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.

9-11 February 2018

Deakin University Geelong Waterfront Campus

Writing Workshop
7-8 February 2018

About Summer School

About Summer School 2018

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 host Research Group sessions on Friday afternoon.  The structure and content will be specifically tailored according to schools and disciplines. Please ensure you enrol in these as part of the registration process. 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)

Communication and Creative Arts students are encouraged to register 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' during the lunch breaks if anyone is interested.

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

Program Information

Keynote speakers

Keynote speakers

Friday 9 February

Dr Dennis Glover

Dennis Glover is an Australian writer and novelist. The son of factory workers, Dennis grew up in the working class Melbourne suburb of Doveton before studying at Monash University and King’s College Cambridge where he was awarded a PhD in history. He has worked for two decades as an academic, newspaper columnist, policy adviser and speechwriter to Australia’s most senior political, business and community leaders. An often outspoken political commentator, his books include An Economy is not a Society, The Art of Great Speeches and Orwell’s Australia. His debut novel The Last Man in Europe tells the dramatic story of how George Orwell wrote Nineteen Eighty-Four.


Dennis Glover’s talk will address his career outside of traditional academia. With a PhD from Cambridge, he has been a political adviser and speechwriter. He has written non-fiction books and journalism, and his latest book is an historical novel – about George Orwell writing 1984.
Bringing it all together, he will present something akin to a survival guide for those who don’t want to or don’t succeed in getting the shrinking number of academic appointments available, along with observations on how to live the intellectual life outside the academy. In short, it involves obtaining some important skills: how to write engagingly (ie not academic or managerial sludge), choosing what to write about, finding a profession that allows you to read and write and publish… and much much more.

Professor Katerina Teaiwa


Associate Professor Katerina Teaiwa's main area of research looks at the histories of British, Australian and New Zealand phosphate mining in the central Pacific. She focuses on the movement of Banaban rock and the complex power relations created by the mining, shipping, production and consumption of superphosphate and ensuing commodities. She also studies the ways in which indigenous Banabans make sense of this difficult history of double displacement in their new home of Rabi Island in Fiji. Her work is captured in Consuming Ocean Island: Stories of People and Phosphate from Banaba Indiana University Press (2015).

Katerina also writes on and has taught courses on popular culture and consumption, globalization, women's studies, contemporary Pacific dance, Pacific diasporas, visual ethnography, society and development, and theory and method for Pacific Studies. She is interested in the cultural, economic, environmental and political relations within and between island regions. She is currently a fellow with the Framing the Global project at the Center for the Study of Global Change at Indiana University and  from 2003-07 was a member of the Islands of Globalization project team based at the East-West Center and Center for Pacific Islands Studies in Honolulu which connected the Pacific and the Caribbean through popular, policy and pedagogy projects. She has also worked on cultural policy and cultural industries in the Pacific charting projects developed through the Human Development Programme of the Secretariat of the Pacific Community, and those shaped by UNESCO frameworks and conventions.

Creative Approaches to Research Engagement and Impact: lessons from Pacific Studies

Universities are increasingly giving more weight to research engagement and impact but what is that and how does one build it into humanities, arts and social sciences research design and approaches? Katerina Teaiwa discusses how she translated her interdisciplinary, multi-sited Pacific Studies research into dance, film and the visual arts and reflects on how this process engages indigenous Pacific, public and popular modes of knowledge production. She encourages early career scholars to take creative and transdisciplinary “risks” in their research.



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.



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.


Analysing Qualitative Data - A/Prof Andrea Gallant
Frustrated with articles/texts lack of transparency around analytical processes? Come along with your data and discover the multiple ways in which data can be analysed. This will be a practical workshop so bring your laptop

I’m doing a Practice led Research  PhD in creative Arts. But what should I actually be doing as a PhD in creative arts?- Dr Rose Woodcock
The first thing we confront in PLR is a distinction between ‘practice’ and ‘research’, and how these words mean different things in different contexts.

