Indigenous voices in climate change adaptation

AbstractThis project investigated how the deep knowledge of the Yorta Yorta people can be used to strengthen their participation and influence in the complex national and regional processes that determine how their traditional lands, which are in the highly-contested Murray-Darling Basin, are managed, leading to improved adaptation decisions both for the Yorta Yorta and the wider community.Through discussions with the Yorta Yorta over several years, the approach developed for the project was the creation of a Geographical Information System (GIS) mapping framework containing both Yorta Yorta knowledge and more conventional knowledge. GIS allows for mapping and layering of different types of data, allowing the Yorta Yorta to access and present their knowledge in ways that relate to Western decision-making processes. To do this, the project had four components:1. Development and testing of protocols and methodology for the collection and protection of Yorta Yorta knowledge. This was carried out through an intergenerational process, whereby Yorta Yorta youth were trained in cultural data collection techniques, and they interviewed Elders to capture the knowledge.2. Building of a GIS framework to integrate both the Yorta Yorta knowledge and more conventional data about the climate, hydrology and biodiversity of the Yorta Yorta area. For the first time this pulled together all of the conventional information normally used as a basis for natural resource management decisions. In addition, because the GIS database has been created and is owned by the Yorta Yorta means that they have something of value to bring to the discussions, so that they are able to participate in those discussions on equal terms.3. Exploration of the views of the broader community in the region regarding management of the region and adaptation alternatives through a stakeholder consultation process. The consultation identified the potential for greater use of science as a neutral arbiter in issues such as management of the Murray-Darling Basin, but even more important is the need for genuine, deep, open-minded dialogue with the community at all stages of decision-making, particularly at an early stage before proposals are put forward and views become entrenched.4. Identification of broader lessons for improving adaptation of First Nations communities in Australia from the experience of the Yorta Yorta and other communities around the country, through a national workshop. The key conclusion of the workshop was the urgent need to empower First Nation communities to make their own assessments and decisions on the best ways for them to respond to climate change.The project raised community awareness and knowledge and energised the Yorta Yorta youth to take an interest in their history and culture, and in the climate challenges facing their community. Overall the project has been a successful pilot demonstration of the utility of a GIS database to integrate Indigenous and conventional knowledge for better natural resource management outcomes and the project has increased the knowledge and capacity of the Yorta Yorta to engage in effective natural resource management and decision-making.Please cite this report as:Griggs, D, Lynch, A, Joachim, L, Zhu, X, Adler, C, Bischoff-Mattson, Z, Wang, P, Kestin, T 2013  Indigenous voices in climate change adaptation: Addressing the challenges of diverse knowledge systems in the Barmah-Millewa, National Climate Change Adaptation Research Facility, Gold Coast, pp.71AbstractThis project investigated how the deep knowledge of the Yorta Yorta people can be used to strengthen their participation and influence in the complex national and regional processes that determine how their traditional lands, which are in the highly-contested Murray-Darling Basin, are managed, leading to improved adaptation decisions both for the Yorta Yorta and the wider community.Through discussions with the Yorta Yorta over several years, the approach developed for the project was the creation of a Geographical Information System (GIS) mapping framework containing both Yorta Yorta knowledge and more conventional knowledge. GIS allows for mapping and layering of different types of data, allowing the Yorta Yorta to access and present their knowledge in ways that relate to Western decision-making processes. To do this, the project had four components:Development and testing of protocols and methodology for the collection and protection of Yorta Yorta knowledge. This was carried out through an intergenerational process, whereby Yorta Yorta youth were trained in cultural data collection techniques, and they interviewed Elders to capture the knowledge.Building of a GIS framework to integrate both the Yorta Yorta knowledge and more conventional data about the climate, hydrology and biodiversity of the Yorta Yorta area. For the first time this pulled together all of the conventional information normally used as a basis for natural resource management decisions. In addition, because the GIS database has been created and is owned by the Yorta Yorta means that they have something of value to bring to the discussions, so that they are able to participate in those discussions on equal terms.Exploration of the views of the broader community in the region regarding management of the region and adaptation alternatives through a stakeholder consultation process. The consultation identified the potential for greater use of science as a neutral arbiter in issues such as management of the Murray-Darling Basin, but even more important is the need for genuine, deep, open-minded dialogue with the community at all stages of decision-making, particularly at an early stage before proposals are put forward and views become entrenched.Identification of broader lessons for improving adaptation of First Nations communities in Australia from the experience of the Yorta Yorta and other communities around the country, through a national workshop. The key conclusion of the workshop was the urgent need to empower First Nation communities to make their own assessments and decisions on the best ways for them to respond to climate change.The project raised community awareness and knowledge and energised the Yorta Yorta youth to take an interest in their history and culture, and in the climate challenges facing their community. Overall the project has been a successful pilot demonstration of the utility of a GIS database to integrate Indigenous and conventional knowledge for better natural resource management outcomes and the project has increased the knowledge and capacity of the Yorta Yorta to engage in effective natural resource management and decision-making

