Description:
With the focus of much of contemporary continental philosophy being the escaping of the conditions and constrictions of an ontotheologic metaphysics (to use an expression favoured by Martin Heidegger), its resultant instantiations have tended to comprise the common project of producing some sort of thinking of a ‘post-’. It is with the possibilities of this ‘post-’—possibilities which I suggest are delineated as ethical (at least by virtue of their shared instigation)—that this paper is concerned. So we have, for instance, picking a few of the instantiations associated with such possibilities, Jean-François Lyotard’s proposed replacement of metaphysical delimitation and homogeneity through the theorizing of the excess and incommensurability of that heterogeneity opened by his thinking of agonistics, the differend and justice. Secondly, we have the Deleuzean projection of a thinking which functions otherwise than—therefore escaping from—the delimitative processes and systems seen as making up the metaphysical thinking of the State.
Description:
With the focus of much of contemporary continental philosophy being the escaping of the conditions and constrictions of an ontotheologic metaphysics (to use an expression favoured by Martin Heidegger), its resultant instantiations have tended to comprise the common project of producing some sort of thinking of a ‘post-’. It is with the possibilities of this ‘post-’—possibilities which I suggest are delineated as ethical (at least by virtue of their shared instigation)—that this paper is concerned. So we have, for instance, picking a few of the instantiations associated with such possibilities, Jean-François Lyotard’s proposed replacement of metaphysical delimitation and homogeneity through the theorizing of the excess and incommensurability of that heterogeneity opened by his thinking of agonistics, the differend and justice. Secondly, we have the Deleuzean projection of a thinking which functions otherwise than—therefore escaping from—the delimitative processes and systems seen as making up the metaphysical thinking of the State.
Description:
This paper examines the careers of two Australian writers who left Sydney for London at the end of the nineteenth century to explore questions of cultural, as well as literary, identity and affiliation. Louise Mack, as a poet, novelist, writer of romances, journalist and war correspondent, combined a fluid sense of national identity with a flexibility in writing across genres and readerships that makes her hard to categorise. Arthur Maquarie’s career as an Australian poet aspiring to fit into an essentially ‘English’ cultural niche provides a model of Anglo-Australianness that appears to fit a conservative model, called somewhat imprecisely from an Australian perspective, expatration - but which nonetheless retains layers of identity and experience which made complete assimilation virtually impossible. At a time when there was no clear or inevitable choice between being British or Australian, it is apparent that these writers never fully renounced (indeed, could not completely lose) either their British heritage or their colonial identity, whether working in commercial or literary milieux. Living and working in London, they were not simply expatriates or exiles, but carriers of complex and often shifting roles and identities that insisted on hybridity. Despite this theoretical hybridity being inevitable to some extent, it is still possible to distinguish between them. The colonial transnational writer’s position is differently inflected from the expatriate’s, as it entails the carrying of several layers of identity without an ideologically driven impulse to assert, renounce or choose between them. By comparison with Maquarie, Louise Mack appears to be far less troubled by notions of cultural identity, whether political or more broadly literary. Her greater mobility between genres, and her lack of any fixed status or position in social or institutional settings of the kind that Maquarie adhered to, correspond to a greater flexibility in her cultural affiliations, and produced a more fluid form of ‘colonial transnational’ identity.
Description:
This paper examines the careers of two Australian writers who left Sydney for London at the end of the nineteenth century to explore questions of cultural, as well as literary, identity and affiliation. Louise Mack, as a poet, novelist, writer of romances, journalist and war correspondent, combined a fluid sense of national identity with a flexibility in writing across genres and readerships that makes her hard to categorise. Arthur Maquarie’s career as an Australian poet aspiring to fit into an essentially ‘English’ cultural niche provides a model of Anglo-Australianness that appears to fit a conservative model, called somewhat imprecisely from an Australian perspective, expatration - but which nonetheless retains layers of identity and experience which made complete assimilation virtually impossible. At a time when there was no clear or inevitable choice between being British or Australian, it is apparent that these writers never fully renounced (indeed, could not completely lose) either their British heritage or their colonial identity, whether working in commercial or literary milieux. Living and working in London, they were not simply expatriates or exiles, but carriers of complex and often shifting roles and identities that insisted on hybridity. Despite this theoretical hybridity being inevitable to some extent, it is still possible to distinguish between them. The colonial transnational writer’s position is differently inflected from the expatriate’s, as it entails the carrying of several layers of identity without an ideologically driven impulse to assert, renounce or choose between them. By comparison with Maquarie, Louise Mack appears to be far less troubled by notions of cultural identity, whether political or more broadly literary. Her greater mobility between genres, and her lack of any fixed status or position in social or institutional settings of the kind that Maquarie adhered to, correspond to a greater flexibility in her cultural affiliations, and produced a more fluid form of ‘colonial transnational’ identity.
Description:
THEME: Engaging students in STEM education BACKGROUND AND AIMS In recent years, many schools have developed Makerspaces as a means of fostering students’ STEM-related knowledge and skills. Typically, activities in these spaces involve students in practical work designing and creating artefacts, models and mock ups responding to problems, needs and opportunities, often working collaboratively using a range of materials, tools and equipment. Much literature associates these activities with developing STEM discipline conceptual knowledge and a variety of so-called ‘21St Century’ competencies such as problem solving, critical and creative thinking, teamwork, communication and other social skills.
Description:
Science experts across the globe are requesting educators to teach science in authentic and inquiry-driven ways to prepare graduates to be scientifically literate citizens. Shifting from traditional teacher-centred approaches to models of authentic learning requires new and innovative resources. In an inquiry-driven human physiology curriculum an etextbook, 'How to Do Science: a guide to researching human physiology', was developed as an alternative to a traditional textbook and is an example of how professionally designed electronic textbooks can support new approaches to learning. While the advantages of OER have been documented internationally, there is little empirical evidence to indicate benefits of open etextbooks for students in Australia. This study found a majority of students prefer etextbooks compared to hardcopy textbooks, most often due to accessibility, ease of use and convenience. Regarding How to Do Science specifically, a majority of students rated accessibility, attractiveness, ease of navigation, and the quality of the content as high or very high. Students reported that the etextbook contributed most to their learning through assisting in completion of authentic scientific assessment tasks. The etextbook was designed for local use, however, the release as an OER has meant wider dissemination with more impact. We encourage educators to incorporate OERs into their practice. [Author abstract]