Scientists conduct research on (say) bioluminescent jellyfish through a series of often practical (messy, unpredictable and sometimes costly) experiments, in which ideas and models are tested, and where equipment, substances and materials are manipulated. This is called ‘scientific research’. We don’t call it ‘practice-based’ or ‘practice-led science’. It is core research and it drives how new knowledge comes into being.

In the Humanities, and particularly in the creative arts, ‘research’ has traditionally been understood as, and measured in terms of, written theoretical argument. Diagrams, graphs and animations serve to illustrate specific points and aid in the communication of abstract concepts in visual terms. The written word is persuasive. But what about the creative practice that drives and informs the theoretical aspects?

This panel seminar brings together for discussion some different perspectives on what a creative arts PhD entails, from those of us who have journeyed through this process (and survived).

Perspectives on HDR work in gender and sexuality studies
Because scholarly research in sex, gender and sexuality occurs across disciplinary boundaries and school lines, researching and working within gender and sexuality studies can often be a bit different to HDR work in other areas.

In this session we will discuss some of the things that make doing HDR work in sex, gender and sexuality unique, including some of the common challenges encountered in doing this work. We will also identify some useful strategies for meeting these challenges.

All interested students are invited, including students who are centrally focusing on sex, gender and sexuality as well as those who are not but who have an interest in gender and sexuality studies.

This session will provide a great opportunity, in a friendly atmosphere, to talk about your HDR experience and to meet other students and staff with similar interests. Come along to hear about plans for Deakin's Gender and Sexuality Studies Research Network in 2018 and to get more involved in a community of scholars.

The Art of Editing - Dr Kate Hall
Arguably the most important of all the stages of writing, editing is what gives your work an edge. A polished thesis says a great deal about the research it contains. This workshop offers hints and tips for incisive editing, with a particular focus on structure, word choices, grammar and syntax, identifying and avoiding repetition, reference checking and more. Discover the differences between proofreading and editing, and why these are such crucial elements in clear and coherent writing.

Exploring the multi-lingual condition: translanguaging as research methodology - Dr Ruth Arber and Dr Michiko WeinmannThe notion that mono-lingualism is the normative condition in Anglophone contexts such as that of Australia; and the concurrent mindset that multilingual capability is unusual, perhaps deficit, mediates the ways that languages and literacy research can be understood.  This workshop asks questions about the ways that literatures of language, culture and identity might be theorised in more nuanced ways to explore the multilingual context of the Australian classroom. In particular, we interrogate recent literatures of translanguaging   and their detailed reconsideration of the ways that the multidimensional language and cultural resources that identities bring to educational contexts might be more comprehensively acknowledged.   In doing so we discuss both the opportunities and the gaps that such innovative approaches in applied sociolinguistics and multilingual education provide to disrupt the limited ontological and institutional understandings of linguistic diversity that provide the shaping power for so much languages and literacy research


Interview Techniques - A/Prof Andrea Gallant & Dr Donna Frieze
This workshop will enhance your interview techniques for data collection. Using role-plays to demonstrate techniques; we’ll learn about smart preparation for the interview; different interview questions and techniques; using appropriate body language and learning how to read the body language of the interviewee; ethics and the art of listening. Please bring interview questions to the workshop that you will (or may) use for your interviews regarding your research.

Academic Career Trajectory (The Recruitments/Application Process) - Paul Compton & Dr Patrick West
This workshop will cover the things you need to know to apply for academic positions:

  • Standards of CV preparation and other supporting documentation required in different European scenarios, with DOs and DON’Ts for the different countries
  • Interview modalities and the differences across cultures
  • Looking at the position accorded to postgrad degrees and their holders in the general employment market (education, commerce, industry, other sectors), along with the proliferation of qualifications
  • Explanation of the academic landscape: Bologna process, types of institutions
  • The landscape for employment in the academy: career paths, legal and typical requirements, pay bands, expectations
  • How/where to find vacancies
  • Language requirements
  • The hiring process including timing

Preparing for Confirmation (Public and private presentation guidance) - Dr Amanda Mooney
In this workshop session, HDR Coordinators demystify the 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. Given that a public presentation is also required as part of the confirmation process, we discuss public speaking strategies through the lens of Prepare and Persuade!

Analysing the Structure of Argument - A/Prof 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 or laptop

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  The Quantified Self in the Age of Radical Transparency and The Datalogical Turn
Dr Toija Cinque
Location: D3.206
Australia’s technological climate is evolving and changes with the growth of personal and industrial data collection and sharing as well as increased self-tracking practices using wearable technologies such as fitness trackers. Considering that technological devices are embedded in childhood development and can be found in the social, educational and familial settings, a greater understanding of the interaction between networked technologies, social media and with wearable options would allow for early informed and appropriate decision-making. Algorithms and big data are today shaping our sociocultural and technical relations and our everyday experiences. Digital culture and communication are inevitably changing as media infrastructures, media practices and social environments become increasingly ‘datafied’ (Walker, 2014). Data interpellate us. Yet data are obscure and enigmatic. This session critically examines how these changes affect our cultural, social and emotional lives and the pressures and opportunities occasioned by reconfiguring social connection.

Group 2   Bridging the divide: cultural studies and political economy approaches to understanding media
Dr Kristy Hess
Location: D3.209
Scholars who examine the news media often consider the commercial nature of news or political influence as a threat to the independent role of the journalist. Such studies often borrow from political economy approaches to examine issues around media ownership and production restraints. However, political economy scholars have been accused of both a preoccupation with the formal properties of news organisations and neglect of the degree to which order is accomplished in everyday interaction and relations. The role and motivations of the audience and what they consider to be ‘news’ has traditionally been the domain of cultural studies, which ‘reminds political economy scholars that the substance of its work, the analysis of communication, is rooted in the needs, goals, conflicts, failures and accomplishments of ordinary people attempting to make sense of their lives’ (Fenton, 2006: 8). The tensions between political economy and cultural studies approaches to media studies has been described as a ‘notorious divide’ generated largely by the poststructuralist turn in cultural studies (Babe, 2010) - even a ‘polarised, antagonistic’ split (Robins and Webster, 1987). This reading group will discuss both approaches to the study of news and what Natalie Fenton contends is a 'mythical divide' between the two.

Group 3 What should we be looking at and thinking about, and what should we be doing in an age of uncertainty?
Dr Rose Woodcock

Let's consider the question: what should we thinking about, and what should we be doing/making in an age of uncertainty?’ The contribution of creative arts research to ‘real world’ problem solving is at the core of why creative arts research is important. We are not doing climate (or rocket) science. Yet how we craft our ideas, devise aesthetic strategies, and reflect upon the technologies and practices at our disposal can be crucial to critiquing and thinking through the topical issues of the era.

This reading group looks at creative art practice in the context of the Anthropocene. The reading ‘Images Do Not Show’ by Irmgard Emmelhainz explores and theorises a range of examples, drawing from cinema, fine art, SciFi, digital media, social media, tourism and philosophies of the visual. Emmelhainz unpicks visual narratives of the ‘apocalyptic fantasy’ she suggests we have generated in our attempts (conscious or otherwise) to imagine, and visualise, the Anthropocene. Emmelhainz’s concern about “the lack of imagination in our times” in an era of image proliferation is a provocative talking point to begin discussion!

Group 4 - Capital and the Anatomy of Crisis
Dr David Giles
: D2.212
The notion of “crisis” is an inescapable part of our contemporary vocabulary. Wherever we look, it seems our future hangs in the balance. But what is a crisis, and what do we need to know in order to navigate one? What possibilities and futures does it contain? There are many kinds of crisis, of course, and competing schools of thought, to make sense of them. In this workshop, we’ll explore these questions through the lens of one particular school of thought which accounts for the political, economic, cultural, and ecological dynamics of crisis: Marxist political economy. In particular, we’ll make a close reading of the work of David Harvey, one of Marx’s most astute modern interpreters, and explore its relevance to our contemporary landscape

Group 5 Human-environment Relations
Dr Gillian Tan
The reading by anthropologist Philippe Descola details Amazonian understandings of human-environment relations in comparison with ecology. He posits that “ecology” is embedded within the specific cosmology of a Nature/Culture dualism and that it is not necessary shared by other cultures. I recommend reading the editors’ introduction to appreciate the politics of what is at stake.