Dialogue and the machine: an interactional perspective on computer dialogue models, mediation and artifacts

The topic of this thesis is the notion of dialogue and how machines have not only influenced the development of our understanding of this fundamental human social activity but also the possibilities for engaging in mediated dialogue. In particular, the concern is with its adoption and distortion from a computational point of view. An interactional perspective is developed that provides insight into the problems and limitations of computer dialogue models, motivates the investigation of the achievement of dialogue mediated 'through' machines, and informs the conception and design of computer systems (or artifacts) that support the metaphor of dialogue 'with' machines. To motivate a reconstruction of the notion of dialogue and a different understanding of the status of machines in terms of action, a critical analysis of computer models of dialogue, concerning theory, data and implementation, is given. In general, computer models lack a consideration of interaction as a constitutive domain, assume the interchange model of dialogue, promote a sanitised view of data, and are a poor foundation for the design of machines that are to engage in dialogue-like behaviour with a user. An alternative interactional perspective is derived from hermeneutics and ethnomethodology in which it is argued that the machine is an intelligible - not intelligent - artifact, and communicative activity is circumstantial, situated and interactively constituted. Instead of reifying dialogue as the repeated exchange of discrete messages between isolated cognitive processors (the interchange model), dialogue is understood here to be the collection of practices in which parties are mutually engaged in coordinating communicative actions and achieving shared understanding out of the materials at hand. The empirical methodology of the thesis comes from conversation analysis and forms the basis for the investigation of the achievement of dialogue 'through' machines. A detailed audio-visual study of a particular computer-mediated communication modality is presented. Parties engaged in cooperatively constructing mutual orientation in dialogue (in a virtual dialogue space) were recorded and features of their conduct were rendered for analysis with the aid of a notation system specially developed for this study. The findings are that the computer-mediated dialogue activity is a skilled, interactive accomplishment in which dialogic presence, monitoring and participation are contingently created and maintained. An emergent transformation of the dialogue activity demonstrates the situated work of constructing participation, a process that is shaped by the dynamics of that activity. A brief study of copresent collaboration documents two further features: the embodiment of actions and their complementarity. The consequences of the interactional perspective and the empirical study for computer models and dialogue 'with' machines are discussed. Suggestions are also made about an alternative use of computer modelling for dialogue 'between' machines, and about the future of dialogue mediation and artifacts

On the Development of Adaptive and User-Centred Interactive Multimodal Interfaces

Multimodal systems have attained increased attention in recent years, which has made possible important improvements in the technologies for recognition, processing, and generation of multimodal information. However, there are still many issues related to multimodality which are not clear, for example, the principles that make it possible to resemble human-human multimodal communication. This chapter focuses on some of the most important challenges that researchers have recently envisioned for future multimodal interfaces. It also describes current efforts to develop intelligent, adaptive, proactive, portable and affective multimodal interfaces

Drama with a Capital D: Text and Context in the Documentation of Curriculum

Drama in practice is a creative process which makes meaning by the application to the human condition of aesthetic understanding, but drama in schooling is part of a system which makes meaning through a division of human understanding into subjects and courses. The discourse of drama education suggests that drama is a transformational process of personal development and social intervention. When schools offer to their students a subject called Drama, however, questions inevitably arise about the way in which the subject is validated. Is it a teaching and learning strategy, a means of intervention in dysfunctional situations, or a public relations exercise for the school? Which is more important, a polished performance or the spontaneous expression of students’ ideas, feelings and understandings? Is Drama undertaken primarily as recreation, or for the more “bankable” skills and strategies which can be gained from participating in it? Are such skills to be generically appreciated or vocationally targeted? It is a premise of the study that the school subject is both represented and shaped by the documents which set out the requirements for teaching and learning: the syllabus and its attendant texts. The Western Australian senior secondary school syllabus in Drama has been subjected to a process of deconstruction which considers information from the linguistic structure of the text, from the sociocultural contexts of theatre and schooling and from the situational contexts of curriculum development and teaching. This information has been used to recover meanings inherent in the document which can be used to define the domain being represented there. Thus the research consists in an analysis of the text itself, as the medium through which meaning is communicated, a review of the contexts which are represented in the document, and the identification of ways in which the school subject of Drama is validated

Radio, the Resilient Medium Papers from the Third Conference of the ECREA Radio Research Section

Radio is a resilient medium. It has evolved considerably over its hundred-year history and we have every reason to believe that evolution will continue. This book is a peer- reviewed collection of papers from the third conference of the Radio Research Section of the European Research and Education Association (ECREA), held at the London Campus of the University of Sunderland in September 2013. It represents some of the best research presented at the conference, but every chapter has been revised and edited prior to publication. The book, like the conference, is an initiative of the Centre for Research in Media and Cultural Studies (CRMCS), which is based in Sunderland. Published by the Centre for Research in Media and Cultural Studies, University of Sunderland, Sunderland, United Kingdom SR1 3SD

