Details of archived FHRC events:
Experiential Media at Flinders (May 2009)
The Screen & Media Department has been lent a Dome setup by ANAT (Australian Network for Art and Technology) for four weeks. Consisting of a portable dome shaped structure and a mirror set-up which facilitates the projection of still and moving images, the Dome is a novel and spectacular screening environment, usually only seen in Planetaria and Natural History Museums. This is a unique opportunity for the Screen & Media Department to trial this technology, demonstrating it to students and exploring research opportunities. We believe it is also a perfect opportunity to initiate discussions with other Schools and Faculties across the University, about possible research and other collaborations, particularly given we have dome-specific expertise on our staff. To this end, the Screen & Media Department is hosting a symposium on Experiential Media at Flinders on the afternoon of 28th May, with the intention of pursuing research linkages and networking opportunities within and across faculties at Flinders. Thursday, 28 May 2009, 2.00 - 4.00 p.m. Room N330, Sturt Campus.
IUEU Visiting Research Fellow Professor Jon Johnsen (November 2008)
"What is the Council of Europe’s role in integration of human rights in Europe?". Professor Jon Johnsen was until recently the Dean of the Law School at the University of Oslo, and is visiting Flinders for three months as the Innovative Universities European Union Centre (IUEU) Visiting Research Fellow. He has undertaken extensive research, including comparative access to justice research, legal services policy, human rights, criminal justice, and on the efficiency of the European national justice systems. Wednesday, 5 November 2.00 - 3.30 p.m. Humanities 234
Miguel Delibes on the 60th Anniversary of the Publication of His First Novel: a Symposium (September 2008)
The Spanish and Portuguese Section of the Department of Languages at Flinders University, and the Program for Cultural Cooperation between the Ministry of Culture of Spain and the Australian National University, present a Symposium entitled "Miguel Delibes on the 60th Anniversary of the Publication of his First Novel".
Saturday, 20 September 2008, 9.15 a.m. – 3.00 p.m. Humanities Building, Room 101. All sessions will be in Spanish; notes in English will be available.
Cinema e letteratura: il caso del Gattopardo (August 2009)
The Italian Section in the Department of Languages has pleasure in inviting you to attend a free screening of Luchino Visconti's 1963 film IL GATTOPARDO, to be followed by a Public Lecture (in Italian): "Cinema e letteratura: il caso del Gattopardo", presented by Professor Alfredo Luzi. More information.
The Writer and Performer in Italian Theatre (July 2009)
The Department of Language Studies has the pleasure of inviting you to attend a Public Lecture given by Professor Joseph Farrell, Head of the Modern Languages Department, University of Strathclyde, author of Dario Fo and Franca Rame: Harlequins of the Revolution (London, Methuen, 2001). Professor Farrell's topic is "The Writer and Performer in Italian Theatre". More information.
IUEU Visiting Scholar Professor Berteke Waaldijk (December 2008)
Professor Waaldijk is visiting Flinders University as part of the IUEU Visiting Research Fellows programme, and will give a presentation entitled "Transnational citizenship and colonial history: case study: the Netherlands".
"Recent research in citizenship has argued for an expansion of the concept of citizenship. Forms of citizenship that go beyond a set of nationally defined rights and obligations may indeed help us to a better understanding of migration, gender equality, inclusion and exclusion in a world of global connections. In my paper I argue that both the concept of cultural citizenship (as elaborated by Nick Stevenson and Tony Miller) and the concept of transnational citizenship (Etienne Balibar, We the people of Europe: Reflections on Transnational Citizenship, 2004) would profit from historical perspectives that include European colonial histories. Taking the history of Dutch colonialism as my starting point I will ask how and when European colonial empires could be seen as ‘experiments’ in transnational citizenship and as explorations of a cultural belonging that is not only national. One of the conclusions is that the image of the 19C as the ‘age of nationalism’ may require some modification. Concrete examples will address the role of Asian food in the Netherlands, the position of women’s movement in colonial debates and the interaction between popular culture and official imperial discourse around 1900."
Monday, 8 December, 5.00 p.m. Migration Museum: 82 Kintore Avenue, Adelaide.
Public Lecture by Professor Rachel Blau duPlessis (July 2008)
Internationally-renowned feminist scholar and creative writer Rachel Blau DuPlessis will visit the FHRC in July, and will give a lecture entitled "The Hole: Death, Sexual Difference, and Gender Contradictions in Robert Creeley’s Poetry". Wednesday, 16 July, 2.00 p.m. Room 105, Humanities Building.
Professor DuPlessis is Professor of English at Temple University. You may visit her websites here and here.
Visiting Mexican Author: Mr Pablo Soler-Frost (October 2007)
Mexican author Pablo Soler-Frost will visit Flinders under the auspices of the Mexican Embassy in Canberra. He will give a presentation (in English) entitled 'Discovering Mexican Literature'. Refreshments served from 2.30. Hosted by the Spanish Department.
Pablo Soler Frost was born in Mexico City in 1965. He has written novels, poems, short stories and essays, which have been published by the leading publishing houses in Mexico. He has also translated works by Joseph Conrad, Walter Scott, John Henry Newman and Horace Walpole. His new novel, Yerba americana (American Grass), and his film 40 days are both due in January 2008. The Embassy of Mexico and the Mexican Ministry of Foreign Affairs have sponsored this lecture.
Wednesday, 24 October, 3.00 p.m. Function Centre, Humanities Road.
Europe as Empire: Reflections on the 50th Anniversary of the Treaty of Rome (May 2007)
Public lecture by Visiting Scholar Professor Jan Zielonka, Professor of European Politics and Ralf Dahrendorf Fellow, University of Oxford. Wednesday, 9 May 2007, 5.00 p.m. Noel Stockdale Room, Central Library, Flinders University.
Co-hosted by the Flinders Humanities Research Centre and the School of Political and International Studies, Flinders University
Jan Zielonka is Professor of European Politics at the University of Oxford and Ralf Dahrendorf Fellow at St Antony's College. He studied Law at the University of Wroclaw, Poland, and Political Science at the University of Warsaw, where he received is Ph.D. in 1981. In 1982 he settled in the Netherlands, first at the University of Groningen and then, as from 1984, at the University of Leiden. In January 1996 he was appointed Professor of Political Science at the European University Institute in Florence (Joint Chair in European Studies at the Robert Schuman Centre for Advanced Studies and the Department of Political and Social Sciences). He took up his present position at the University of Oxford in January 2004. He has published numerous works in the field of comparative politics (Soviet and Eastern European Studies), the history of political ideas, international relations, human rights and security. His current research deals with the evolving nature of the European Union and the process of the EU’s eastward enlargement. His books include Europe as Empire: The Nature of the Enlarged European Union (Oxford University Press, 2006), Europe Unbound: Enlarging and Reshaping the Boundaries of the European Union (Routledge, 2002), Democratic Consolidation in Eastern Europe, vols 1 & 2 (Oxford University Press, 2001), Explaining Euro-paralysis: Why Europe in Unable to Act in International Politics (Macmillan, 1998), and Political Ideas in Contemporary Poland (Avebury, 1989).
Masterclass: Dr Susannah Radstone (in association with the Moving Cultures conference) (December 2007)
In association with the Moving Cultures, Shifting Identities conference, the Flinders Humanities Research Centre presents a masterclass with Dr Susannah Radstone: Memory/Nation/Culture.
Thursday, 6 December 2007, 9.00 a.m. - 1.00 p.m.
How do film, literature and other media ‘remember’ national pasts? Over the last fifteen years or so, theories of cultural memory and trauma have had a profound impact across the humanities, encouraging researchers at all levels to approach novels, films and television as ‘memory media’. The same period has witnessed the production of a wide range of films, novels and other art forms whose concerns are with recent - and not so recent - national pasts, including W G Sebald’s Austerlitz and Kate Grenville’s The Secret River, and the films Amistad and Rabbit Proof Fence. Such texts have become the primary sources for many studies of cultural, literary and film memory. But how do theories of trauma and cultural memory help us to engage with national literatures and cinemas and what are the most useful methods for the analysis of memory media?
