HDR Summer School

Summer School is an opportunity for Faculty of Arts and Education Higher Degree by Research candidates to immerse themselves in a rich research environment.

24-26 February 2017

Deakin University Geelong Waterfront Campus

Writing Workshop
22-23 February 2017

Please note: the writing workshop will be held at the Waurn Ponds Campus

Deakin Light Cube

About Summer School

About Summer School 2017

Summer school is an opportunity for Faculty of Arts and Education Higher Degree by Research candidates to immerse themselves in a rich research environment from Friday morning until Sunday lunch time.

All schools will run think tank sessions on Friday afternoon.  The structure and content will be specifically tailored according to schools and disciplines.  Summer school participant may be asked to give an two minute, informal, oral presentation of their work to the relevant  groups.

Only late phase candidates will be invited to reply to the call for papers to undertake a 20 minute presentation.

The poster session is open to all candidates to showcase their work, please consider this as an alternative to a formal presentation. A poster presentation provides a forum to share your work with the colleagues who are most interested in your field of research. You can download tips for assisting with your poster presentation. (PDF, 149.9 KB)

Candidates must sign up for workshops and reading groups at the time of registration.

Summer School participants can commence building their own eportfolio and social media presence by creating a 3 minute video about their research. Adam Brown from Media Studies will film informal conversations with any students who are interested in learning how to communicate their research topic in an accessible way. No prior preparation is needed. This is not as intimidating as it sounds! If you are interested, please email Adam Brown (adam.brown@deakin.edu.au)  to book a time.

Program Information

Keynote speakers

Keynote speakers

Friday 24 February

Associate Professor Tim Sherratt from the University of Canberra 

Tim Sherratt is a historian and hacker who researches the possibilities and politics of digital cultural collections. Tim has worked across the cultural heritage sector and has been developing online resources relating to libraries, archives, museums and history since 1993. He’s currently Associate Professor of Digital Heritage at the University of Canberra. Tim’s tools and experiments include important things like The Real Face of White Australia, useful things like QueryPic, and strange things like The Vintage Face Depot. You can find him at timsherratt.org or as @wragge on Twitter.

Sunday 26 February

Julieanna PrestonProfessor Julieanne Preston
Massey University, Wellington, New Zealand
A Room At Risk

Julieanna Preston is a Professor of Spatial Practice at the College of Creative Arts, Massey University, Wellington, New Zealand. Her research crosses art, architecture and philosophy and her background in interior design, building construction, landscape gardening, material processes and performance writing. Julieanna has delivered live art performances and lectured on her creative and scholarly works in the United States, UK, Sweden, Australia, Scotland, The Netherlands, Canada and New Zealand. She received a Bachelor of Architecture from Virginia Tech (1983), Master of Architecture from Cranbrook Academy of Art (1990) and a PhD through creative practice from RMIT (2013). Recent works and publications include a sole authored book Performing Matter: interior surface and feminist actions (AADR 2014), Idleness Labouritory: Attuning and Attending (in collaboration with Mick Douglas, Syracuse, NY 2016) and as a leader for an upcoming event, Performing, Writing: A symposium in four turns (Wellington, NZ, 2017).



Accommodation  must now be booked by particpants.  Please book as soon as possible to avoid disappontment. It is preferable to stay in the Geelong Waterfront area for easy access to the Waterfront campus. You can claim the accommodation only by submitting a summer school reimbursement form post Summer School. There is a cap of $145 per night.



Allocations to workshops will be on a first come first serve basis. Full sessions will be removed from options available at registration.  It is expected that all Summer School attendees participate in the workshops.


Preparing for colloquium - Dr Glenn Auld & Dr Patrick West

In this workshop session, HDR Coordinators demystify the colloquium or confirmation process for candidates preparing for this milestone in their candidature.  In particular, we consider this process through three distinct phases Consider, Compile and Convince!

The Consider phase orients candidates to the purpose of the colloquium and discusses some of the key aspects of this important event in your HDR candidature. The Compile phase introduces students to the key information that needs to be prepared, including the proposal document and highlights some of the resources available to support students in the development of their proposal. The Convince phase discusses strategies to help you prepare for the presentation of your research proposal at the colloquium.  

This workshop will also address the question of when you should submit your ethics application, before or after colloquium. Colloquium processes for candidates in the Creative Arts will also be covered. 

Engaging with feedback - A/Prof Andrea Gallant & Dr Amanda Mooney

One of the hardest things is to receive critical feedback and not become deflated and have a loss of agency. Negative reactions can be counterproductive causing the writer to have a loss of focus, and spend time away from the actual rewriting process.