Lenses from the margins: young schooling mothers' experiences in two high schools in Gauteng

A research report submitted to the School of Education, Faculty of Humanities in partial fulfillment of the requirements for the degree of Master of Education September 2014Listening to the voices of learners, also referred to as ‘student voice’, ‘pupil voice’ or ‘insider perspective’, is an aspect of inclusive education research that views learners as experts on their own lives, and provides insight into school subcultures that are relatively inaccessible to adults. This study listened to the voices of eleven young schooling mothers to find out the factors that help or hinder their successful completion of high school. A participatory methodology was used to listen to learners’ voices. The study’s model of inclusive research involved using a participatory approach in which the young schooling mothers assumed the role of co-researchers. The multiple data collection methods employed recognise the values of community, respect for diversity and belonging also enabled inclusive engagement by building on the participants' strengths and encouraged meaningful participation. I collected data using cellphone messaging, learners’ journals, interviews, focus group discussions and video interviews. The multiple opportunities provided to the learners to speak about their school experiences highlighted the efficacy of the methods and revealed the learners’ preferences. Data was analysed using phenomenography, an approach that identified the qualitatively different ways in which the experiences of the young schooling mothers could be understood. The study found that learner-managed methods (cell phone messaging, journaling and learners’ video interviews) provided unique and authentic perspectives into the young mothers’ private lives. The learners stated that they felt included in school by being involved in the research and by voicing their experiences of school as young schooling mothers. The young schooling mothers experienced school and schooling as rapidly changing experiences of inclusion, exclusion and marginalisation. The learners identified situations when they could be treated as both the same as, and different from other learners. Recommendations to ensure the learners successful completion of high school include a differentiated recognition of difference approach and a review of policy based on a non-judgmental construction of young motherhood

The Case of Inter-Expert Creative Collaboration in Science Gallery Dublin: A Discourse Analytical Approach

The phenomenon of creativity has been a focus of enquiry by psychologists for many years. Compared with individual creativity, much less is known about creativity in collaborative contexts (Glăveanu, 2010; Sawyer, 2010). Taking a sociocultural view of creativity, this study contributes to an emerging strand of research that focusses centrally on how creativity unfolds in the performance of creative collaboration. The research design followed an inductive path conducive to theory building and employed a single case study method (Yin, 2009). Science Gallery Dublin, part of Trinity College Dublin (TCD), is presented as a special place for creative collaboration. In response to calls for further detail about how ideas emerge in group contexts (Glăveanu, 2017; Hargadon and Beckhy, 2006; Harvey and Chia-Yu, 2013; Harvey, 2014; Kurtzberg and Amabile, 2010), this study contributes to the literature in a number of ways. It describes a kind of talk - Idea Talk - that is presented as characteristic of and instrumental in the collaborative development of ideas and solutions. It presents a ‘Creative Convergence framework’ as a model that seeks to explain how ideas emerge through interdisciplinary dialogue. Findings of the study also challenge an established doctrine of creative collaboration and brainstorming which holds that equality of participation is desirable. The implications for practice include an enhanced understanding of the organisational and contextual features that can positively contribute to creative collaborations. The Idea Talk and Creative Convergence contributions, combined with further observations relating to the hosting and facilitation of groups, provide leaders and participants with new insights into how creativity emerges in groups

Out of sight: using animation to document perceptual brain states

It is acknowledged that the genre of animated documentary is particularly suited to depicting the subjective point of view (Wells, 1997, Honess Roe, 2013). It has also been suggested that animated documentary may have a tendency toward collaborative working methods (Ward, 2005: 94). This PhD work explores and expands these suggestions and presents the development of a methodology adapted from what has been termed collaborative ethnography (Lassiter, 2005) when using animation to document perceptual brain states. The claim to originality in this thesis lies in the methodological approach taken through the documenting of idiopathic perceptual brain states, previously unrepresented in animation. It involves a shifting of the roles of subject and director to collaborative consultant and facilitator respectively, and differentiates between the recording of an animated document and the creation of an animated documentary . It rejects the sound reliant template of the 'animated interview' (Strøm, 2005: 15) as the dominant model of creating animated documents, which assumes both that the indexical is crucial to documenting, and that this can only be achieved in animation through the use of indexical sound. It agrees with Tom Gunning s argument that Charles Sanders Pierce's original idea of the index as part of an interconnected triad of signs (index, symbol and icon) has been abstracted from its richer signifying context and extracted a simplified version of what Pierce intended it to mean (a trace or impression left by an object) to become a 'diminished concept' (2007:30-1), essentially a short hand coda in this instance for document . The practice in this work challenges this by presenting an alternative; using a collaborative cycle methodology

Engaging the 'Xbox generation of learners' in Higher Education

The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector. Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event. In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments. University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning