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.
8-10 February 2019
Deakin University Geelong Waterfront Campus
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.
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)
Communication and Creative Arts students are encouraged to register to exhibit some of their work but it must be easily transportable, not take up too much space and managed entirely by the student, please contact the Faculty Office for further information. We are also considering some 'Guerilla Theatre/impromptu performances' during the lunch breaks if anyone is interested.
Candidates must sign up for workshops and reading groups at the time of registration.
Ms Pat Anderson (AO), Chairperson
Ms Pat Anderson is an Alyawarre woman known nationally and internationally as a powerful advocate for the health of Australia's First Peoples. She has extensive experience in Aboriginal health, including community development, policy formation and research ethics.
Ms Anderson has spoken before the United Nations Working Group on Indigenous People, has been the CEO of Danila Diba Health Service in Darwin, Chair of the National Aboriginal Community Controlled Health Organisation, Chair of the Aboriginal Medical Services Alliance Northern Territory (AMSANT), and was the Chair of the CRC for Aboriginal Health from 2003 - 2009. She has published many essays, papers and articles, including co-authoring with Rex Wild QC of Little Children Are Sacred, a report on the abuse of Aboriginal children in the Northern Territory.
In 2007, Ms Anderson was awarded the Public Health Association of Australia's Sidney Sax Public Health Medal in recognition of her achievements; she was awarded the Human Rights Community Individual Award (Tony Fitzgeralds Memorial Award) in 2012 and the Human Rights Medal in 2016 by the Australian Human Rights Commisssion. In 2013, she received an honorary doctorate from Flinders University and in 2017 Edith Cowan University conferred on Ms Anderson a Doctor of Medical Science honoris causa. In 2015, Ms Anderson won the public policy category Australian Financial Review and Westpac 100 Women of Influence Awards. She served as co-chair of the Prime Minister's Referendum Council and she is the current chair of the Remote Area Health Corporation.
Ms Anderson was appointed Officer of the Order of Australia (AO) in 2014 for distinguished service to the Indigenous community as a social justice advocate, particularly through promoting improved health and educational and protection outcomes for children. In 2018, the national NAIDOC Committee recognised her life-long contribution with the Lifetime Achievement Award.
Accommodation can be requested with your registration. If you miss out please ensure you book as soon as possible to avoid disappointment. 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 $150 per night.
Best Western Admiralty Motor Inn
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.
SATURDAY 9 FEBRUARY
Preparing for Confirmation
Dr Donna Frieze & Dr Kate Hall
This workshop will guide you through the stages of colloquium. We will discuss its components, the format of your written document and the expectations of your panel. In addition, we will discuss and dissect examples of confirmation documents.
Analysing Qualitative Data
A/Prof Andrea Gallant & Dr Amanda Mooney
Have you noticed that articles & methodology texts lack of transparency around analytical processes?
Come along and discover how to develop an analytical framework and workshop the multiple ways in which data can be analysed.
What Examiners Look For
Dr Trace Ollis
This workshop focusses on the final stage of the PhD process and draws on current research on what examiners look for when they are marking a PhD (Golding et al, (2014). Examiners want research students to be successful and they generally go into the examination process with good will, they want the student to pass. This workshop introduced students to the elements that are necessary to ensure a PhD has the epistemological, theoretical and methodological rigour to ensure success. It explores what making a 'contribution to knowledge' means and discusses issues such as the use of writing, tone and researcher voice in the final editorial process.
How to Write a Quality Ethics Application
Dr Anna Kilderry The research journey is an exciting one. This practical workshop is designed to assist new HDR researchers to understand and engage effectively with the ethical approval process in the Faculty of Arts and Education at Deakin University. We will give you the ‘who, what, where, when, why and how’ of getting your research project off the ground. This overview of the process helps support students to engage with the planning and implementation of their data collection in informed and appropriate ways. We will help you understand the key ideas underpinning ethical research, as well as providing practical tips.
Introduction to Data Management
Liaison and Research Librarians
SUNDAY 10 FEBRUARY
Structure of the Literature Review
Dr Patrick West & Dr Andrew Skourdoumbis
In this workshop candidates will be taken through major aspects of a Literature Review including: The notion of mapping the field; The idea of finding a ‘gap’ in the literature; How a LR is directed at answering the major research question; How a LR is about setting up an argument focusing on what is important; highlighting important debates and disagreements about the problem under study and discussing the various theories or theory that informs the various views or major view taken and identifying what the silences are. The workshop will work with candidates to illustrate the nature of how a LR is about providing aspects of the theoretical framework setting up the particular view or explanation of the world or of individuals and how it works in order to produce knowledge about the problem under study. This workshop will be relevant to candidates in the Creative Arts as well as in Education, Humanities and Social Sciences.