The focus of the workshop is on how to engage positively with supervisors and reviewers feedback. HDR Coordinators will discuss three crucial steps: De-personalise (Dp), Gift Recognition (GR)and Active Engagement (AE). You are encouraged to bring feedback to the session so that it can be workshopped on the day. The aim is that you will leave with a sense of agency and a pur­poseful direction

Reviewing the So What – what is the significance, where are the gaps, what needs to be done – Dr Kate Hall 

This workshop will address the big picture aspects of your research project: questions about where your research fits within the field, what kinds of contribution to knowledge it makes, and what gaps it aims to fill. These questions might seem straightforward, but sometimes it can be difficult to retain our sense of the bigger picture when we are engaged in the research process. Sometimes, these questions have different answers, depending on what stage you are at, and so stopping to reflect and review as you progress is really important. This workshop aims to get you thinking and keep you thinking about the significance of your research, and to help generate ideas about what you need to do to ensure that your thesis/research project fulfils its purpose. 

Falling in Love with your Theorist – Dr Julie Rowland, Dr Clare Farmer

  • What is theory for?
  • Do you have to use theory in your PhD?
  • Is it usual to feel stressed about theory as a PhD candidates?
  • What does theory do, anyway (what can it bring to your thesis)?
  • What are some of the limitations of the general social and cultural theories that we commonly use in education, the humanities and social sciences?
  • How can we respond to those limitations? And do we need to worry about them?
  • How do you choose a theorist or a theory?
  • Do you have to limit yourself to just one?


Analysing the Structure of Argument –  Dr George Duke

How to identify the point that an author is arguing for and the steps in the argument the author is mounting. There will be discussion of the logical structure of successful arguments and also of the most common fallacies found in scholarly literature. The inverse of this analystic process is the constructive process of mounting an argument that is free of fallacies. This will be a practical workshop so bring pen and paper

Thematic approaches in data analysis  – A/Prof Andrew Singleton

Using applied examples, this workshop discusses how to identify, make sense of and report on the key themes in your data. This will be discussed in relation to qualitative and quantitative data. 

What To Do When You Hit the Wall: Strategies for Maintaining and Enhancing Motivation
Dr Adam Brown 

This workshop will showcase some practical motivational strategies to help counter the common (and understandable) obstacles to keeping enthused in postgraduate research. Strategies such as the Pomodoro Technique and the use of gamified apps will be covered, with the workshop including testimonials by users of different techniques and demonstrations of how to adapt user-friendly tech innovation to your research routine. The workshop will aim to be hands-on (and maybe even a bit fun!), so bring along a tablet or smartphone...

Cutting to the chase - The creative Arts PhD and MA - a practical guide.
Dr Patrick Pound 

This session will be a straight talking practical discussion filled with tips and advice on getting the most out of a creative practice-led research degree. Topics covered will include: getting started, the difference between traditional scholarly research and practice-led research and how they work together, the research question, the candidate/supervisor relationship, how to survive and thrive through the colloquium process,  getting to the end, living to tell the tale. There will be ample time for discussion and for all of your questions.

Reading Groups

Allocations to reading groups will be on a first come first serve basis. Full session will be removed from options available at registration. It is expected that all Summer School attendees participate in the reading groups

The reading groups cover a range of different interests which will accommodate all participants in small working groups. Each reading group has a theme and a short reading or readings that all participants are expected to have read! Dare to stretch yourself into areas you are unfamiliar with.

Group 1 - Dr Trace Ollis
Case study research in education: using data and poetry as text
In this session I explore the use of case study methodology and methods in education research, drawing on the work of Merriam (2014). I’ll show some examples of how in-depth case studies are constructed from data, and how data can be used (as text) in the genre of poetry.  The poems (as case studies) speak of adult learners’ experiences of education.

Group 2 - Dr Andrew Skourdoumbis and Dr Emma Rowe
Participant observation as a contentious field within the academy
In this group we will explore participant observation as a contentious field within the academy. We will draw on a range of studies to critique the history of covert and overt participant observation, as an ethnographic qualitative tradition, and how we can practice participant observation within the contemporary academy.

Group 3 - Dr Leanne Coll & Dr Emma Charlton
Methodological Movement(s) and Post-Qualitative Inquiry
This reading group will explore how theories function in methodological thinking and decision-making. Opportunities will be provided for postgraduate students to collectively explore, question and grapple with the possibilities and provocations of post-inquiry in relation to their ongoing research projects.

Group 4 - Dr Renata Lemos Morais
Network Aesthetics
We will discuss Network Aesthetics from a transdisciplinary perspective, bringing together data visualisation and actor-network theory in order to explore new possibilities for the thinking and practice of design and digital media.

Group 5 - Dr Kristy Hess & Dr Lisa Waller
Playing the field: Exploring the benefits of Bourdieu to media/communication researchers.
This reading group will explore the work of French theorist Pierre Bourdieu and its relationship to media and communication research. It will begin by scaffolding students' understanding of Bourdieu's key 'thinking tools' of capital, field, habitus, practice and symbolic power before considering their application to media, communication and cultural production. It will also encourage students to think beyond Bourdieu to address limitations of his theoretical ideas in the digital era.

Bourdieu, P. (1986) The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241- 258.
Couldry, N (2003) Media meta-capital: extending the range of Bourdieu's field theory,
Theory and Society, 32 (5-6) pp 653-677.
Willig, I (2013) Newsroom ethnography in

Group 6 - Dr Tony Chalkley
Stories as Data

This session will look at the function and value of narrative as data in our research. In particular the way ‘sedimented’ stories, can be employed to help understand the complex and sometimes contradictory things we uncover in our data. Ethnographers use the concept of ‘sedimentation’ to illustrate how, like sand on a beach, meaning is produced in layers with socially constructed meanings layered over time. Cooper argues that ‘The geological metaphor of sedimentation allows us to consider a dialectical rather than a linear view of change. Case studies show how one archetype is layered on the other, rather than representing a distinct transformation where one archetype sweeps away the residues of the other’ (Cooper et al. 1996). This will be a ‘hands on’ activity based reading group that will explore how and why ‘stories’ can be employed to better explain our data.

Group 7 - Dr Maree Pardy
Is research violent?
Gayatari Chakravorty Spivak developed Foucault's term epistemic violence to describe the effacement of non–Western ways of perceiving the world. In Spivak’s formulation, western knowledge dominates the worlds of research and knowing. For example,  "Subaltern [woman] must always be caught in translation, never [allowed to be] truly expressing herself", because the colonial power's destruction of her culture has obliterated her perceptions, understanding and knowing. We will reflect on the term and its relevance to contemporary research (including our own) across a range of themes (readings are thematic). Please read TWO of the assigned articles. I will provide a brief introduction to ‘epistemic violence’ before we proceed to discuss the readings in light of our own research projects.

Group 8 - Dr Zim Nworkora
The Foundations of Economics and Politics

This reading group will discuss what makes “economics” and “politics” different. In particular, we will discuss whether it is useful to draw analogies about economic competition to understand competition in politics, and the consequences of doing so.

Group 9 - Dr Adam Molnar- THIS GROUP IS NOW FULL
Words Make Worlds: exploring how research methods create social realities

This reading group considers insights from Science and Technology Studies (STS), and in particular John Law, whom insist that "methods don't just describe social realities, but are also involved in creating them". Our reading group will explore what this means for conducting scholarly research, and will help us ask how our choice in research methods might also inform the social and political realities we want to create.

Group 10 - Dr Rod Neilsen & Dr Hossein Shokouhi
The native/non-native teacher debate in TESOL: It’s not over yet!

The concept of native and non-native English speakers has been critiqued as being a less useful
binary in the context of Global English. However, Kumaravadivelu points out that non-native
speaking teachers in TESOL, though in the majority in the profession, are still in the position of
subalterns, colonized by hegemonic power structures that privilege centre-based research and


The Faculty will incorporate part one of the Three Minute Thesis competition into Summer School to accommodate participation by regional and remote students.  The winner and audience favourite will each get a great prize and may be eligible to represent the Faculty in the finals later in 2017. Its a really great way to showcase your work and gain presentation experience.  If you commit to this as part of your registration, please ensure you are prepared as lots of last minute drop outs would be most unfortunate!  The rules will be the same as the University rounds



Call for Expressions of Interest in Presenting: Presentations for 2017 will again be restricted to late phase candidates in the first instance and then candidates who have completed their data collection who are in a position to present (preliminary) findings. Among the criteria to be used in selecting presentations will be potential for the presentation to be advanced toward Journal publication.

Presenters will have 30 minutes - 20 minutes for presentation and 10 minutes for questions.

Submissions should take the form of a 250 word abstract. Please include the Identification of a Journal that a fully prepared manuscript (emanating from the presentation) could be sent to.

Writing Workshop

Writing Workshop (22 & 23 February 2017)

This workshop will be at the Waurn Ponds campus. Participants staying at the Mercure will be able to get the Deakin intercampus bus to the Waurn Ponds campus. There may be some preparation work required prior to the commencement of this workshop. Interested participants should register as part of the summer school online registration. Further information will be sent to those attending.



Robyn Ficnerski
Senior HDR Advisor
Faculty of Arts and Education
Deakin University
Locked Bag 20000
Geelong VIC 3220

Ph +61 3 522 72226
Email: robyn.ficnerski@deakin.edu.au or artsed-research@deakin.edu.au




Reimbursements will only be processed prior to summer school for candidates who are arranging travel, ie airfares. The remainder will be processed as soon as possible after summer school. Reimbursement requests must be lodged on the Fraedom (University finance) system by 31 March 2017. You must upload the Summer School reimbursement (PDF, 529.9 KB) form with your receipts.  If you don't have an Australian bank account please send the reimbursement form with your receipts and an overseas EFT form to artsed-research@deakin.edu.au

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