Journal articles on the topic 'Pacific Peoples connection to land and environment'

The newly created Kawésqar National Park (KNP) and National Reserve (KNR) in southern Chile consists of diverse terrestrial and marine habitats, which includes the southern terminus of the Andes, the Southern Patagonia Ice Fields, sub-Antarctic rainforests, glaciers, fjords, lakes, wetlands, valleys, channels, and islands. The marine environment is influenced by wide ranging hydrological factors such as glacier melt, large terrigenous inputs, high precipitation, strong currents, and open ocean water masses. Owing to the remoteness, rugged terrain, and harsh environmental conditions, little is known about this vast region, particularly the marine realm. To this end, we conducted an integrated ecological assessment using SCUBA and remote cameras down to 600 m to examine this unique and largely unexplored ecosystem. Kelp forests (primarily Macrocystis pyrifera) dominate the nearshore ecosystem and provide habitat for myriad benthic organisms. In the fjords, salinity was low and both turbidity and nutrients from terrigenous sources were high, with benthic communities dominated by active suspension feeders (e.g., Bivalvia, Ascidiacea, and Bryozoa). Areas closer to the Pacific Ocean showed more oceanic conditions with higher salinity and lower turbidity, with benthic communities experiencing more open benthic physical space in which predators (e.g., Malacostraca and Asteroidea) and herbivorous browsers (e.g., Echinoidea and Gastropoda) were more conspicuous components of the community compared to the inner fjords. Hagfish (Myxine sp.) was the most abundant and frequently occurring fish taxa observed on deep-sea cameras (80% of deployments), along with several taxa of sharks (e.g., Squaliformes, Etmopteridae, Somniosidae, Scyliorhinidae), which collectively were also observed on 80% of deep-sea camera deployments. The kelp forests, deep fjords, and other nearshore habitats of the KNR represent a unique ecosystem with minimal human impacts at present. The KNR is part of the ancestral territory of the indigenous Kawésqar people and their traditional knowledge, including the importance of the land-sea connection in structuring the marine communities of this region, is strongly supported by our scientific findings.

Global environmental changes can happen quickly or over extended periods and have compounding effects. Indigenous communities experience environmental changes that can lead to a decline in quality of life, illness or disease, and unwelcome cultural adaptations that extend to future generations. Due to limited resources and political marginalization, members of these communities may not be able to respond to or prevent these conditions. Cultural connections to the land and community, along with limited resources, impact Indigenous peoples’ willingness and ability to relocate to different geographic locations experiencing less damaging ecological changes or environmental risk. In this article, we respond to the Special Issue prompt probing “[m]ethods in which Indigenous communities engage within their environment and on the land to conduct research”. We begin by describing environmental change, followed by a scoping review of Photovoice studies focused on environmental issues. Environmental changes affecting Indigenous groups are discussed, including a case study and a discussion of the ways that Photovoice can support and honor Indigenous peoples’ connection to the natural environment. This article is not intended to be an exhaustive review, but rather seeks to understand how Photovoice is being used to respond to and document environmental change, and how such visual methodologies can be used in Indigenous communities.

Research has historically exploited Indigenous communities, particularly in the medical and health sciences, due to the dominance of discriminatory colonial systems. In many regions across Canada and worldwide, historical and continued injustices have worsened health among Indigenous Peoples. Global health crises such as climate change are most adversely impacting Indigenous communities, as their strong connection to the land means that even subtle changes in the environment can disproportionately affect local food and health systems. As we explore strategies for climate change preparedness and adaptation, Indigenous Peoples have a wealth of Traditional Knowledge to tackle specific climate and related health issues. If combined with digital citizen science, data collection by citizens within a community could provide relevant and timely information about specific jurisdictions. Digital devices such as smartphones, which have widespread ownership, can enable equitable participation in citizen science projects to obtain big data for mitigating and managing climate change impacts. Informed by a Two-Eyed Seeing approach, a decolonized lens to digital citizen science can advance climate change adaptation and preparedness efforts. This paper describes the ‘Bridge Framework’ for decolonizing digital citizen science using a case study with a subarctic Indigenous community in Saskatchewan, Canada.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

Small island countries in the South Pacific are ecologically fragile areas, vulnerable to climate change, and the long-term ecological changes in the sea and land have an important impact on their sustainable development. This study takes Fiji, a typical small island country in the South Pacific, as an example, to analyze the change and connection of marine and terrestrial ecosystem environments based on 30 years of multi-source, satellite, remote-sensing data. From 1991 to 2019, according to the change in forest area in Fiji, three stages were delineated: first was a period of stability, then a decrease, and then a recovery in recent years. From 1991 to 2002, Fiji’s vegetation accounted for 73% of the total area; sea environment surrounding the islands, such as sea level height and sea surface temperature, were relatively low, with high water transparency. From 2002 to 2014, with the development of forestry and tourism, vegetation decreased by 6.89% and bare land increased, which changes the runoff erosion in the drainage basin; correspondingly, the chlorophyll a concentration in three major estuaries was found to be slightly increased with low water transparency. Meanwhile, coupled with the rising sea temperature, the area of Fiji’s coral reefs shrank significantly, with 51.13% of the total loss of coral reefs occurring in the Vanua Levu, where bare land and runoff were more distributed in its drainage basin. From 2014 to 2019, Fiji’s vegetation and coral reef areas recovered from the former stage; affected by short-term climate oscillations such as El Niño-Southern Oscillation (ENSO), the sea surface temperature showed a significant abnormal drop and the water transparency decreased. In the past 30 years (1993–2018), the sea level rise rate around Fiji reached 4 mm/year, and the temperature increased by 0.3 °C, which threatens the coastal ecosystem environment, including coral reefs and mangrove; inappropriate land-use change would worsen the situation in these ecologically fragile areas.

Examples of environmental transformation, the creation of sustainable lifeways, and the development of environmentally aware political forms better our understanding of how peoples build on tradition and environmental circumstance to form novel institutions. Using archaeological data, oral histories, genealogies, radiocarbon dating, and Bayesian modeling, we present a timeline of habitation and land-use patterns on Manihiki and Rakahanga, two remote atolls in East Polynesia. We track socioecological change on the atolls from the time of first colonization ca. AD 1200–1400 through to sustained European contact in the mid-1800s. The findings document and temporally anchor collective action-based processes of landscape transformation, the development of a system of cyclical mass migration aimed at sustainable resource use, and the implementation of a novel dual-chiefdom political system. This demonstrates that new levels of political “complexity” manifest as patterns of shifting hierarchy and novel forms of political and ecological management, and can arise in relation to specific social and ecological challenges in systems of any size. The perpetuation and adaptation of aspects of these traditional institutions can help to maintain the sustainability of populations today in the face of climatic and social change.

Examples of environmental transformation, the creation of sustainable lifeways, and the development of environmentally aware political forms better our understanding of how peoples build on tradition and environmental circumstance to form novel institutions. Using archaeological data, oral histories, genealogies, radiocarbon dating, and Bayesian modeling, we present a timeline of habitation and land-use patterns on Manihiki and Rakahanga, two remote atolls in East Polynesia. We track socioecological change on the atolls from the time of first colonization ca. AD 1200–1400 through to sustained European contact in the mid-1800s. The findings document and temporally anchor collective action-based processes of landscape transformation, the development of a system of cyclical mass migration aimed at sustainable resource use, and the implementation of a novel dual-chiefdom political system. This demonstrates that new levels of political “complexity” manifest as patterns of shifting hierarchy and novel forms of political and ecological management, and can arise in relation to specific social and ecological challenges in systems of any size. The perpetuation and adaptation of aspects of these traditional institutions can help to maintain the sustainability of populations today in the face of climatic and social change.

Abstract. The Bering Strait connects the Arctic and Pacific oceans and separates the North American and Asian landmasses. The presently shallow ( ∼ 53 m) strait was exposed during the sea level lowstand of the last glacial period, which permitted human migration across a land bridge today referred to as the Bering Land Bridge. Proxy studies (stable isotope composition of foraminifera, whale migration into the Arctic Ocean, mollusc and insect fossils and paleobotanical data) have suggested a range of ages for the Bering Strait reopening, mainly falling within the Younger Dryas stadial (12.9–11.7 cal ka BP). Here we provide new information on the deglacial and post-glacial evolution of the Arctic–Pacific connection through the Bering Strait based on analyses of geological and geophysical data from Herald Canyon, located north of the Bering Strait on the Chukchi Sea shelf region in the western Arctic Ocean. Our results suggest an initial opening at about 11 cal ka BP in the earliest Holocene, which is later than in several previous studies. Our key evidence is based on a well-dated core from Herald Canyon, in which a shift from a near-shore environment to a Pacific-influenced open marine setting at around 11 cal ka BP is observed. The shift corresponds to meltwater pulse 1b (MWP1b) and is interpreted to signify relatively rapid breaching of the Bering Strait and the submergence of the large Bering Land Bridge. Although the precise rates of sea level rise cannot be quantified, our new results suggest that the late deglacial sea level rise was rapid and occurred after the end of the Younger Dryas stadial.

Climate change has already had a significant impact on both tangible and intangible cultural heritage globally. Climate change-induced impacts on tangible cultural heritage include historic buildings being damaged by increasing sea levels, and harm caused to coral reefs as a result of increased water temperatures to give just two examples. In the sphere of intangible cultural heritage, climate change can lead communities to abandon their environment and related customs and practices, influencing how they live, eat, work, socialize and worship. Given the spiritual connection between Indigenous Peoples and their land and nature they are disproportionately affected by climate change. This loss is inter-generational, as Indigenous practices and customs disappear when communities are forced to leave their traditional homes and lifestyles. This article seeks to assess how the international legal framework can potentially address the impact of climate change on Indigenous intangible heritage. It also review recent efforts by UNESCO to address climate change and its impacts on cultural heritage.

Adapted to survive in the interface between land and sea, mangroves are highly vulnerable to the impacts of climate change. They are also highly adaptive to the imagination, with the theme of the mangrove being differently signified across texts, languages and communities as a place to find death in the tropics, a nature tourism destination, endangered environment, magical wood, refuge for maroons and revolutionaries, and source of livelihoods. The cultural malleability of mangroves mirrors their natural adaptability. It also echoes the varied and rhizomatic identities and imaginaries of the peoples of the tropical Americas. Relevant cultural texts produced in the region support experimentations with mangroves as a raw material susceptible to being worked in order to explain diverse realities. In order to highlight the relevance and malleability of mangrove ecosystems, this paper explores resignifications of socioecological interactions at the Ecological Mangrove Reserve Cayapas-Mataje in Ecuador through the lens of photographer Felipe Jácome. Jácome’s photographic essay Los Reyes del Manglar [The Kings of the Mangrove] provides rich material to study the rhizomatic evolution of the theme of the mangrove and its entanglements with people’s lives, cultures and histories. I argue that cultural representations of mangroves can go beyond their metaphorical recovery to support environmental justice. This essay is also informed by extant research on the important role of mangrove forests for carbon sequestration and climate change mitigation, which locates these socioecological systems at the centre of people’s struggle for climate justice.

Landscapes settled by indigenous communities represent nuanced inter-relationships between culture and environment, where balance is achieved through Indigenous Knowledge Systems (IKS). Through IKS, native peoples worldwide live, farm, and consume resources in a manner that is responsive to natural systems and, as such, their lands present less deforestation and more sustainable production per capita than is exhibited by non-indigenous practices. In Bolivia, the Origin Farmer Indigenous Territory (TIOC) communities of Yaminahua-Machineri and Takana-Cavineño, located in the North Amazon, are facing external threats of non-indigenous anthropogenic land use change, such as road-building and industrial-scale resource extraction. In order to understand the potential environmental and cultural loss to these territories, the present work seeks to determine the present, base-line conservation state within these Bolivian communities, and forecast land use change and its consequences until the year 2030. This was undertaken using a three-stage protocol: (a) the TIOC communities’ current forest-based livelihoods, characteristics and management were determined using on-site observation techniques and extensive literature review; (b) the historical land use change (LUC) from natural vegetation to anthropogenic use was estimated using multitemporal satellite imagery; and, finally, (c) geographically explicit non-indigenous anthropogenic land-use change threat was extrapolated until 2030 using the GEOMOD modeler from the TerraSet software. Preliminary results show that both TIOCs case-sites are fairly conserved due to their forest dependence. However, deforestation and degradation could be evidenced, particularly within TIOC areas not officially recognized by the central government, due to pressures from surrounding, new non-indigenous settlements, road infrastructure, connection to markets, and the threat of the oil exploitation. Projected LUC suggest serious threats to the unrecognized TIOC areas if community governance is not reinforced, and if extractivist and non-indigenous development patterns continue to be promoted by state and central government.

Abstract Central Chile is a densely populated region along the west coast of subtropical South America (30°–36°S), limited to the east by the Andes. Precipitation is concentrated in austral winter, mostly associated with the passage of cold fronts. The freezing level over central Chile is typically between 1500 and 2500 m when precipitation is present. In about a third of the cases, however, precipitation occurs accompanied by warm temperatures and freezing levels above 3000 m, leading to a sizeable increment in the pluvial area of Andean basins and setting the stage for hydrometeorological hazards. Here, warm winter storms in central Chile are studied, including a statistical description of their occurrence and an estimate of their hydrological impacts. Remote-sensed data and high-resolution reanalysis are used to explore the synoptic-scale environment of a typical case, generalized later by a compositing analysis. The structure of warm storms is also contrasted with that of the more recurrent cold cases. Precipitation during warm events occurs in the warm sector of a slow-moving cold front because of the intense moisture flux against the mountains in connection with a land-falling atmospheric river. This is in turn driven by a strong zonal jet aloft and reduced mechanical blocking upstream of the Andes. On a broader scale, a key element is the presence of a slowly moving anticyclone over the south Pacific, fostering advection of cold air into midlatitudes. The intense and persistent zonal jet stretches a moist-air corridor from the central Pacific to the west coast of South America.

This article deals with the study of toponyms of Kazakh and English toponymy in the context of cognitive linguistics and the mechanism of interpretation of representation and perception of color names in toponyms and the principles of construction of these mechanisms. Toponyms are analyzed as a speech expression processed in the consciousness of the linguistic image of the world-the relationship of man and the environment. The modern stage of place names in cognitive research includes the consideration of language as one of the cognitive subsystems and onomastic vocabulary in the formulation of surrounding truths. The composition of the national toponymic picture of the world determines the motivation of the land-water names made in relation to the color names. Studying the combination of onym appellation, nominated from the attributes of the colors used in both languages. The color designation in toponyms is considered in connection with the peculiarities of geographical objects and their perception by human visual organs. Due to the fact that the external world is transmitted to different peoples in the form of specific idioethnic patterns, in place names of different ethnic groups, color symbols are recognized by new facets. The article discusses the color characteristics of the space in the names earth-water, given as a sample. Various approaches to the nature of the color components of geographical names are analyzed, and the possibility of symbolic and orientational interpretation of color is shown. The fact that the color in toponyms can serve as an orientation function, and not just as an indicator of the horizon side, also does not go unnoticed. The toponyms also present the results of research related to the nature of the object in which the symbolism of color orientation is nominated.

This article deals with the study of toponyms of Kazakh and English toponymy in the context of cognitive linguistics and the mechanism of interpretation of representation and perception of color names in toponyms and the principles of construction of these mechanisms. Toponyms are analyzed as a speech expression processed in the consciousness of the linguistic image of the world-the relationship of man and the environment. The modern stage of place names in cognitive research includes the consideration of language as one of the cognitive subsystems and onomastic vocabulary in the formulation of surrounding truths. The composition of the national toponymic picture of the world determines the motivation of the land-water names made in relation to the color names. Studying the combination of onym appellation, nominated from the attributes of the colors used in both languages. The color designation in toponyms is considered in connection with the peculiarities of geographical objects and their perception by human visual organs. Due to the fact that the external world is transmitted to different peoples in the form of specific idioethnic patterns, in place names of different ethnic groups, color symbols are recognized by new facets. The article discusses the color characteristics of the space in the names earth-water, given as a sample. Various approaches to the nature of the color components of geographical names are analyzed, and the possibility of symbolic and orientational interpretation of color is shown. The fact that the color in toponyms can serve as an orientation function, and not just as an indicator of the horizon side, also does not go unnoticed. The toponyms also present the results of research related to the nature of the object in which the symbolism of color orientation is nominated.

In connection with the development of the Republic of Vietnam, which is accompanied by the growth of its importance in the Asia-Pacific region, it becomes relevant to analyze the current state and prospects of the republic in various industries and regions, including in agriculture. In order to eliminate the imbalance between the declining share of agricultural production in the national economy and more than 60% of the population living in rural areas, a competent state policy in the field of integrated rural development is necessary. In addition to this disparity, there are growing problems associated with the income gap between the peasantry and urban residents, with a strong orientation of agriculture towards exports, and with the implementation of the idea of creating peasant cooperative farms. To date, the basis for working with rural areas is the resolution of the Communist Party of Vietnam “Agriculture, farmers and rural areas” adopted in August 2008. On its basis, the “National target program - New rural development” was created, designed for the period from 2010 to 2020. Data analysis showed that the area of agricultural land in the Socialist Republic of Vietnam gradually increase, and the cropping pattern change, for example, reduces the area of rice fields and increases the area occupied by permanent crops, especially fruit. Production of grain per capita has been steadily decreasing. In animal husbandry, there is a gradual transition from small-scale dispersed production to its concentration on large farms. The measures taken for the development of agriculture are aimed, among other things, at minimizing the negative impact on the environment and introducing modern achievements of science and technology in order to increase the economic efficiency of production. At the same time, Vietnam’s food security in general cannot be called sustainable, especially because of the need to import barley, without which Vietnam’s livestock farms cannot feed their existing livestock