Designing and Managing your Thesis
Prof Andrea Witcomb Don’t know how to manage the thesis writing?
This workshop will introduce you to an approach the will help you at the outset to structure your argument and work out what goes where. No longer will you feel lost, uncertain and or confused about how to approach this work.
Publishing and Authorship
A/Prof Andrea Gallant
This workshop addresses the questions you really want answered. Have you thought about: authorship, where should you publish and how to make that decision, how to publish from your thesis?
A part from addressing these questions and others that you might like to raise during the workshop there will be a writing exercise. This exercise will help prepare you extract elements from your thesis writing and turn this into a journal article.
The End of Creation: Research Questions, Introductions and Conclusions
Dr Patrick Pound
This very practical session has two parts.
First we will discuss what forms your individual final creative output might take. Then we will return to your research questions and how you might frame and conclude your research and identify your contribution to knowledge. We will look at how
the artefacts and your texts align.
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 - What is Creativity
Facilitator: Professor David McCooey
Whether or not you are writing a thesis in the creative arts, understanding creativity is central to undertaking a large project such as a PhD thesis. In this reading group we will consider the nature of creativity so as to reflect on how we write, and to reconceptualise the PhD thesis itself as a creative document. We will consider some or all of the following questions: what is the relationship between reading and writing? How is writing a dialogue? What is inspiration? What is the difference between ‘critical’ and ‘creative’ writing? What are creative constraints and how important are they? To what extent is writing rewriting? How does the iterative nature of creativity relate to writing a thesis? What is the relationship between creativity and materiality?
Rob Pope, ‘Rewriting the Critical-Creative Continuum: 10x…’, Creativity in Language and Literature: The State of the Art, eds Joan Swann, Rob Pope, & Ronald Carter, Palgrave Macmillan, London, 2011, pp. 250-64.
Group 2 - Gender and sexuality in writing for young people
Facilitators: Dr Paul Venzo, Dr Kristine Moruzi & Dr Sue Chen
Readers of child and young adult literature receive powerful messages around identity, especially when it comes to representations of gender and sexuality. As scholars and creative writers involved in this broad genre of writing, we are challenged to respond to questions such as:
- How are normative and non-normative gender identities represented in texts for young people?
- What is the history of LGBTI young adult literature, and where are we now?
- How do class, race and place intersect with representations of teen sexuality, gender diversity and desire?
- Who is heard, and who is silenced or erased in such texts?
- How might queer theory inform this discussion, and how might it be applied child and young adult literature?
- The reading for this group is:
Kokkola, Lydia 2013, "Queer Carnalities" in Fictions of Adolescent Carnality: Sexy Sinners and Delinquent Deviants, Amsterdam, John Benjamins Publishing, pp.95-135.
Group 3 - Playing the field: Exploring the benefits of Bourdieu to media/communication researchers
Facilitators: Dr Kristy Hess & Dr Lisa Waller
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 er
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.
Group 4 - The Aesthetics and Politics of Attachment
Facilitator: Dr Ann Vickery
The reading group will consider critical frameworks for navigating the rhetorical and material conditions for emotion and affect. Scholars like Sara Ahmed, Lauren Berlant, Eve Kosofskyregisters on small scales and in everyday interactions, but also to build strategies of representation, survival, and resilience. This reading group will be valuable to HDR students
undertaking feminist, queer, or decolonial studies. Readings will include excerpts from Sara Ahmed’s The Cultural Politics of Emotion and Eve Kosofsky Sedgwick’s Touching Feeling: Affect, Pedagogy, Performativity.
Group 5 - Stirring your interest, documenting practice, theories and histories of this thing called art therapy
Facilitator: Proessorf Tarquam McKenna
The focus of this reading group will be art therapy in Australia, exploring the themes of aesthetics and postcolonialism. We will look at the unfolding relationships educators in Australia have towards art therapy and this session, using the book, Art therapy in Australia, taking a postcolonial, aesthetic turn will be a “…selective window, shaped by our partial and subjective viewpoints of what has become a diverse and changing field….aims to embrace an ethics of difference that we consider central to the practice of art therapy in contemporary Australia. It weaves together various threads from art and aesthetics, historical legacies, Indigenous perspectives, place and context ”(2018, p.8).
Gilroy, A.;Linnell, S.; Westwood, J. and McKenna, T., eds. 2018. Art therapy in Australia, taking a postcolonial, aesthetic turn. Leiden Boston: BRILL SENSE. (Forthcoming)
Group 6 - Group Agency, Wrongdoing and Moral Responsibility
Facilitator: Dr Sean Bowden
Description: What could it mean for a group to be morally responsible for some harm and the appropriate target for blame, as opposed to the individuals making up that group? Could a group be considered a moral agent with intentions, beliefs and a capacity for moral address? Can groups, as opposed to individuals, be punished for the harms they produce? We will propose and critically discuss some potential answers to these questions.
Deborah Perron Tollefsen, ‘The Moral Responsibility of Groups,’ in Groups as Agents (Malden MA: Polity Press, 2015), 113-136.
Group 7 - The politics of resilience in the Anthropocene
Facilitator: Dr Peter Ferguson
Over the last decade, the concepts of the “Anthropocene” and “resilience” have emerged as the principal ways to understand current global geophysical dynamics and the most efficacious means for humanity to deal with the unpredictability and uncontrollability of the Earth system, respectively. This reading group explores the various ways the resilience has been articulated and politicised in the Anthropocene epoch and the implications this has for research in the humanities and social sciences.
Group 8 - The nexus of racism, anthropocentrism and speciesism as subordination/oppression logics
Facilitator: Dr Yamini Narayanan
The intersections between racism and speciesism, or human discrimination and violence against nonhuman animals for being not-human, or against particular species of nonhuman animals, has been substantially under-theorised and under-researched in studies of racism, sectarianism, and even fascism. Racism, the classification and subsequent hierarchisation of humans on
constructed differences, in fact finds its roots in botany and zoology, the classification of plants and nonhuman animals (and subsequently humans). As such, the study of speciesism thus is not peripheral to the study of race politics, but central to it. Understanding how speciesism or violence against animals operates, also gives us greater depth of understanding about how
racism and a spectrum of other discriminatory intra-human politics operates. The reading ‘Placing Angola’ positions ‘racialisation and anthropocentrism as intertwined logics of subordination’, and to the rich literature on taking a decolonial approach to justice, it adds and expands on taking a de-anthropocentric approach to justice.
Kathryn Gillespie, 'Placing Angola: Racialisation, Anthropocentrism and Settler Colonialism at the Louisiana State Penitentiary's Angola Rodeo' (Antipode: A Radical Journal of Geography, 2018), 1 - 23.
Group 9 - Theorising schooling in relation to social justice (using Nancy Fraser).
Facilitators: Professor Amanda Keddie
The reading group will focus on aspects of schooling and social justice with particular reference
to some of the work of Nancy Fraser. Issues connected to the problems of identity politics and
their ramifications will be considered as well as broader ideas of systemic justice.
Amanda Keddie, 'Schooling and social justice through the lenses of Nancy Fraser', (Critical Studies in Education Vol 53 No.3, October 2012), 263 - 279
Group 10 - Case study research in education
Facilitator: Dr Trace Ollis & Dr Cheryl Ryan
In this reading group we explore the use of case study methodology and methods in education research, drawing on the work of Merriam (2009). We 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 returning to study
after not having completed secondary school.
T Ollis, K Starr, C Ryan, J Angwin & U Harrison 'Second Chance Learning in Neighbourhood Houses' (Australian Journal of Adult Learning, Vol 57, No. 1, April 2017) 14 - 35
Maria K.E. Lahman, Veronica M. Richard & Eric D. Teman 'ish:How to Write Poemish (Research) Poetry (SAGE Qualitative Inquiry, 2018) 1 - 13
Sharan B. Merriam, 'A Guide to Design and Implementation' (ProQuest EBook Central, 2009), Chapter 3 'Qualitative Case Study Research, 39 - 54
Group 11 - Education in neo-liberal times
Facilitator: A/Prof Andrea Gallant & Dr Amanda Mooney
This reading group will focus on the concept of discourse and how it actively seeks to position, in this case, education, teachers, students and parents. The discussion will revolve around the power of discourse to empower and disempower and how we can become more attuned to this when listening to others and reading articles. After reading the paper we will ask you: how were you positioned and how were others being positioned?
Call for Expressions of Interest in Presenting: Presentations for 2019 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.
Presenters will have 30 minutes - 20 minutes for presentation and 10 minutes for questions.
Submissions should take the form of a 250 word abstract and must be emailed to email@example.com 23 November 2018.
Writing Workshop - 10 February 2019
This workshop is for early phase candidates. It will focus on finding and developing your research question, rationale, conceptual and/or theoretical framework and research methodology. We’ll discuss the literature review, and how to begin to write one, and guide you through the process of mapping your research.
For this workshop we ask that you bring along a small section of your writing (approximately 500-600 words). Preferably, this would be from your draft colloquium document, but if you don’thave that available, another piece of your writing will be fine.
Interested participants should register as part of the summer school online registration. Further information will be sent to those attending. NB additional accommodation costs to attend this will only be approved for regional and remote students.
Senior HDR Advisor
Faculty of Arts and Education
Locked Bag 20000
Geelong VIC 3220
Reimbursements will be processed as soon as possible after summer school. Reimbursement requests must be lodged on the Fraedom (University finance) system by 31 March 2019. 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 firstname.lastname@example.org