From Conflict Resolution to Transformative Peacebuilding: Reflections from Croatia

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Visual Culture in the Classroom

The visual aspect of classroom culture is becoming more important because students now have much greater access to the means of producing, viewing and manipulating images. Using a framework adapted from Foucault and taking a myth-making position, this paper puts forward six propositions as means of xplaining how images in the classroom might be read. Theory relating to this emerging literacy is further explained through reference to three dominant lassroom narratives. It is argued that the interesting elements of an image are often those that link the classroom metanarratives to wider, hegemonic concerns. Interesting research directions are proposed throughout the paper

Alfred Hill’s viola concerto: analysis, compositional style and performance aesthetic

This thesis investigates Alfred Hill’s Concerto for Viola of 1940, showing through indepth analysis, performance and contextual understanding that this work presents a valuable contribution to both Australian music history and the wider viola concerti literature. This study has been undertaken to address some misconceptions regarding Hill and his musical output, a composer undermined posthumously because of a lack of musical and contextual understanding. This investigation has focused on Hill’s highly virtuosic viola concerto, a work evoking the great nineteenth-century concerti, a genre from which the viola was all but excluded. The thesis begins by placing this study within the relevant scholarship. Chapter two considers the effect of Hill’s Leipzig training and subsequent social contributions. Chapter three provides a brief overview of the concerto and Romantic musical ideas, followed by musical analyses in chapters four through six. Chapter seven presents some ideas regarding appropriate cadenza material and the final chapter contains a discussion and conclusions

Moving Beyond a Strange Spectatorship: Stories of Nonhuman Road Trauma in Australia

What can nonhuman road trauma, more commonly referred to as ‘roadkill’, teach us about ecological crises and human culpability? Incidents of nonhuman road trauma could be described as strange encounters, revealing the shared trauma of the nonhumans and humans involved while simultaneously highlighting the supposed inevitability of such events. I argue that the choice to check the rearview mirror – to exhibit attentiveness and care in self-reflection – is an act of radical correspondence with the more-than-human. Such correspondence functions as a kind of non-spoken letter to both nonhumans and other human drivers; a letter calling for acts of care and attentiveness that acknowledge the nonhuman experience, mourn losses, and possibly instigate radical change when it comes to how nonhuman road trauma is thought about now and hopefully avoided in future. In her work on the ‘Anthropocene noir’, Deborah Bird Rose speaks of ‘the Anthropocene parallel’ in which humans are spectators of the suffering of nonhumans, and also spectators of a suffering that is our own. Written as both an essay and a personal log of my own experiences with nonhuman road trauma, this work draws on Rose’s idea in an attempt to reconcile the concept of what I term a ‘strange spectatorship’, in which humans observe, are implicated in, and turn away from the phenomenon of nonhuman road trauma and what such trauma reveals about human-nonhuman relations, particularly for settler-colonial Australians. Reflecting on anecdotal experiences as well as the representation of roadkill in Australian literature, I explore the strangeness perceived in how settler-colonial Australians are both actors and spectators in nonhuman road trauma. I grapple with the idea of such trauma as a means of better understanding the settler-colonial impact on Australian natural environments, and the consequences for both humans and nonhumans if we do not better address the ethical and ecological consequences of our modern road infrastructure

Pedagogical Challenges for the World Wide Web

The World Wide Web (Web) is the latest in a long line of technological tools which can be used in teaching and learning at universities. Current interest regarding its use coincides with increased use of different methods of teaching and learning at universities and with increasing use of the Web to deliver courses to internal and external students