Chris Ballard, Paula Brown, R. Michael Bourke, Tracy Harwood (eds); The sweet potato in Oceania; A reappraisal (Peter Boomgaard) Caroline Hughes; The political economy of Cambodia’s transition, 1991-2001 (Han Ten Brummelhuis) Richard Robison, Vedi Hadiz; Reorganising power in Indonesia; The politics of oligarchy in an age of markets (Marleen Dieleman) Michael W. Charney; Southeast Asian warfare, 1300-1900 (Hans Hägerdal) Daniel Perret, Amara Srisuchat, Sombun Thanasuk (eds); Études sur l´histoire du sultanat de Patani (Mary Somers Heidhues) Joel Robbins; Becoming sinners; Christianity and moral torment in a Papua New Guinea society (Menno Hekker) Mujiburrahman; Feeling threatened; Muslim-Christian relations in Indonesia’s New Order (Gerry van Klinken) Marie-Odette Scalliet; De Collectie-Galestin in de Leidse Universiteitsbibliotheek (Dick van der Meij) James Neil Sneddon; Colloquial Jakartan Indonesian (Don van Minde) James Leach; Creative land; Place and procreation on the Rai coast of Papua New Guinea (Dianne van Oosterhout) Stanley J. Ulijaszek (ed.); Population, reproduction and fertility in Melanesia (Dianne van Oosterhout) Angela Hobart; Healing performances of Bali; Between darkness and light (Nathan Porath) Leo Suryadinata (ed.); Admiral Zheng He and Southeast Asia (Roderich Ptak) Ruth Barnes; Ostindonesien im 20. Jahrhundert; Auf den Spuren der Sammlung Ernst Vatter (Reimar Schefold) Marie-Antoinette Willemsen; Een missionarisleven in brieven; Willem van Bekkum, Indië 1936-1998 (Karel Steenbrink) Marie-Antoinette Willemsen; Een pionier op Flores; Jilis Verheijen (1908-1997), missionaris en onderzoeker (Karel Steenbrink) Akitoshi Shimizu, Jan van Bremen (eds); Wartime Japanese anthropology in Asia and the Pacific (Fridus Steijlen) Lilie Roosman; Phonetic experiments on the word and sentence prosody of Betawi Malay and Toba Batak (Uri Tadmor) Jamie D. Saul; The Naga of Burma; Their festivals, customs, and way of life (Nicholas Tapp) K.S. Nathan, Mohammad Hashim Kamali (eds); Islam in Southeast Asia; Political, social and strategic challenges for the 21st century (Bryan S. Turner) Andrew Pawley, Robert Attenborough, Jack Golson, Robin Hide (eds); Papuan pasts; Cultural, linguistic and biological histories of Papuan-speaking peoples (Lourens de Vries) Leo Howe, The changing world of Bali; Religion, society and tourism (Carol Warren) Sarah Weiss; Listening to an earlier Java; Aesthetics, gender, and the music of wayang in Central Java (Andrew N. Weintraub) REVIEW ESSAY Terry Crowley: Four grammars of Malakula languages Crowley, Terry (ed. by John Lynch); The Avava language of Central Malakula (Vanuatu) Crowley, Terry (ed. by John Lynch); Tape: a declining language of Malakula (Vanuatu Crowley, Terry (ed. by John Lynch); Naman: a vanishing language of Malakula (Vanuatu) Crowley, Terry (ed. by John Lynch); Nese: a diminishing speech variety of Northwest Malakula (Vanuatu) (Alexandre Francois) REVIEW ESSAY -- ‘The folly our descendants are least likely to forgive us’: the end of nature in Southeast Asia? Michael R. Dove, Percy E. Sajise, Amity A. Doolittle (eds); Conserving nature in culture; Case studies from Southeast Asia Jeyamalar Kathirithamby-Wells; Nature and nation; Forests and development in peninsular Malaysia Celia Lowe; Wild profusion; Biodiversity conservation in an Indonesian archipelago John F. McCarthy; The fourth circle; A political ecology of Sumatra’s rainforest frontier Budy P. Resosudarmo (ed.); The politics and economics of Indonesia’s natural resources Jeffrey R. Vincent, Rozali Mohamed Ali; Managing natural wealth; Environment and development in Malaysia (David Henley) In: Bijdragen tot de Taal-, Land- en Volkenkunde no. 163 (2007), no: 2/3, Leiden

