Entangled, emergent, emboldened: an indigenous youth arts group and non-indigenous arts and literacies facilitators talk back to the ‘Big House' (University)

Presentation


Jones, Janice K. and Abawi, Lindy-Anne. 2015. "Entangled, emergent, emboldened: an indigenous youth arts group and non-indigenous arts and literacies facilitators talk back to the ‘Big House' (University)." 2015 Annual International Literacy Conference: Resisting the Standard: Language, Literacy & Power. Sheffield, United Kingdom 26 - 27 Jun 2015
Paper/Presentation Title

Entangled, emergent, emboldened: an indigenous youth arts group and non-indigenous arts and literacies facilitators talk back to the ‘Big House' (University)

Presentation TypePresentation
AuthorsJones, Janice K. (Author) and Abawi, Lindy-Anne (Author)
Journal or Proceedings TitleProceedings of the 2015 Annual International Literacy Conference
Year2015
Conference/Event2015 Annual International Literacy Conference: Resisting the Standard: Language, Literacy & Power
Event Details
2015 Annual International Literacy Conference: Resisting the Standard: Language, Literacy & Power
Event Date
26 to end of 27 Jun 2015
Event Location
Sheffield, United Kingdom
Abstract

Using digitized representations and spoken word performance, Queensland arts and literacies educators Janice Jones and Lindy Abawi present with Augmented Reality Partners from Whaddup Indigenous Youth Group the stages of an arts and multi-literacies project from inception to public display. The partners, young women of Aboriginal and Torres Strait Islander background, prepare to exhibit their art works in the regional art gallery, using Augmented Reality overlays of story, rap, and dance. This paper as performance uses a verbatim theatre approach, interweaving the young women’s digital stories of self-and community actualization with the voices of two arts facilitators and their sponsoring institution. By critically re-presenting the entanglement of values and expectations of the university as ‘The Big House’ with those of the arts practitioners and the community, the authors as performers unravel the complexities of language as an instrument of neo-colonialism, and articulate some of the ethical and cultural challenges for non-Indigenous facilitators engaging with Indigenous peoples.

Keywordshigher education; indigenous education; arts; augmented reality; multi-literacies; the Big House; performativity; culture; neo-colonialism
ANZSRC Field of Research 2020450299. Aboriginal and Torres Strait Islander education not elsewhere classified
Public Notes

Presentation only - peer refereed and accepted.

Byline AffiliationsSchool of Linguistics, Adult and Specialist Education
School of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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Abawi, Lindy. 2012. Ah-ha! A CCLUE: identifying the essence and significance of a contextually specific meaning system in three Australian schools engaged in on-going school improvement. PhD Thesis Doctor of Philosophy. University of Southern Queensland.
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Jones, Janice K.. 2008. "Confronting the snake in the garden of community engagement: a school and university partnership for sustainability." AUCEA National Conference 2008: Engaging for a Sustainable Future. Sunshine Coast, Australia 09 - 11 Jul 2008 Kyneton, Australia.
Case study two synopsis - Meadow Fair North Primary School (MFN)
Andrews, Dorothy, Abawi, Lindy and O'Neill, Shirley. 2009. "Case study two synopsis - Meadow Fair North Primary School (MFN)." Andrews, Dorothy (ed.) A research report on the implementation of the IDEAS project in Victoria, 2004-8. Winmalee, NSW, Australia. Australian Council for Educational Leaders (ACEL). pp. 75-91
Capacity building for sustainable school improvement: an Australian research study
Andrews, Dorothy, Crowther, Frank, Abawi, Lindy, Conway, Joan, Dawson, Mark, Lewis, Marian, Morgan, Allan, O'Neill, Shirley and Petersen, Shauna. 2011. Capacity building for sustainable school improvement: an Australian research study. Saarbrucken, Germany. VDM Verlag Dr. Muller.
Building and sustaining capacity in your school - the COSMIC C-B model
Crowther, Frank, Abawi, Lindy, Andrews, Dorothy, Conway, Joan Margaret, Dawson, Mark, Lewis, Marian, Morgan, Allan Robert and Petersen, Shauna. 2010. Building and sustaining capacity in your school - the COSMIC C-B model. Penrith, Australia. Australian Council for Educational Leaders (ACEL).
Hobby horses
Jones, Janice Kathleen. 2009. "Hobby horses ." Carlisle, Rodney P. and Golson, J. (ed.) Encyclopedia of play in today's society. Thousand Oaks, CA, USA. SAGE Publications Ltd.
In the third space: the storied self, uncertainty and transition
Jones, Janice. 2008. "In the third space: the storied self, uncertainty and transition." Henderson, Robyn and Danaher, Patrick Alan (ed.) Troubling terrains: tactics for traversing and transforming contemporary educaitonal research. Brisbane, Australia. Post Pressed. pp. 193-210
The storied self: deconstructing the constructivist teacher
Jones, Janice Kathleen. 2008. "The storied self: deconstructing the constructivist teacher ." 4th International Congress of Qualitative Inquiry: Ethics, Evidence and Social Justice. University of Illinois, United States 14 - 17 May 2008 Urbana-Champaign, United States.
Work in progress: the Magic Gardens Project: a child-developed curriculum in a non-traditional school meeting state targets for the arts
Jones, Janice K.. 2006. "Work in progress: the Magic Gardens Project: a child-developed curriculum in a non-traditional school meeting state targets for the arts." The International Journal of the Arts in Society. I (1), pp. 1-17.