with reference to Fukushima.
Steve Matthewman is an Associate Professor at the University of Auckland, where he heads Sociology and Criminology. He is the author of Technology and Social Theory (2011), and has co-edited Being Sociological (2007, 2013), Cultural Studies in Aotearoa New Zealand (2005) and Almighty Auckland? (2005).
Book Launch - Re-enchanting Nationalisms: Rituals and Remembrances in a Postmodern Age
Dr Brad West
University of South Australia
7 August 2015
This book provides original insight into the way we now engage and remember national history. Drawing on fieldwork and analysis of international case studies on state commemoration, memorialization, recreational and tourism and times of disaster and crisis, the author demonstrates that not only does the nation frequently retain a strong cultural relevance in our global world but that the emergence of new forms of ritual and remembrance means that in many instances we are seeing the re-enchantment of nationalism. Drawing upon and developing an empirically informed cultural sociology, the author charts the distinctive qualities of these new national rites and how they feed into and advance particular cosmopolitan and orthodox national politics. Because social science has so often wrongly assumed the end of nationalism, the insights of this of the book about the possibilities and limitations of contemporary nationalism demand serious consideration by academics and also by policy makers and the general public.
Associate Professor Brad West is a sociologist and Associate Head (Research) in the School of Communication, International Studies and Languages at the University of South Australia. He has written broadly on the relationship between militarism, collective memory and national identity. This has included analysis of new ritual engagements with military histories, for example, through war related tourism at Gallipoli and in Vietnam and the political significance of American Civil War battle re-enacting. His research has also considered the way that our changing understandings of such military campaigns have influenced the portrayal and responses to other types of crises, in particular Cyclone Tracy and the 2002 Bali bombings. He is the author of Re-enchanting Nationalisms: Rituals and Remembrances in a Postmodern Age (2015, Springer) and co-editor of the 2016 special issue of the Journal of Sociology on the topic of war, the military and civil society. 2015 ARC Kathleen Fitzpatrick Laureate Fellowship Mentoring Scheme
2015 ARC Kathleen Fitzpatrick Laureate Fellowship Mentoring Scheme
Dr Heather Anderson was accepted to the 2015 ARC Kathleen Fitzpatrick Laureate Fellowship Mentoring Scheme and she will be attending the University of Melbourne in November. The aim of the Scheme is to attract outstanding early career female researchers who have completed their PhDs within the past 10 years in the humanities and the social sciences to an intensive mentoring programme.
Research Fellowship in the Centre for Southeast Asian Studies, Kyoto University, Japan
Dr Adam Simpson has been awarded a 6-month fully-funded Research Fellowship in the Centre for Southeast Asian Studies at Kyoto University, Japan, 1 February-31 July 2016. He will be working with Assoc Prof Pavin Chachavalpongpun and Assoc Prof Yoshihiro Nakanishi on a research project entitled ‘Ethnicity and Natural Resource Governance in Myanmar’. The fellowship stipend is 550,000 yen per month (Total: ~$40,000)
Varieties of Democracy (V-Dem) Project
Dr Adam Simpson has been invited to join the Varieties of Democracy (V-Dem) Project as a Country Expert for Myanmar (2005-15). The Project is hosted by the Department of Political Science, University of Gothenburg, Sweden and the Kellogg Institute for International Studies, University of Notre Dame, USA. It is funded by the EU and various government aid agencies and NGOs: https://v-dem.net/en/.
Beat the News: Building Classification and Prediction Systems for Civil Unrest Events
Dr Adam Simpson is the Social Science Technical Adviser in a team that has won $868,780 in research funding from the Data to Decisions (D2D) ARC Cooperative Research Centre for a project entitled Beat the News: Building Classification and Prediction Systems for Civil Unrest Events (2015- 18)(Project Total = $2,278,677). The project is based in ITEE and led by Prof Jiuyong Li. The other team members are Dr Jixue Liu (UniSA); Dr Lin Liu (UniSA); Dr Ivan Lee (UniSA); Dr Jie Chen (UniSA); Dr Adam Simpson (UniSA); Dr Kun Zhang (Carnegie Mellon University, Pittsburgh); Belinda Chiera (UniSA).
Advancing Mini-Hydropower in Myanmar Towards SE4ALL: Opportunities, Challenges and Next Steps
Dr Adam Simpson was invited to participate as an academic expert in a day-long workshop, funded by the Bureau of Energy Resources in the US Department of State and hosted by the Renewable Energy Association of Myanmar (REAM), on 'Advancing Mini-Hydropower in Myanmar Towards SE4ALL: Opportunities, Challenges and Next Steps’, 30 July 2015 in Naypyidaw, Myanmar. He was also invited by REAM to participate in a 5 day field trip to Myanmar’s Shan State to assess local small-scale solutions to community energy needs.
APSA Pete Hay Prize
Dr Adam Simpson, as Founding Co-Convenor of the Australian Political Studies Association (APSA) Environmental Politics and Policy Research Group, chaired the annual APSA Pete Hay Prize Selection Committee, which blind reviews the papers and included Professor Robyn Eckersley (Melbourne) and Professor David Schlosberg (Sydney). The prize was announced at the Research Group's AGM at the APSA Annual Conference, which Dr Simpson also chaired. The prize was won by Dr Alex Lo (University of Hong Kong) and Associate Professor Michael Howes (Griffith University) for their paper entitled ‘The Storyline of Power: Environmental Discourse and the Politics of Carbon Trading in China’.