Full TextThe first law enacted in Canada to protect existing Aboriginal rights was section 35 of the Constitution Act, 1982.2 The first law in Canada to recognize the rights of non-human animals as anything other than property has yet to be enacted. The first Supreme Court of Canada (hereafter referred to as the Court) case to interpret section 35 was R. v. Sparrow.3 The 1990 case confirmed an Aboriginal right of the Musqueam peoples of British Columbia to fish for food, social and ceremonial purposes. Since this precedent-setting case, many similar claims have been brought before the courts by way of the fluctuating legal space created by s.35. Many of these cases have been about establishing rights to fish4, hunt5, and trap non-human animals (hereafter referred to as animals). The Court has developed, and continues to develop tests to determine the existence and scope of Aboriginal rights. These tests primarily embody cultural, political and, to a surprisingly lesser degree, legal forces. One of the principal problems with these tests is that they privilege, through the western philosophical lens, the interests of humans. Animals are, at best, the resources over which ownership is being contested. The Euro-centric legal conceptualization of animals as 'resources' over which ownership can be exerted is problematic for at least two reasons. First, the relegation of animals solely to a utilitarian role is antithetical to Indigenous-animal relationships and therefore demonstrates one of the fundamental ways the Canadian legal system is ill equipped to give adequate consideration to Indigenous law. Second, failure to consider animals' inherent value and agency in this context reproduces the human-animal and culture-nature binaries that are at the root of many of western Euro-centric society's inequities. This paper argues that Aboriginal peoples' relationships with animals are a necessary, integral and distinctive part of their cultures6 and, therefore, these relationships and the actors within them are entitled to the aegis of s.35. Through the legal protection of these relationships, animals will gain significant protection as a corollary benefit. If the Court were to protect the cultural relationships between animals and Aboriginal groups, a precondition would be acceptance of Indigenous legal systems. Thus, this paper gives a brief answer to the question, what are Indigenous legal systems and why are animals integral to them? The Anishinabe (also known Ojibwe or Chippewa) are Indigenous peoples who have historically lived in the Great Lakes region. The Bruce Peninsula on Lake Huron is home to the Cape Croker Indian Reserve, where the Chippewas of Nawash First Nation live. The people of this First Nation identify as Anishinabe. The Anishinabek case of Nanabush v. Deer is a law among these people and is used throughout the paper as an example of Indigenous-animal relationships. Making the significant assumption that s.35 has the capacity to recognize Indigenous law, the subsequent section of the paper asks why we should protect these relationships and how that protection should be achieved. Finally, the paper concludes that both the ability of s.35 to recognize Indigenous-animal relationships, and the judicial and political will to grant such recognition, are unlikely. Indigenous-animal relationships are integral to the distinctive culture of the Anishinabek, however the courts would be hesitant to allow such an uncertain and potentially far-reaching right. This is not surprising given that such a claim by both Indigenous and animal groups would challenge the foundations upon which the Canadian legal system is based. There are many sensitive issues inherent in this topic. It should be noted the author is not of Indigenous ancestry, but is making every effort to learn about and respect the Indigenous legal systems discussed. While this paper focuses on a number of Anishinabek laws; it is neither a complete analysis of these practices, nor one that can be transferred, without adaptation, to other peoples. Finally, Indigenous peoples and animal rights and Indigenous law scholars, such as Tom Regan and Mary Ellen Turpel-Lafond, respectively, may insist on an abolitionist approach to animal 'use' or reject the legitimacy of s.35 itself.7 These perspectives are worthy and necessary. This paper positions itself amongst these and other sources in order to reflect upon the timely and important issue of the legal status of Indigenous-animal relationships. I:WHAT ARE INDIGENOUS LEGAL SYSTEMS? The Law Commission of Canada defines a legal tradition as “a set of deeply rooted, historically conditioned attitudes about the nature of law, the role of law in the society and the polity, the proper organization and operation of a legal system, and the way law is or should be made, applied, studied, perfected and taught.”8 Indigenous legal traditions fit this description. They are living systems of beliefs and practices, and have been recognized as such by the courts.9 Indigenous practices developed into systems of law that have guided communities in their governance, and in their relationships amongst their own and other cultures and with the Earth.10 These laws have developed through stories, historical events that may be viewed as ‘cases,’ and other lived experiences. Indigenous laws are generally non-prescriptive, non-adversarial and non-punitive and aim to promote respect and consensus, as well as close connection with the land, the Creator, and the community. Indigenous laws are a means through which vital knowledge of social order within the community is transmitted, revived and retained. After European ‘settlement’ the influence of Indigenous laws waned. This was due in part to the state’s policies of assimilation, relocation and enfranchisement. 11 Despite these assaults, Indigenous legal systems have persevered; they continue to provide guidance to many communities, and are being revived and re-learned in others. For example, the Nisga’a’s legal code, Ayuuk, guides their communities and strongly informs legislation enacted under the Nisga’a Final Agreement, the first modern treaty in British Columbia.12 The land and jurisdiction claims of the Wet’suwet’en and Gitxsan Nations ultimately resulted in the Court’s decision in Delgamuukw,13 a landmark case that established the existence of Aboriginal title. The (overturned) BC Supreme Court’s statement in Delgamuukw14 reveals two of the many challenges in demonstrating the validity of Indigenous laws: “what the Gitxsan and Wet’suwet’en witnesses[es] describe as law is really a most uncertain and highly flexible set of customs which are frequently not followed by the Indians [sic] themselves.” The first challenge is that many laws are not in full practice, and therefore not as visible as they could be and once were. What the courts fail to acknowledge, however, is that the ongoing colonial project has served to stifle, extinguish and alter these laws. The second challenge is that the kind of law held and practiced by Indigenous peoples is quite foreign to most non-Indigenous people. Many Indigenous laws have animals as central figures. In Anishinabek traditional law, often the animals are the lawmakers15: they develop the legal principles and have agency as law givers. For instance, the Anishinabek case Nanabush v. Deer, Wolf , as outlined by Burrows, is imbued with legal principles, lessons on conduct and community governance, as well as ‘offenses’ and penalties. It is not a case that was adjudicated by an appointed judge in a courtroom, but rather one that has developed over time as a result of peoples’ relationships with the Earth and its inhabitants. An abbreviated summary of the case hints at these legal lessons: Nanabush plays a trick on a deer and deliberately puts the deer in a vulnerable position. In that moment of vulnerability, Nanabush kills the deer and then roasts its body for dinner. While he is sleeping and waiting for the deer to be cooked, the Wolf people come by and take the deer. Nanabush wakes up hungry, and out of desperation transforms into a snake and eats the brains out of the deer head. Once full, he is stuck inside the head and transforms back into his original shape, but with the deer head still stuck on. He is then chased and nearly killed by hunters who mistake him for a real deer. This case is set within the legal context of the Anishinabek’s treaty with deer. In signing the treaty, the people were reminded to respect beings in life and death and that gifts come when beings respect each other in interrelationships.16 Nanabush violated the rights of the deer and his peoples’ treaty with the deer. He violated the laws by taking things through trickery, and by causing harm to those he owed respect. Because his actions were not in accordance with Anishinabek legal principles, he was punished: Nanabush lost the thing he was so desperately searching for, and he ended up nearly being killed. This case establishes two lessons. The first is that, like statutory and common law, with which Canadians are familiar, Indigenous law does not exist in isolation. Principles are devised based on multiple teachings, pre- vious rules and the application of these rules to facts. That there are myriad sources of Indigenous law suggests that the learning of Indigenous law would require substantial effort on the part of Canadian law-makers.17 The second is that animals hold an important place in Indigenous law, and those relationships with animals – and the whole ‘natural’ world – strongly inform the way they relate to the Earth. II: CAN CANADIAN LAW ACCEPT INDIGENOUS LEGAL SYSTEMS? If there were a right recognized under s.35 concerning the Indigenous-animal relationship, what would it look like? Courts develop legal tests to which the facts of each case are applied, theoretically creating a degree of predictability as to how a matter will be judged. Introduced in Sparrow, and more fully developed in Van der Peet, a ‘test’ for how to assess a valid Aboriginal right has been set out by the Court. Summarized, the test is: “in order to be an Aboriginal right an activity must be an element of a practice, custom or tradition integral to the distinctive culture of the Aboriginal group claiming the right.”18 There are ten, differently weighted factors that a court will consider in making this assessment. The right being ‘tested’ in this discussion is the one exemplified in Nanabush v. Deer: the ability of Indigenous peoples to recognize and practice their laws, which govern relationships, including death, with deer and other animals. The courts have agreed that a generous, large and liberal construction should be given to Indigenous rights in order to give full effect to the constitutional recognition of the distinctiveness of Aboriginal culture. Still, it is the courts that hold the power to define rights as they conceive them best aligning with Canadian society19; this is one way that the Canadian state reproduces its systems of power over Indigenous peoples.20 The application of the Aboriginal right exemplified in Nanbush v. Deer to the Sparrow and Van der Peet tests would likely conclude that the Anishinabek do have an integral and distinctive relationship with animals. However, due to the significant discretion of the Court on a number of very subjective and politically sensitive factors, it is uncertain that the Nanabush v. Deer case would ‘pass’ Van der Peet’s required ten factors.21 This is indicative of the structural restraints that s.35 imposes. 