NiTRO + Creative Matters

Perspectives on creative arts in higher education

Edition 37, 2021 – Collaboration and authorship

Collaboration and authorship
By Alejandra Canales and Susan Danta — It is truly an honour and privilege to collaborate with NiTRO to co-edit an edition on the topic of Collaboration and Authorship. The ideas for this topic grow out of a lecture series within the capstone subject in the Master of Arts: Screen at Australian Film Television and Radio School (AFTRS).
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Ethics through practice-led lessons
By Associate Professor Sue Joseph — My first experience of a university ethics committee was as a candidate in the latter days of my doctorate, investigating voicelessness and the media. I was a new academic, teaching into the journalism school.
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Unravelling the ‘Double Bind’ of Women Artists through the Student-as-Partners Approach
By Associate Professor Beata Batorowicz and Dr Linda Clark — Women-artists often encounter a “double-bind” which involves an irreconcilable social demand of being “too much or not enough” within their personal lives and professional careers (Catalyst 2007; Williams 2018). The pressures of juggling family responsibilities and career are further exacerbated by making this undertaking appear effortless, with this overall set up leading to never being “good enough.”
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Changing film culture: ‘After the Facts’ and the educator’s effect
By Dr Karen Pearlman — Film industries have poor records of treatment, opportunities, and recognition of women (see Loist & Verhoeven 2019). The Screen Australia media release on Gender Matters of 15/10/2020 states that “we aren’t seeing enough meaningful change in the sector”. It calls for “cultural change” to address the gender equity issues in the screen industries.
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Diversity on and off screen in Australian film schools
By Dr Kath Dooley, Associate Professor Marsha Berry, Margaret McHugh, Professor Craig Batty and Professor James Verdon — In recent years, cultural movements such as #metoo and #OscarsSoWhite have drawn attention to low levels of diversity on screen and behind the camera in the global screen industries.
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Empowering our students as situated knowers
By Pearl Tan — The push for diversity in many arenas is stronger than ever. In higher education, one way this can manifest, is in higher numbers of students from diverse backgrounds. With more diverse student cohorts, it’s certain that teachers will encounter students who are telling stories from cultures that we do not have lived experience of or are intimately familiar with.
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TransAuto
By EO Gill — As COVID-19 corrodes our creative industries, I find myself scrambling to identify anything that might signal a brighter future. At the same time, I am wary of pandemic-born states of panic, since rapid-response initiatives often work to further disenfranchise already vulnerable members of the arts community.
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What’s the point?
By Dr Julia Prendergast — Jared Diamond asked the acclaimed evolutionary biologist Ernst Mayr (1904-2005) why Aristotle didn’t come up with the theory of evolution. Mayr’s answer was “Frage stellen” which Diamond translates as “a way of asking questions [sic]” (Byrne 2013).
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Collaborator and Accomplice: Co-operative pedagogies for transformational learning
By Anna Tow and Deborah Turnbull Tillman — In a world where there is daily anxiety around the economy, our health and public engagement, we offer a pedagogy that promotes resilience, self-reliance and employability. As Collaborator, Deborah Turnbull Tillman is curator concerned with disrupting conventional process and situating her students as expert in their own practice rather than as subjects within hierarchical models of curating.
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Critical Performance Studies in the Sir Zelman Cowen School of Music and Performance at Monash University
By Professor Stacy Holman Jones — Collaboration, authorship and preparing a new generation of storytellers who critically question and ethically engage with knowledge systems and representations is at the heart of a new minor in critical performance studies at Monash University.
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