Susannah Radstone is Reader in the School of Social Sciences, Media and Cultural Studies at the University of East London. She writes on cultural theory, particularly on psychoanalysis and memory and on contemporary film and literature. Recent publications include (ed. with C. Bainbridge et al.) Culture and the Unconscious, Palgrave, 2007; (ed. with Perri 6 et al.) Public Emotions, Palgrave 2007; The Politics of Memory: Contested Pasts and Memory Cultures (both ed. with Katharine Hodgkin), Transaction 2005; Memory and Methodology (ed.), Berg, 2000. Forthcoming books include On Memory and Confession: The Sexual Politics of Time, Routledge, and Mapping Memory (ed. with Bill Schwarz), Fordham University Press.
Professor Laura Little, Beasley School of Law, Temple University, Philadelphia
ulating Funny: Humor and the Law”
When humor hurts people, they may press claims in court, ascribing blame and demanding redress. Courts respond by matching injuries with legal rules, and choose to insulate, tolerate, encourage, condemn or suppress the humor. Patterns emerge from this humor regulation, with courts systematically preferring some types of humor over others.
Explicit analysis of the law’s regulatory effect on different types of humor is conspicuously absent in case law and legal scholarship. Non-legal theorists have, however, for centuries devoted considerable effort to defining and cataloguing humor. Philosophers, literary theorists, natural scientists, and social scientists have created a rich literature explaining how humor affects individual and group well-being. This article analyzes legal regulation of humor through the lens of that literature.
Using tools developed by humor theorists, the article explores how the law regulates humor in three doctrinal areas: contract, trademark, and employment discrimination. Across this diverse array of legal categories, the article identifies remarkable consistency in the types of humor that courts choose to regulate and the types that courts instead allow to flourish unimpeded by legal rules. The cases in all three areas regulate two types of humor with particular vigor: superiority humor and release humor. Superiority humor seeks amusement through a communication that makes one person feel successful at the expense of others. Release humor taps into repressed sources of pleasure, pressure, or anxiety, focusing on taboo or difficult topics such as sex, excretion, or death.
Courts’ imposition of liability for superiority and release humor is consistent with civil law’s corrective justice goals and with the specific cause of action requirements for contract, trademark, and employment discrimination. What is more surprising, however, is courts’ tendency to privilege another type of humor: incongruity humor. Incongruity humor arises from the juxtaposition of two inconsistent or unrelated phenomena. Where the humor in a suit has incongruous qualities, courts tend to avoid liability, thereby placing incongruous humor beyond the law’s grip.
Documenting patterns in humor regulation provides important guidance for courts, attorneys, and humorists seeking to understand and predict legal regulation. The article nevertheless seeks to accomplish more than that positive mission, and thus assesses the beneficial and potentially detrimental consequences of current humor regulation. Concluding that the law closely integrates social norms about appropriate humor, the article finds cause for both celebration and concern. The article ends by identifying three bodies of literature to assist with improving humor regulation: law and social norm theory, First Amendment literature, and the current interdisciplinary work of humor theorists.
Catalina Botez, University of Constance, Germany, "At the Membrane of History, Memory and Literature: Contextualising the Remembered Past in Primo Levi's Quasi-autobiographical Periodic Table"
Catalina Botez will discuss Levi's individual struggle to contextualise his life as a chemist, writer and Auschwitz survivor by using the model of Mendeleev's table of chemical elements. She will show how these two systems ("Il sistema concentrazionario"-the camp- and "il sistema periodico"-the periodic table) are used intertextually to render liefestory(-ies), whose meaning and realistic character are negotiated by the use of metaphors and other mythical stories within the collection.
Kate Douglas, "Reading Digital Trauma Testimony"
In July 2009 an incident on Australian commercial radio ignited debates about child abuse and children’s human rights. A fourteen-year-old girl and her mother were part of an on-air lie-detector stunt which culminated in the girl disclosing that she has been raped at age twelve. The morning radio programme was suspended from air and (because of his involvement and perceived poor handling of the incident), ‘shock-jock’ Kyle Sandilands lost his job as a judge on popular television programme Australian Idol.
I want to use this controversy as a starting point to consider the ways in which childhood trauma testimony becomes visible in the public sphere. There are a plethora of television programmes which focus on so-called ‘difficult children’ or ‘troubled teens’ — such as The World’s Strictest Parents and Brat Camp. Predictably, these forums offer limited, heavily-mediated spaces for adolescents to offer their testimony of depression, eating disorders, drug or alcohol abuse, sexual abuse, domestic violence, or anger management — to name just some of the issues raised in these programmes. These texts promise intimacy in the form of revelations made by the young subjects, but have been routinely criticised by children’s rights advocates for their potential to retraumatise the subject and to sensationalise and commodify childhood trauma testimony.
Historically, adult cultural producers have colonised much of the space available for articulating childhood trauma. So, what cultural spaces remain for young people to testify to trauma? Inevitably, young people make use of new and alternative media sources to tell stories about their lives. Dr Anna Poletti and I are about to commence work on a book project which traces young people’s uses of life writing methodologies and technologies via a series of case studies. We are inevitably informed by the aforementioned contexts and affected by the ethics of adding yet another layer of mediation and surveillance to the well-mined terrain for representing childhood.
In this paper I look at examples of digital trauma testimony authored by adolescents, and contrast these testimonies with the abovementioned examples from television. I suggest some moral and ethical foundations and parameters for reading these testimonies within scholarly contexts. How do youth cultures and life writing intersect and present new paradigms for approaching life writing? How can research into young people’s life writing practices expand and challenge current methods of enquiry in our field?
Professor Judith Lütge Coullie, University of KwaZulu-Natal, "Making memory work in post-apartheid South Africa: The ethics of memory and the memory box project in KwaZulu-Natal"
Sinomlando (isiZulu, meaning “we have history”) is the name given to the Centre for Oral History and Memory Work in Africa for AIDS orphans by the School of Religion and Theology of the University of KwaZulu-Natal. Memory workers visit the families of children, from poor communities, whose parents are ill or have died of AIDS in order to help them compose family histories.
Why is it important for these children, whose parents are HIV-positive and unwell or who have already died, to create an archive recording who they are, who their parents and grandparents are and where they came from? How can the memory work strengthen the children and their relationships with their adult caregivers if it involves the contravention of Zulu cultural norms regarding what information children might have access to and what topics children might be permitted to hear adults discuss? In the context of post-apartheid South Africa, commonly referred to as “the new South Africa”, in what ways is it beneficial for children and their caregivers to look back and collect memorabilia and tell stories about the past? Is there not a strong case to be made for the argument that when memory workers encourage such retrospective projects they run the risk of rubbing salt in vulnerable children’s wounds, stirring up questions which no-one wants to answer, breaking inter-generational taboos, invoking a past that might be better left obscure or forgotten? Or, from another perspective, is it beneficial to encourage these children to turn their faces away from the victorious collective, national, future-looking narrative towards the creation of what may well be a troubled familial, personal, backward-gazing private archive?
Drawing on the work of Philippe Denis, Avishai Margalit, Kwame Anthony Appiah, Charles Taylor, Paul John Eakin, Terry Eagleton and others, in this paper I examine the ethical questions which arise in relation to the memory work being done with these vulnerable children in KwaZulu-Natal.
Dr Fraser Cameron, "How the EU Really Works"
Fraser Cameron was educated at St Andrews (MA) and Cambridge (PhD) universities. He has been a Research Fellow at the University of Hamburg and a Lecturer in Modern History at the University of Kent. He was a member of the British diplomatic service for several years, serving in New York, Bonn and East Berlin. He joined the European Commission as an adviser in 1990, and was Head of the Political and Academic Affairs Section in the Delegation of the European Commission in Washington DC. While serving in the Commission he has been closely involved in the external relations of the Union, specialising in transatlantic relations, European security issues, and enlargement. He has been a Visiting Professor at the College of Europe in Bruges, the European University in Florence, and the University of Edinburgh. He has lectured widely in Europe and the US. He is now the Director of the EU-Russia Centre and a senior adviser at the European Policy Centre and the European Institute for Asian Studies in Brussels. He is a visiting Professor at the Hertie School of Governance in Berlin and a number of other universities. He is the author of numerous books and articles on the external relations of the EU and is also an adviser to the UK Higher Education Council panel on Europe. His published books include The Enlargement of the European Union (1998), Foreign and Security Policy of the European Union (1999) and US Foreign Policy after the Cold War (2005). His main interests are in the external relations of the EU. His latest book is An Introduction to European Foreign Policy, published by Routledge.
Dr Kate Douglas,"Ethical Responses to Childhood Trauma Testimony: Mandates for Scholarship"
The climate for writing auto/biographically about childhood has shifted greatly in the past ten years because of controversies affecting the genre. Still arguably one of the darlings of the publishing industry, the autobiography of childhood has been branded a “difficult” genre—a consequence of high-profile ‘hoaxes’ and suspicion over adult authors’ abilities to faithfully recall childhood memories—particularly post trauma. Most successful autobiographies of childhood are now held up to intense scrutiny by critics. Consider the recent controversy surrounding Ishmael Beah’s A Long Way Gone: Memoirs of a Boy Soldier (2007). Beah’s story of his time as a child soldier in the government army during the civil war in Sierra Leone resulted in Beah becoming an unofficial spokesperson for the plight of child soldiers. In his autobiography, Beah testifies to the murder of his friends and family, to the killings he committed during his time as a child soldier, and to his eventual rescue and redemption. Beah’s autobiography was challenged by The Australian newspaper. The newspaper disputed the veracity of some of the dates presented by Beah, and in doing so, raised more general questions about the credibility of Beah’s story. However, other critics (particularly those in the U.S.) have been reluctant to criticise Beah’s autobiography—perhaps for fear of undermining the good work done by Beah in bringing the issue of child soldiers to public attention. Beah’s narrative has also been defended on the grounds that Beah most likely suffered memory loss as a result of his trauma.
In this paper I want to use the Beah controversy as a starting point to consider the ethics of critiquing post-war childhood trauma narratives within scholarship (including the ‘use’ of these texts in teaching and publishing). Even considering the axioms of autobiography scholarship—for instance, the gap between childhood experiences and adult recollections, the fragility of memory, and the vicarious appeal of traumatic representation—critics remain divided on (and yet deeply preoccupied with) how we might respond ethically to these childhood trauma narratives. For example, how can we critique the inevitable mediations that these stories proceed through from experience to publication? And can our scholarly mediations address the complexities of childhood trauma narration and expand the conventional limits of witnessing? I am also interested in the extent to which critical responses to childhood trauma testimony might reflect particular national and cultural preoccupations about childhood trauma and social suffering.
Dr Craig Taylor, "Literature, Value and Ambiguity"
While a number of contemporary philosophers – Cora Diamond, Martha Nussbaum and Stanley Cavell to name just a few – hold that literature is more than just a source of good examples for moral philosophy, and more specifically that it is through our response to literature that we might achieve particular moral insight or understanding, what has not been discussed in much detail is the occurrence of ambiguity in literary works. A common feature of literature, and indeed art more generally, is its ambiguities. In this paper I will examine what we might learn about the nature and variety of moral value from such ambiguities.
I argue that literature does play an important role in moral thought or reflection. However we should not, first of all, understand literature’s role here as necessarily a didactic one. Of course some literary works – Charles Dickens’ Hard Times for example – do have an overtly morally educative purpose. But literature does not always serve morality or truth in such an openly didactic way. It may be, for example, that a writer has no decisive answers as to how one might judge or evaluate the people and events they portray. In that case in trying to make sense of such people and events a writer has no other recourse but to trust in that particular mode of responsiveness to the world that is manifest in their work. And the reader faces a similar challenge; we too need to trust in our own responses to the writer’s work, to accept them and to be willing to learn from them.
Part of what we might learn from such responses then is that truth in moral matters cannot always be reached via some simple discursive route. Beyond that, it may be that a literary work will produce conflicting responses in us, responses that express conflicting values or even whole conflicting evaluative frameworks. While some, including many philosophers, would hold such ambiguity as counting against the notion that literature could be a deliverer of important moral truths, I contend that this shows rather the unique contribution literature can make to our moral understanding. In terms of moral understanding, literature, as distinct from much contemporary moral philosophy (at least in the analytic tradition), has a unique capacity, as Wittgenstein said in another though related connection, to ‘teach us differences.’
Of course one target of hostility to literature, and not just for philosophers, is precisely its many ambiguities, particularly where those ambiguities require our questioning of accepted (and perhaps comfortable) moral certainties. Hence even where works of literature are held up as a source of moral insight they are often works, like those of Dickens, that have a clear or unambiguous moral meaning or purpose rather than, say, a work like Nabokov’s Lolita whose very ambiguity seems shocking to many readers. Yet to dismiss Lolita and many other novels as possible sources of moral insight simply for their (perhaps troubling) ambiguities, and for the conflicting responses they seem to generate in us, does not indicate a commitment to moral reflection so much as an evasion of it – and a retreat I contend into mere moralism.
Tully Barnett and Yaritji Green. "AustLit and Black Words: What We Get Up To Behind Closed Doors"
For a number of years, Flinders University has provided support to AustLit: The Australian Literature Resource and its subset Black Words. AustLit is an enormous database of information on agents, works, and subjects relating to Australian literature. It is a records management system for 600,000+ records with complex structures and relationships and it is an access point for relevant full text resources and provides links to appropriate external resources. Black Words began as a small subset of data providing information about Indigenous authors and published works. It has grown to encompass storytellers, oral works, and become a large repository of information on all forms of Indigenous writing in Australia. In this seminar we will demonstrate the database and its inner workings and discuss a few of the challenges ahead.
Guest speaker Professor Graeme Harper of Bangor University,"Practice-Led Research: International Perspectives"
The nature of practice-led arts research in the UK and USA has grown more complex and, indeed, productive in recent years. This talk will explore the nature of these international research discussions and suggest ways in which practice-led research can encompass a range of approaches and attitudes, as yet not entirely defined in many universities. Using the example of practice-led research in Creative Writing, the session will explore how the meeting of individual and practice-led research project contribute to the world's academic knowledge-base, and how such work can be further extended and developed.
Ben Chandler, "Demonic Morality: Good Versus Evil after the Fall in Daisuke Moriyama's Chrno Crusade: Mary Magdalene"
How does a Japanese manga artist/writer represent the good/evil dichotomy inherent in Christian mythology when no such clear-cut dichotomy exists in his own cultural heritage? What happens to the Christian mythos when robbed of the distinction between the spiritual and the physical realms? How can Western characters living in America in the 1920s with no connection to Japan whatsoever be Japanese? Find out the answers to these questions and more next Monday. This plus militant nuns, fun-loving demons, perverted scientists, crazed apostles, and a battle to end all battles... after the battle that began all battles!
Kate Douglas (chair), FHRC Life Writing Research Group - Reading Groups Session: "In Love and Struggle": Life Writing, Letters, Feminism and the work of Margaretta Jolly.
The aim of these reading group sessions is to provide a get-together for those who are working on projects in the broad field of Life Writing. In the reading group sessions, participants discuss a reading (or readings) set for that particular week. The sessions also provide a supportive environment for participants to raise issues/dilemmas they are facing in their work. The group has been running since 2006 and usually meets two-three times a year. This is the first meeting for 2009. Previous sessions have been highly productive, stimulating round-table discussions, and created opportunities for staff and postgraduates to meet others working in allied areas. The group welcomes new members in 2009, as we move towards formalising research activities and events. We also welcome suggestions for readings/reading group topics for 2009/2010.
The theme of the seminar will be the work of eminent life writing theorist Dr Margaretta Jolly. Dr Jolly is visiting Flinders in September 2009 as the keynote speaker for the FHRC's " The Story of the Story: Ethics, Therapy and Life Narrative" conference.
The Pedagogy Reading Group, convened by Dr Kylie Cardell
We are all of us teachers. Yet while most of us are specialists, or training to be specialists in our field, and have vast shores of knowledge to impart, very few of us have had any formal training in the pedagogical practice for disseminating such information. Teaching is at the forefront of most academic workloads, yet we learn on the run, at the front line – over time and under pressure. This pressure seems particularly acute for postgraduate casual teachers and early career academics, individuals who are either in or who have recently emerged from highly research-intensive frameworks. Of course, increasingly time-poor and within a financially constrained institutional context, smarter teaching is of urgency even for very experienced lecturers.
This reading group is designed to be a semi-regular meeting in which we can discuss and share practical ideas, concerns and hopes about our teaching practice. Meetings will be organised around particular issues or topics and will respond to articles, both scholarly and popular, that focus on teaching issues in Higher Education. Suggestions for meeting topics are welcome. It is my hope that this group will allow also for the sharing of experience – teachers of all experience and from disparate Humanities disciplines are welcome and encouraged.
To start things off, the reading I have selected deals generally and reflexively with the practice of teaching in higher education and in the Humanities in particular: “The Anxiety of Teaching” is an extract from Elaine Showalter’s Teaching Literature. (Blackwell, 2003. p.1-21.) Showalter takes an anecdotal and personal approach to her topic in this chapter and this mimics the context of this first meeting as informal and introductory.
Meeting of Migrant and Refugee Research Cluster (MARRC)
The FHRC Seminar session on Monday, 14 September, will see the first gathering of the Migration and Refugee Research Cluster (MARRC). MARRC was launched in July 2009, and draws together a wide variety of research, teaching and community outreach activities across the Faculties of EHLT, Social Sciences and Health Sciences in the areas of Migrant and Refugee experiences.
The theme is "Development, Disasters and Displacement". Visiting Research Fellow Professor Xudong Zhao (Dept of Sociology, China Agricultural University) will talk about his research on resettlement after the Wenchuan earthquake, and Dr Yan Tan (NILS, Flinders University) will discuss migration and resettlement caused by large scale development projects and climate change.
Participants are also invited to talk about their own research interests.
Flinders Migration and Refugee Research Cluster (MARRC): "Refugees"
In this session we invite participants to discuss their research interests around the theme of Refugees.
This is part of a research mapping exercise to facilitate research across disciplinary, faculty and university boundaries.
MARRC was created in July 2009, and is a focussing and enabling organisation that draws together a wide variety of research, teaching and community outreach activities across Education, Humanities, Law and Theology, the Faculty of Social Science and the Faculty of Health Sciences
Pedagogy Reading Group, Session 2, convened by Dr Kylie Cardell
Thanks to all who attended the first Pedagogy Reading Group -- due to popular demand, Kylie has organised a follow-up session on the topic of 'Dealing With Difficult Classrooms.' The reading to get us thinking for this session is bell hooks (1994) 'Confronting Class in the Classroom'.
Flinders Migration and Refugee Research Cluster (MARRC): "Migration"
We invite participants to discuss their research interests on the theme of Migration. Topics include: Comparative perspectives on Italian migration to Canada, Australia and Great Britain; French migration to Australia; Greek-Australian migration; and more. This is part of a research mapping exercise to facilitate research across disciplinary, faculty and university boundaries.