22 The questions it asks impair its ability to capture and respect the interrelationships inherent in Indigenous peoples’ interactions with animals. For example, the Court will characterize hunting or fishing as solely subsistence, perhaps with a cultural element. Shin Imai contends these activities mean much more: “To many…subsistence is a means of reaffirming Aboriginal identity by passing on traditional knowledge to future generations. Subsistence in this sense moves beyond mere economics, encompassing the cultural, social and spiritual aspects for the communities.”23 Scholar Kent McNeil concludes that: “regardless of the strengths of legal arguments in favour of Indigenous peoples, there are limits to how far the courts […] are willing to go to correct the injustices caused by colonialism and dispossession.”24 It is often not the legal principles that determine outcomes, but rather the extent to which Indigenous rights can be reconciled with the history of settlement without disturbing the current economic and political structure of the dominant culture. III:WHY PROTECT THE ANIMAL-INDIGENOUS RELATIONSHIP? Legally protecting animal-Indigenous relationships offers symbiotic, mutually respectful benefits for animals and for the scope of Aboriginal rights that can be practiced. For instance, a protected relationship would have indirect benefits for animals’ habitat and right to life: it would necessitate protecting the means necessary, such as governance of the land, for realization of the right. This could include greater conservation measures, more contiguous habitat, enforcement of endangered species laws, and, ideally, a greater awareness and appreciation by humans of animals and their needs. Critical studies scholars have developed the argument that minority groups should not be subject to culturally biased laws of the mainstream polity.24 Law professor Maneesha Deckha points out that animals, despite the central role they play in a lot of ‘cultural defences,’ have been excluded from our ethical consideration. Certainly, the role of animals has been absent in judicial consideration of Aboriginal rights.26 Including animals, Deckha argues, allows for a complete analysis of these cultural issues and avoids many of the anthropocentric attitudes inherent in Euro-centric legal traditions. In Jack and Charlie27 two Coast Salish men were charged with hunting deer out of season. They argued that they needed to kill a deer in order to have raw meat for an Aboriginal religious ceremony. The Court found that killing the deer was not part of the ceremony and that there was insufficient evidence to establish that raw meat was required. This is a case where a more nuanced consideration of the laws and relationships with animals would have resulted in a more just application of the (Canadian) law and prevented the reproduction of imperialist attitudes. A criticism that could be lodged against practicing these relationships is that they conflict with the liberty and life interests of animals.28 Theoretically, if Indigenous laws are given the legal and political room to fully operate, a balance between the liberty of animals and the cultural and legal rights of Indigenous peoples can be struck.29 Indeed, Indigenous peoples’ cultural and legal concern for Earth is at its most rudimentary a concern for the land, which is at the heart of the challenge to the Canadian colonial system. If a negotiated treaty was reached, or anti-cruelty and conservation laws were assured in the Indigenous peoples’ self government system, then Canadian anti-cruelty30 and conservation laws,31 the effectiveness of which are already questionable, could be displaced in recognition of Indigenous governance.32 Indigenous peoples in Canada were – and are, subject to imposed limitations – close to the environment in ways that can seem foreign to non-Indigenous people.33 For example, some origin stories and oral histories explain how boundaries between humans and animals are at times absent: Animal-human beings like raven, coyote and rabbit created them [humans] and other beings. People …acted with respect toward many animals in expectation of reciprocity; or expressed kinship or alliance with them in narratives, songs, poems, parables, performances, rituals, and material objects. 34 Furthering or reviving these relationships can advance the understanding of both Indigenous legal systems and animal rights theory. Some animal rights theorists struggle with how to explain the cultural construction of species difference: Indigenous relationships with animals are long standing, lived examples of a different cultural conception of how to relate to animals and also of an arguably healthy, minimally problematic way to approach the debate concerning the species divide.35 A key tenet of animal-Indigenous relationships is respect. Shepard Krech posits that Indigenous peoples are motivated to obtain the necessary resources and goals in ‘proper’ ways: many believe that animals return to the Earth to be killed, provided that hunters demonstrate proper respect.36 This demonstrates a spiritual connection, but there is also a concrete connection between Indigenous peoples and animals. In providing themselves with food and security, they ‘manage’ what Canadian law calls ‘resources.’37 Because of the physical nature of these activities, and their practical similarity with modern ‘resource management,’ offering this as ‘proof’ of physical connection with animals and their habitat may be more successful than ‘proving’ a spiritual relationship. Finally, there are health reasons that make the Indigenous-animal relationship is important. Many cultures have come to depend on the nutrients they derive from particular hunted or fished animals. For example, nutrition and physical activity transitions related to hunting cycles have had negative impacts on individual and community health.38 This shows the multidimensionality of hunting, the significance of health, and, by extension, the need for animal ‘resources’ to be protected. IV: HOW SHOULD WE PROTECT THESE ABORIGINAL RIGHTS? If the Anishinabek and the deer ‘win’ the constitutional legal test (‘against’ the state) and establish a right to protect their relationships with animals, what, other than common law remedies,39 would follow? Below are ideas for legal measures that could be taken from the human or the animal perspective, or both, where benefits accrue to both parties. If animals had greater agency and legal status, their needs as species and as individuals could have a meaningful place in Canadian common and statutory law. In Nanabush v. Deer, this would mean that the deer would be given representation and that legal tests would need to be developed to determine the animals’ rights and interests. Currently the courts support the view that animals can be treated under the law as any other inanimate item of property. Such a legal stance is inconsistent with a rational, common-sense view of animals,40 and certainly with Anishinabek legal principles discussed herein.41 There are ongoing theoretical debates that inform the practical questions of how animal equality would be achieved: none of these in isolation offers a complete solution, but combined they contribute to the long term goal. Barsh and James Sákéj Youngblood Henderson advocate an adoption of the reasoning in the Australian case Mabo v. Queensland,42 where whole Aboriginal legal systems were imported intact into the common law. Some principles that Canada should be following can also be drawn from international treaties that Canada has or should have signed on to.43 Another way to seek protection from the human perspective is through the freedom of religion and conscience section of the Charter. Professor John Borrows constructs a full argument for this, and cites its challenges, in Living Law on a Living Earth: Aboriginal Religion, Law and the Constitution.44 The strongest, but perhaps most legally improbable, way to protect the animal- Indigenous relationship is for Canada to recognize a third, Indigenous order of government (in addition to provincial and federal), where all three orders are equal and inform one another’s laws. This way, Indigenous laws would have the legal space to fully function and be revived. Endowing Indigenous peoples with the right to govern their relationships would require a great acquiescence of power by governments and a commitment to the establishment and maintenance of healthy self-government in Indigenous communities. Louise Mandell offers some reasons why Canada should treat Aboriginal people in new ways, at least one of which is salient to the third order of government argument: To mend the [E]arth, which must be done, governments must reassess the information which the dominant culture has dismissed. Some of that valuable information is located in the oral histories of Aboriginal Peoples. This knowledge will become incorporated into decisions affecting the [E]arth’s landscape when Aboriginal Peoples are equal partners in decisions affecting their territories.45 V: CONCLUSION A legal system that does not have to justify its existence or defend its worth is less vulnerable to challenges.46 While it can be concluded that s.35 has offered some legal space for Indigenous laws and practices, it is too deeply couched in Euro-centric legal traditions and the anthropocentric cultural assumptions that they carry. The most effective strategy for advancing Indigenous laws and culture, that would also endow many animals with greater agency, and relax the culture-nature, human-animal binaries, is the formal recognition of a third order of government. Lisa Chartrand explains that recognition of legal pluralism would be a mere affirmation of legal systems that exist, but which are stifled: “…this country is a multijuridical state, where the distinct laws and rules of three systems come together within the geographic boundaries of one political territory.” 47 Revitalizing Indigenous legal systems is and will be a challenging undertaking. Indigenous communities must reclaim, define and understand their own traditions: “The loss of culture and traditions caused by the historic treatment of Aboriginal communities makes this a formidable challenge for some communities. Equally significant is the challenge for the Canadian state to create political and legal space to accommodate revitalized Indigenous legal traditions and Aboriginal law-making.”48 The project of revitalizing Indigenous legal traditions requires the commitment of resources sufficient for the task, and transformative change to procedural and substantive law. The operation of these laws within, or in addition to, Canadian law would of course cause widespread, but worthwhile controversy. In Animal Bodies, Cultural Justice49 Deckha argues that an ethical relationship with the animal Other must be established in order realize cultural and animal rights. This paper explores and demonstrates the value in finding legal space where cultural pluralism and respect for animals can give rise to the practice of Indigenous laws and the revitalization of animal-Indigenous relationships. As Borrows writes: “Anishinabek law provides guidance about how to theorize, practice and order our association with the [E]arth, and could do so in a way that produces answers that are very different from those found in other sources.”50 (see PDF for references)

In 2013, the Capricornia Arts Mob (CAM), an Indigenous collective of artists situated in Rockhampton, central Queensland, Australia, successfully tendered for one of three public art projects that were grouped under the title Flood Markers (Roberts; Roberts and Mackay; Robinson and Mackay). Commissioned as part of the Queensland Government's Community Development and Engagement Initiative, Flood Markers aims to increase awareness of Rockhampton’s history, with particular focus on the Fitzroy River and the phenomena of flooding. Honouring Land Connections is CAM’s contribution to the project and consists of several “memory poles” that stand alongside the Fitzroy River in Toonooba Park. Rockhampton lies on Dharumbal Country with Toonooba being the Dharumbal name for the Fitzroy River and the inspiration for the work due to its cultural significance to the Aboriginal people of that region. The name Toonooba, as well as other images and icons including boomerangs, spears, nets, water lily, and frogs, amongst others, are carved, burnt, painted and embedded into the large ironbark poles. These stand with the river on one side and the colonial infrastructure of Rockhampton on the other (see fig. 1, 2 and 3).Figure 1 Figure 2Figure 3Within this article, we discuss Honouring Land Connections as having two main functions which contribute to its significance as Indigenous cultural expression and identity affirmation. Firstly, the memory poles (as well as the process of sourcing materials and producing the final product) are a manifestation of Country and a representation of its stories and lived memories. Honouring Land Connections provides a means for Aboriginal people to revel in Country and maintain connections to a vital component of their being as Indigenous. Secondly, by revealing Indigenous stories, experiences, and memories, Honouring Land Connections emphasises Indigenous voices and perspectives within a place dominated by Eurocentric outlooks and knowledges. Toonooba provides the backdrop on which the complexities of cultural and identity formation within settler-colonial spaces are highlighted whilst revelling in continuous Indigenous presence.Flood Markers as ArtArtists throughout the world have used flood markers as a means of visual expression through which to explore and reveal local histories, events, environments, and socio-cultural understandings of the relationships between persons, places, and the phenomena of flooding. Geertz describes art as a social text embedded within wider socio-cultural systems; providing insight into cultural, social, political, economic, gendered, religious, ethnic, environmental, and biographical contexts. Flood markers are not merely metric tools used for measuring the height of a river, but rather serve as culture artefacts or indexes (Gell Art and Agency; Gell "Technology of Enchantment") that are products and producers of socio-culture contexts and the memories and experiences embedded within them. Through different methods, mediums, and images, artists have created experiential and intellectual spaces where those who encounter their work are encouraged to engage their surroundings in thought provoking and often-new ways.In some cases, flood markers have brought attention to the “character and natural history” of a particular place, where artists such as Louise Lavarack have sought to provoke consciousness of the movement of water across flood plains (Lavarack). In other works, flood markers have served as memorials to individuals such as Gilbert White whose daughter honoured his life and research through installing a glass spire at Boulder Creek, Colorado in 2011 (White). Tragedies such as Hurricane Katrina in New Orleans in 2005 have also been commemorated through flood markers. Artist Christopher Saucedo carved 1,836 waves into a freestanding granite block; each wave representing a life lost (University of New Orleans). The weight of the granite symbolises the endurance and resilience of those who faced, and will continue to face, similar forces of nature. The Pillar of Courage erected in 2011 in Ipswich, Queensland, similarly contains the words “resilience, community, strength, heroes, caring and unity” with each word printed on six separate sections of the pillar, representing the six major floods that have hit the region (Chudleigh).Whilst these flood markers provide valuable insights into local histories, specific to each environmental and socio-cultural context, works such as the Pillar of Courage fail to address Indigenous relationships to Country. By framing flooding as a “natural disaster” to be overcome, rather than an expression of Country to be listened to and understood, Euro and human-centric perspectives are prioritised over Indigenous ways of knowing and being. Indigenous knowledges however encourages a reorientation of Eurocentric responses and relationships to Country, and in doing so challenge compartmentalised views of “nature” where flooding is separated from land and Country (Ingold Perception; Seton and Bradley; Singer). Honouring Land Connections symbolises the voice and eternal presence of Toonooba and counters presentations of flooding that depict it as historian Heather Goodall (36) once saw “as unusual events of disorder in which the river leaves its proper place with catastrophic results.”Country To understand flooding from Indigenous perspectives it is first necessary to discuss Country and apprehend what it means for Indigenous peoples. Country refers to the physical, cosmological, geographical, relational, and emotional setting upon which Indigenous identities and connections to place and kin are embedded. Far from a passive geographic location upon which interactions take place, Country is an active and responsive agent that shapes and contextualises social interactions between and amongst all living beings. Bob Morgan writes of how “Country is more than issues of land and geography; it is about spirituality and identity, knowing who we are and who we are connected to; and it helps us understand how all living things are connected.” Country is also an epistemological frame that is filled with knowledge that may be known and familiarised whilst being knowledge itself (Langton "Sacred"; Rose Dingo; Yunupingu).Central to understanding Country is the fact that it refers to a living being’s spiritual homeland which is the ontological place where relationships are formed and maintained (Yunupingu). As Country nurtures and provides the necessities for survival and prosperity, Indigenous people (but also non-Indigenous populations) have moral obligations to care for Country as kin (Rose Nourishing Terrains). Country is epistemic, relational, and ontological and refers to both physical locations as well as modes of “being” (Heidegger), meaning it is carried from place to place as an embodiment within a person’s consciousness. Sally Morgan (263) describes how “our country is alive, and no matter where we go, our country never leaves us.” Country therefore is fluid and mobile for it is ontologically inseparable to one’s personhood, reflected through phrases such as “I am country” (B. Morgan 204).Country is in continuous dialogue with its surroundings and provides the setting upon which human and non-human beings; topographical features such as mountains and rivers; ancestral beings and spirits such as the Rainbow Snake; and ecological phenomena such as winds, tides, and floods, interact and mutually inform each other’s existence (Rose Nourishing Terrains). For Aboriginal people, understanding Country requires “deep listening” (Atkinson; Ungunmerr), a responsive awareness that moves beyond monological and human-centric understandings of the world and calls for deeper understandings of the mutual and co-dependant relationships that exist within it. The awareness of such mutuality has been discussed through terms such as “kincentrism” (Salmón), “meshworks” (Ingold Lines), “webs of connection” (Hokari), “nesting” (Malpas), and “native science” (Cajete). Such concepts are ways of theorising “place” as relational, physical, and mental locations made up of numerous smaller interactions, each of which contribute to the identity and meaning of place. Whilst each individual agent or object retains its own autonomy, such autonomy is dependent on its wider relation to others, meaning that place is a location where “objectivity, subjectivity and inter-subjectivity converge” (Malpas 35) and where the very essence of place is revealed.Flooding as DialogueWhen positioned within Indigenous frameworks, flooding is both an agent and expression of Toonooba and Country. For the phenomenon to occur however, numerous elements come into play such as the fall of rain; the layout of the surrounding terrain; human interference through built weirs and dams; and the actions and intervention of ancestral beings and spirits. Furthermore, flooding has a direct impact on Country and all life within it. This is highlighted by Dharumbal Elder Uncle Billy Mann (Fitzroy Basin Association "Billy Mann") who speaks of the importance of flooding in bringing water to inland lagoons which provide food sources for Dharumbal people, especially at times when the water in Toonooba is low. Such lagoons remain important places for fishing, hunting, recreational activities, and cultural practices but are reliant on the flow of water caused by the flowing, and at times flooding river, which Uncle Mann describes as the “lifeblood” of Dharumbal people and Country (Fitzroy Basin Association "Billy Mann"). Through her research in the Murray-Darling region of New South Wales, Weir writes of how flooding sustains life though cycles that contribute to ecological balance, providing nourishment and food sources for all beings (see also Cullen and Cullen 98). Water’s movement across land provokes the movement of animals such as mice and lizards, providing food for snakes. Frogs emerge from dry clay plains, finding newly made waterholes. Small aquatic organisms flourish and provide food sources for birds. Golden and silver perch spawn, and receding waters promote germination and growth. Aboriginal artist Ron Hurley depicts a similar cycle in a screen-print titled Waterlily–Darambal Totem. In this work Hurley shows floodwaters washing away old water lily roots that have been cooked in ant bed ovens as part of Dharumbal ceremonies (UQ Anthropology Museum). The cooking of the water lily exposes new seeds, which rains carry to nearby creeks and lagoons. The seeds take root and provide food sources for the following year. Cooking water lily during Dharumbal ceremonies contributes to securing and maintaining a sustainable food source as well as being part of Dharumbal cultural practice. Culture, ecological management, and everyday activity are mutually connected, along with being revealed and revelled in. Aboriginal Elder and ranger Uncle Fred Conway explains how Country teaches Aboriginal people to live in balance with their surroundings (Fitzroy Basin Association "Fred Conway"). As Country is in constant communication, numerous signifiers can be observed on land and waterscapes, indicating the most productive and sustainable time to pursue certain actions, source particular foods, or move to particular locations. The best time for fishing in central Queensland for example is when Wattles are in bloom, indicating a time when fish are “fatter and sweeter” (Fitzroy Basin Association "Fred Conway"). In this case, the Wattle is 1) autonomous, having its own life cycle; 2) mutually dependant, coming into being because of seasonal weather patterns; and 3) an agent of Country that teaches those with awareness how to respond and benefit from its lessons.Dialogue with Country As Country is sentient and responsive, it is vital that a person remains contextually aware of their actions on and towards their surroundings. Indigenous peoples seek familiarity with Country but also ensure that they themselves are known and familiarised by it (Rose Dingo). In a practice likened to “baptism”, Langton ("Earth") describes how Aboriginal Elders in Cape York pour water over the head of newcomers as a way of introducing them to Country, and ensuring that Country knows those who walk upon it. These introductions are done out of respect for Country and are a way of protecting outsiders from the potentially harmful powers of ancestral beings. Toussaint et al. similarly note how during mortuary rites, parents of the deceased take water from rivers and spit it back into the land, symbolising the spirit’s return to Country.Dharumbal man Robin Hatfield demonstrates the importance of not interfering with the dialogue of Country through recalling being told as a child not to disturb Barraru or green frogs. Memmott (78) writes that frogs share a relationship with the rain and flooding caused by Munda-gadda, the Rainbow Snake. Uncle Dougie Hatfield explains the significance of Munda-gadda to his Country stating how “our Aboriginal culture tells us that all the waterways, lagoons, creeks, rivers etc. and many landforms were created by and still are protected by the Moonda-Ngutta, what white people call the Rainbow Snake” (Memmott 79).In the case of Robin Hatfield, to interfere with Barraru’s “business” is to threaten its dialogue with Munda-gadda and in turn the dialogue of Country in form of rain. In addition to disrupting the relational balance between the frog and Munda-gadda, such actions potentially have far-reaching social and cosmological consequences. The rain’s disruption affects