Group 6 - Scholars as gatekeepers: the research and construction of human rights (and other tragedies) in the academy
Dr Danielle Chubb

This group looks at some of the dilemmas and responsibilities around the study of human rights and other difficult, human-centred, subject matter. How do we study human rights (and other human tragedies) in the academy and what is our role as scholar, expert and researcher? What kinds of barriers do we construct to talk about human rights in a scientific manner, and does it matter? Given that true objectivity is impossible, to what extent to human rights scholars become a node in the networks we study? We consider Charli Carpenter’s reflections on her own research into ‘children born of war’ and explore the ways in which scholars contribute to a certain construction of human rights knowledge and language.

Group 7 Reflection: The Good the Bad and the Ugly
A/Prof Andrea Gallant, Dr Amanda Mooney
Location: D2.106
Data collection methods, researcher reflexivity and reflective analysis are common considerations for qualitative researchers, yet in our efforts to engage with these terms, and make sense of them with regards to our own research, we often overlook the potential implications these can have for those we work with – our participants.  In this reading group, we problematize the concepts of reflection and reflexivity as data collection and analytical practices and consider their application in Educational research

Group 8  - Theorizing schooling in relation to social justice (using Nancy Fraser)
Prof 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..

Group 9 - Working with diverse paradigms and traditions
Prof Catherine Beavis
Different research traditions prioritise sometimes conflicting principles and paradigms. How
might diverse traditions and perspectives be brought together in interdisciplinary research?
Taking the example of literacy, learning and digital games, this session takes two instances: one,
where literacy and games studies traditions were brought together in the development of a
model bridging both; and the other, where differing approaches to digital literacy and games
based learning were outlined.

Group 10 - Case study research in education: using data and poetry as text
Dr Tracey Ollis and Dr Chery Ryan
Location: tba

In this workshop we explore the use of case study methodology and methods in education research, drawing on the work of Merriam (1998). We show some examples of how in-depth case studies are constructed from data, and how data can be used (as text) to produce a case study in the form of poetry.  The poems (as case studies) speak of adult learners’ experiences of education.
This session will be interactive with participants engaging with research data to build a case study/poem

Group 11 - If none of these are relevant and you would like to attend an information session on NVivo, choose this option. Please note It is not hands on.
Ms Sue Bullen
Location: D3.210



Call for Expressions of Interest in Presenting: Presentations for 2018 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.

Writing Workshop

Writing Workshop (7 & 8 February 2018)

This will be available for three different cohorts:

Early phase - preparing the confirmation document - Dr Donna Frieze & Dr Kate Hall (D2.205)

Mid to late phase - publishing, numbers for this are very limited and follow up will continue for 12 weeks post Summer School - Dr Thomas Apperly  (D2.104)

Late phase - exegesis/thesis writing - Dr Cassandra Atherton and A/Prof Geoff Boucher (D2.204)

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.  NB additional accommodation costs to attend this will only be approved for regional and remote students.

Additional Workshops

Additional Training for Regional and Remote Students

Sunday 11 February 2:00pm -6:00pm NVivo Intensive
This will be a hands on intensive for interstate and/or overseas students only. Students who undertake this workshop will be eligible for a one hour one on one session via Skype or suitable alternative within the next 6 months following Summer School.  Places are strictly limited

Monday 12 February 9:00am - 2:00pm Word Masterclass
This will be a hands on intensive for interstate and/or overseas students only. This workshop is specifically designed for HDR students. Places are strictly limited



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 be processed as soon as possible after summer school. Reimbursement requests must be lodged on the Fraedom (University finance) system by 31 March 2018. 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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