the flood plains, which has direct consequences for local flora and transportation and germination of water lily seeds; fauna, affecting the spawning of fish and their movement into lagoons; and ancestral beings such as Munda-gadda who continue to reside within Toonooba.Honouring Land Connections provided artists with a means to enter their own dialogue with Country and explore, discuss, engage, negotiate, and affirm aspects of their indigeneity. The artists wanted the artwork to remain organic to demonstrate honour and respect for Dharumbal connections with Country (Roberts). This meant that materials were sourced from the surrounding Country and the poles placed in a wave-like pattern resembling Munda-gadda. Alongside the designs and symbols painted and carved into the poles, fish skins, birds, nests, and frogs are embalmed within cavities that are cut into the wood, acting as windows that allow viewers to witness components of Country that are often overlooked (see fig. 4). Country therefore is an equal participant within the artwork’s creation and continuing memories and stories. More than a representation of Country, Honouring Land Connections is a literal manifestation of it.Figure 4Opening Dialogue with Non-Indigenous AustraliaHonouring Land Connections is an artistic and cultural expression that revels in Indigenous understandings of place. The installation however remains positioned within a contested “hybrid” setting that is informed by both Indigenous and settler-colonial outlooks (Bhabha). The installation for example is separated from the other two artworks of Flood Markers that explore Rockhampton’s colonial and industrial history. Whilst these are positioned within a landscaped area, Honouring Land Connections is placed where the grass is dying, seating is lacking, and is situated next to a dilapidated coast guard building. It is a location that is as quickly left behind as it is encountered. Its separation from the other two works is further emphasised through its depiction in the project brief as a representation of Rockhampton’s pre-colonial history. Presenting it in such a way has the effect of bookending Aboriginal culture in relation to European settlement, suggesting that its themes belong to a time past rather than an immediate present. Almost as if it is a revelation in and of itself. Within settler-colonial settings, place is heavily politicised and often contested. In what can be seen as an ongoing form of colonialism, Eurocentric epistemologies and understandings of place continue to dominate public thought, rhetoric, and action in ways that legitimise White positionality whilst questioning and/or subjugating other ways of knowing, being, and doing (K. Martin; Moreton-Robinson; Wolfe). This turns places such as Toonooba into agonistic locations of contrasting and competing interests (Bradfield). For many Aboriginal peoples, the memories and emotions attached to a particular place can render it as either comfortable and culturally safe, or as unsafe, unsuitable, unwelcoming, and exclusionary (Fredericks). Honouring Land Connections is one way of publicly asserting and recognising Toonooba as a culturally safe, welcoming, and deeply meaningful place for Indigenous peoples. Whilst the themes explored in Honouring Land Connections are not overtly political, its presence on colonised/invaded land unsettles Eurocentric falsities and colonial amnesia (B. Martin) of an uncontested place and history in which Indigenous voices and knowledges are silenced. The artwork is a physical reminder that encourages awareness—particularly for non-Indigenous populations—of Indigenous voices that are continuously demanding recognition of Aboriginal place within Country. Similar to the boomerangs carved into the poles representing flooding as a natural expression of Country that will return (see fig. 5), Indigenous peoples continue to demand that the wider non-Indigenous population acknowledge, respect, and morally responded to Aboriginal cultures and knowledges.Figure 5Conclusion Far from a historic account of the past, the artists of CAM have created an artwork that promotes awareness of an immediate and emerging Indigenous presence on Country. It creates a space that is welcoming to Indigenous people, allowing them to engage with and affirm aspects of their living histories and cultural identities. Through sharing stories and providing “windows” into Aboriginal culture, Country, and lived experiences (which like the frogs of Toonooba are so often overlooked), the memory poles invite and welcome an open dialogue with non-Indigenous Australians where all may consider their shared presence and mutual dependence on each other and their surroundings.The memory poles are mediatory agents that stand on Country, revealing and bearing witness to the survival, resistance, tenacity, and continuity of Aboriginal peoples within the Rockhampton region and along Toonooba. Honouring Land Connections is not simply a means of reclaiming the river as an Indigenous space, for reclamation signifies something regained after it has been lost. What the memory poles signify is something eternally present, i.e. Toonooba is and forever will be embedded in Aboriginal Country in which we all, Indigenous and non-Indigenous, human and non-human, share. The memory poles serve as lasting reminders of whose Country Rockhampton is on and describes the life ways of that Country, including times of flood. Through celebrating and revelling in the presence of Country, the artists of CAM are revealing the deep connection they have to Country to the wider non-Indigenous community.ReferencesAtkinson, Judy. Trauma Trails, Recreating Song Lines: The Transgenerational Effects of Trauma in Indigenous Australia. Spinifex Press, 2002.Bhabha, Homi, K. The Location of Culture. Taylor and Francis, 2012.Bradfield, Abraham. "Decolonizing the Intercultural: A Call for Decolonizing Consciousness in Settler-Colonial Australia." Religions 10.8 (2019): 469.Cajete, Gregory. Native Science: Natural Laws of Interdependence. 1st ed. 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Art and Agency: An Anthropological Theory. Clarendon P, 1998.———. "The Technology of Enchantment and the Enchantment of Technology." Anthropology, Art, and Aesthetics, eds. J. Coote and A. Shelton. Clarendon P, 1992. 40-63.Goodall, Heather. "The River Runs Backwards." Words for Country: Landscape & Language in Australia, eds. Tim Bonyhady and Tom Griffiths. U of New South Wales P, 2002. 30-51.Heidegger, Martin. Being and Time. 1st English ed. SCM P, 1962.Hokari, Minoru. Gurindji Journey: A Japanese Historian in the Outback. U of New South Wales P, 2011.Ingold, Tim. Lines: A Brief History. Routledge, 2007.———. The Perception of the Environment: Essays on Livelihood, Dwelling & Skill. Routledge, 2000.Langton, Marcia. "Earth, Wind, Fire and Water: The Social and Spiritual Construction of Water in Aboriginal Societies." Social Archaeology of Australian Indigenous Societies, eds. Bruno David et al. Aboriginal Studies P, 2006. 139-60.———. "The Edge of the Sacred, the Edge of Death: Sensual Inscriptions." Inscribed Landscapes: Marking and Making Place, eds. Bruno David and M. Wilson. U of Hawaii P, 2002. 253-69.Lavarack, Louise. "Threshold." 17 Jan. 2019 <http://www.louiselavarack.com.au/>.Malpas, Jeff. Place and Experience: A Philosophical Topography. Cambridge UP, 1999.Martin, Brian. "Immaterial Land." Carnal Knowledge: Towards a 'New Materialism' through the Arts, eds. E. Barret and B. Bolt. Tauris, 2013. 185-04.Martin, Karen Lillian. Please Knock before You Enter: Aboriginal Regulation of Outsiders and the Implications for Researchers. Post Pressed, 2008.Memmott, Paul. "Research Report 10: Aboriginal Social History and Land Affiliation in the Rockhampton-Shoalwater Bay Region." Commonwealth Commission of Inquiry, Shoalwater Bay Capricornia Coast, Queensland: Research Reports, ed. John T. Woodward. A.G.P.S., 1994. 1-107.Moreton-Robinson, Aileen. The White Possessive: Property, Power, and Indigenous Sovereignty. U of Minnesota P, 2015.Morgan, Bob. "Country – a Journey to Cultural and Spiritual Healing." Heartsick for Country: Stories of Love, Spirit and Creation, eds. S. Morgan et al. Freemantle P, 2008: 201-20.Roberts, Alice. "Flood Markers Unveiled on Fitzroy." ABC News 5 Mar. 2014. 10 Mar. 2014 <https://www.abc.net.au/local/photos/2014/03/05/3957151.htm>.Roberts, Alice, and Jacquie Mackay. "Flood Artworks Revealed on Fitzroy Riverbank." ABC Capricornia 29 Oct. 2013. 5 Jan. 20104 <http://www.abc.net.au/local/stories/2013/10/29/3879048.htm?site=capricornia>.Robinson, Paul, and Jacquie Mackay. "Artwork Portray Flood Impact." ABC Capricornia 29 Oct. 2013. 5 Jan. 2014 <http://www.abc.net.au/lnews/2013-10-29/artworks-portray-flood-impact/5051856>.Rose, Deborah Bird. Dingo Makes Us Human: Life and Land in an Aboriginal Australian Culture. Cambridge UP, 1992.———. Nourishing Terrains: Australian Aboriginal Views of Landscape and Wilderness. Australian Heritage Commission, 1996.Salmón, Enrique. "Kincentric Ecology: Indigenous Perceptions of the Human-Nature Relationship." Ecological Applications 10.5 (2000): 1327-32.Seton, Kathryn A., and John J. Bradley. "'When You Have No Law You Are Nothing': Cane Toads, Social Consequences and Management Issues." The Asia Pacific Journal of Anthropology 5.3 (2004): 205-25.Singer, Peter. Practical Ethics. 3rd ed. Cambridge UP, 2011.Toussaint, Sandy, et al. "Water Ways in Aboriginal Australia: An Interconnected Analysis." Anthropological Forum 15.1 (2005): 61-74.Ungunmerr, Miriam-Rose. "To Be Listened To in Her Teaching: Dadirri: Inner Deep Listening and Quiet Still Awareness." EarthSong Journal: Perspectives in Ecology, Spirituality and Education 3.4 (2017): 14-15.University of New Orleans. "Fine Arts at the University of New Orleans: Christopher Saucedo." 31 Aug. 2013 <http://finearts.uno.edu/christophersaucedofaculty.html>.UQ Anthropology Museum. 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IntroductionFestivals, according to Chris Gibson and John Connell, are like “glue”, temporarily sticking together various stakeholders, economic transactions, and networks (9). Australia’s First Nations peoples see festivals as an opportunity to display cultural vitality (Henry 586), and to challenge a history which has rendered them absent (587). The 2017 Australia Council for the Arts Showcasing Creativity report indicates that performing arts by First Nations peoples are under-represented in Australia’s mainstream venues and festivals (1). Large Aboriginal cultural festivals have long thrived in Australia’s northern half, but have been under-developed in the south. Each regional happening develops a cultural landscape connected to a long and intimate relationship with the natural environment.The Far South East coast and mountainous hinterland of New South Wales is rich in pristine landscapes that ground the Yuin and Monaro Nations to Country as the Monaroo Bobberrer Gadu (Peoples of the Mountains and the Sea). This article highlights cross-sector interaction between Koori and mainstream organisations in producing the Giiyong (Guy-Yoong/Welcoming) Festival. This, the first large festival to be held within the Yuin Nation, took place on Aboriginal-owned land at Jigamy, via Eden, on 22 September 2018. Emerging regional artists joined national headline acts, most notably No Fixed Address (one of the earliest Aboriginal bands to break into the Australian mainstream music industry), and hip-hop artist Baker Boy (Danzal Baker, Young Australian of the Year 2019). The festival followed five years of sustained community preparation by South East Arts in association with Grow the Music, Twofold Aboriginal Corporation, the Eden Local Aboriginal Land Council, and its Elders. We offer dual understandings of the Giiyong Festival: the viewpoints of a male Yuin Elder wedded to an Australian woman of European descent. We acknowledge, and rely upon, key information, statistics, and photographs provided by the staff of South East Arts including Andrew Gray (General Manager), Jasmin Williams (Aboriginal Creative and Cultural Engagement Officer and Giiyong Festival Project Manager), and Kate Howarth (Screen Industry Development Officer). We are also grateful to Wiradjuri woman Alison Simpson (Program Manager at Twofold Aboriginal Corporation) for valuable feedback. As community leaders from First Nations and non-First Nations backgrounds, Simpson and Williams complement each other’s talents for empowering Indigenous communities. They plan a 2020 follow-up event on the basis of the huge success of the 2018 festival.The case study is informed by our personal involvement with community. Since the general population barely comprehends the number and diversity of Australia’s Indigenous ‘nations’, the burgeoning Indigenous festival movement encourages First Nations and non-First Nations peoples alike to openly and confidently refer to the places they live in according to Indigenous names, practices, histories, and knowledge. Consequently, in the mental image of a map of the island-continent, the straight lines and names of state borders fade as the colours of the Indigenous ‘Countries’ (represented by David Horton’s wall map of 1996) come to the foreground. We reason that, in terms of ‘regionality,’ the festival’s expressions of “the agency of country” (Slater 141) differ vastly from the centre-periphery structure and logic of the Australian colony. There is no fixed centre to the mutual exchange of knowledge, culture, and experience in Aboriginal Australia. The broader implication of this article is that Indigenous cultural festivals allow First Nations peoples cultures—in moments of time—to assume precedence, that is to ‘stitch’ back together the notion of a continent made up of hundreds of countries, as against the exploitative structure of ‘hub and region’ colonial Australia.Festival Concepts and ContextsHoward Becker observed that cultural production results from an interplay between the person of the artist and a multitude of support personnel whose work is not frequently studied: “It is through this network of cooperation that the art work we eventually see or hear comes to be and continues to be” (1). In assisting arts and culture throughout the Bega Valley, Eurobodalla, and Snowy Monaro, South East Arts delivers positive achievements in the Aboriginal arts and cultural sector. Their outcomes are significant in the light of the dispossession, segregation, and discrimination experienced by Aboriginal Australians. Michael Young, assisted by Indigenous authors Ellen Mundy and Debbie Mundy, recorded how Delegate Reserve residents relocating to the coast were faced with having their lives controlled by a Wallaga Lake Reserve manager or with life on the fringes of the towns in shacks (2–3). But as discovered in the records, “their retention of traditional beliefs, values and customs, reveal that the accommodation they were forced to make with the Europeans did not mean they had surrendered. The proof of this is the persistence of their belief in the value of their culture” (3–4). The goal of the Twofold Aboriginal Corporation is to create an inclusive place where Aboriginal people of the Twofold Bay Region can be proud of their heritage, connect with the local economy, and create a real future for their children. When Simpson told Williams of the Twofold Aboriginal Corporation’s and Eden Local Aboriginal Land Council’s dream of housing a large cultural festival at Jigamy, Williams rigorously consulted local Indigenous organisations to build a shared sense of community ownership of the event. She promoted the festival as “a rare opportunity in our region to learn about Aboriginal culture and have access to a huge program of Aboriginal musicians, dancers, visual artists, authors, academics, storytellers, cooks, poets, creative producers, and films” (McKnight).‘Uncle Ossie’ Cruse of Eden envisaged that the welcoming event would enliven the longstanding caring and sharing ethos of the Yuin-Monaro people. Uncle Ossie was instrumental in establishing Jigamy’s majestic Monaroo Bobberrer Gudu Keeping Place with the Eden Local Aboriginal Land Council in 1994. Built brick by brick by Indigenous workers, it is a centre for the teaching and celebration of Aboriginal culture, and for the preservation of artefacts. It represents the local community's determination to find their own solutions for “bridging the gap” by creating education and employment opportunities. The centre is also the gateway to the Bundian Way, the first Aboriginal pathway to be listed on the NSW State Heritage Register. Festival Lead-Up EventsEden’s Indigenous students learn a revived South Coast language at Primary and Secondary School. In 2015, Uncle Ossie vitally informed their input into The Black Ducks, a hip-hop song filmed in Eden by Desert Pea Media. A notable event boosting Koori musical socialisation was a Giiyong Grow the Music spectacle performed at Jigamy on 28 October 2017. Grow the Music—co-founded by Lizzy Rutten and Emily White—specialises in mentoring Indigenous artists in remote areas using digital recording equipment. Eden Marine High School students co-directed the film Scars as part of a programme of events with South East Arts and the Giiyong Festival 2018. The Eden Place Project and Campbell Page also create links between in- and out-of-school activities. Eden’s Indigenous students thus perform confidently at NAIDOC Week celebrations and at various festivals. Preparation and PersonnelAn early decision was made to allow free entry to the Giiyong Festival in order to attract a maximum number of Indigenous families. The prospect necessitated in-kind support from Twofold Aboriginal Corporation staff. They galvanised over 100 volunteers to enhance the unique features of Jigamy, while Uncle Ossie slashed fields of bushes to prepare copious parking space. The festival site was spatially focused around two large stages dedicated to the memory of two strong supporters of cultural creativity: Aunty Doris Kirby, and Aunty Liddy Stewart (Image 1). Image 1: Uncle Ossie Cruse Welcomes Festival-Goers to Country on the Aunty Liddy Stewart Stage. Image Credit: David Rogers for South East Arts, Reproduction Courtesy of South East Arts.Cultural festivals are peaceful weapons in a continuing ontological political contest (Slater 144). In a panel discussion, Uncle Ossie explained and defended the Makarrata: the call for a First Nations Voice to be enshrined in the Constitution.Williams also contracted artists with a view to capturing the past and present achievements of Aboriginal music. Apart from her brilliant centrepiece acts No Fixed Address and Baker Boy, she attracted Pitjantjatjara singer Frank Yamma (Image 2), Yorta Yorta singer/songwriter Benny Walker, the Central Desert Docker River Band, and Jessie Lloyd’s nostalgic Mission Songs Project. These stellar acts were joined by Wallaga Lake performers Robbie Bundle, Warren Foster, and Alison Walker as well as Nathan Lygon (Eden), Chelsy Atkins (Pambula), Gabadoo (Bermagui), and Drifting Doolgahls (Nowra). Stage presentations were technologically transformed by the live broadcast of acts on large screens surrounding the platforms. Image 2: Singer-Songwriter Frank Yamma Performs at Giiyong Festival 2018. Image Credit: David Rogers for South East Arts, Reproduction Courtesy of South East Arts.Giiyong Music and Dance Music and dance form the staple components of Indigenous festivals: a reflection on the cultural strength of ancient ceremony. Hundreds of Yuin-Monaro people once attended great corroborees on Mumbulla Mountain (Horton 1235), and oral history recorded by Janet Mathews evidences ceremonies at Fishy Flats, Eden, in the 1850s. Today’s highly regarded community musicians and dancers perform the social arrangements of direct communication, sometimes including their children on stage as apprentices. But artists are still negotiating the power structures through which they experience belonging and detachment in the representation of their musical identity.Youth gain positive identities from participating alongside national headline acts—a form of learning that propels talented individuals into performing careers. The One Mob Dreaming Choir of Koori students from three local schools were a popular feature (Image 3), as were Eden Marine student soloists Nikai Stewart, and Nikea Brooks. Grow the Music in particular has enabled these youngsters to exhibit the roots of their culture in a deep and touching way that contributes to their life-long learning and development. Image 3: The One Mob Dreaming Choir, Directed by Corinne Gibbons (L) and Chelsy Atkins (R). Image Credit: David Rogers for South East Arts, Reproduction Courtesy of South East Arts. Brydie-Leigh Bartleet describes how discourses of pride emerge when Indigenous Australian youth participate in hip-hop. At the Giiyong Festival the relationship between musical expression, cultural representation, and political positioning shone through the songs of Baker Boy and Gabadoo (Image 4). Channelling emotions into song, they led young audiences to engage with contemporary themes of Indigeneity. The drones launched above the carpark established a numerical figure close on 6,000 attendees, a third of whom were Indigenous. Extra teenagers arrived in time for Baker Boy’s evening performance (Williams), revealing the typical youthful audience composition associated with the hip-hop craze (Image 5).Image 4: Bermagui Resident Gabadoo Performs Hip-Hop at the Giiyong Festival. Image Credit: David Rogers for South East Arts, Reproduced Courtesy South East Arts.Image 5: A Youthful Audience Enjoys Baker Boy’s Giiyong Festival Performance. Image Credit: David Rogers for South East Arts, Reproduced Courtesy South East Arts.Wallaga Lake’s traditional Gulaga Dancers were joined by Bermagui’s Gadhu Dancers, Eden’s Duurunu Miru Dancers, and Narooma’s Djaadjawan Dancers. Sharon Mason founded Djaadjawan Dancers in 2015. Their cultural practice connects to the environment and Mingagia (Mother Earth). At their festival tent, dancers explained how they gather natural resources from Walbanja Country to hand-make traditional dance outfits, accessories, and craft. They collect nuts, seeds, and bark from the bush, body paint from ancient ochre pits, shells from beaches, and bird feathers from fresh roadkill. Duurunu Miru dancer/didjeriduist Nathan Lygon elaborates on the functions of the Far South East Coast dance performance tradition:Dance provides us with a platform, an opportunity to share our stories, our culture, and our way of being. It demonstrates a beautiful positivity—a feeling of connection, celebration, and inclusion. The community needs it. And our young people need a ‘space’ in which they can grow into the knowledge and practices of their culture. The festival also helped the wider community to learn more about these dimensions. (n.p.)While music and dance were at the heart of the festival, other traditional skills were included, for example the exhibitions mounted inside the Keeping Place featured a large number of visual artists. Traditional bush cooking took place near Lake Pambula, and yarn-ups, poetry, and readings were featured throughout the day. Cultural demonstrations in the Bunaan Ring (the Yuin name for a corroboree circle) included ‘Gum Leaf Playing.’ Robin Ryan explained how the Yuin’s use of cultural elements to entertain settlers (Cameron 79) led to the formation of the Wallaga Lake Gum Leaf Band. As the local custodian of this unique musical practice, Uncle Ossie performed items and conducted a workshop for numerous adults and children. Festival Feedback and Future PlanningThe Giiyong Festival gained huge Indigenous cultural capital. Feedback gleaned from artists, sponsors, supporters, volunteers, and audiences reflected on how—from the moment the day began—the spirit of so many performers and consumers gathered in one place took over. The festival’s success depended on its reception, for as Myers suggests: “It is the audience who create the response to performance and if the right chemistry is achieved the performers react and excel in their presentation” (59). The Bega District News, of 24 September 2018, described the “incredibly beautiful event” (n.p.), while Simpson enthused to the authors:I believe that the amount of people who came through the gates to attend the Giiyong Festival was a testament to the wider need and want for Aboriginal culture. Having almost double the population of Eden attend also highlights that this event was long overdue. (n.p.)Williams reported that the whole festival was “a giant exercise in the breaking down of walls. Some signed contracts for the first time, and all met their contracts professionally. National artists Baker Boy and No Fixed Address now keep in touch with us regularly” (Williams). Williams also expressed her delight that local artists are performing further afield this year, and that an awareness, recognition, and economic impact has been created for Jigamy, the Giiyong Festival, and Eden respectively:We believe that not only celebrating, but elevating these artists and Aboriginal culture, is one of the most important things South East Arts can do for the overall arts sector in the region. This work benefits artists, the economy and cultural tourism of the region. Most importantly it feeds our collective spirit, educates us, and creates a much richer place to live. (Giiyong Festival Report 1)Howarth received 150 responses to her post-event survey. All respondents felt welcome, included, and willing to attend another festival. One commented, “not even one piece of rubbish on the ground.” Vanessa Milton, ABC Open Producer for South East NSW, wrote: “Down to the tiniest detail it was so obvious that you understood the community, the audience, the performers and how to bring everyone together. What a coup to pull off this event, and what a gift to our region” (Giiyong Festival Report 4).The total running cost for the event was $257,533, including $209,606 in government grants from local, state, and federal agencies. Major donor Create NSW Regional Partnerships funded over $100,000, and State Aboriginal Affairs gave $6,000. Key corporate sponsors included Bendigo Bank, Snowy Hydro and Waterway Constructions, Local Land Services Bega, and the Eden Fisherman’s Club. Funding covered artists’ fees, staging, the hiring of toilets, and multiple generators, including delivery costs. South East Arts were satisfied with the funding amount: each time a new donation arrived they were able to invite more performers (Giiyong Festival Report 2; Gray; Williams). South East Arts now need to prove they have the leadership capacity, financial self-sufficiency, and material resources to produce another festival. They are planning 2020 will be similar to 2018, provided Twofold Aboriginal Corporation can provide extra support. Since South East Arts exists to service a wider area of NSW, they envisage that by 2024, they would hand over the festival to Twofold Aboriginal Corporation (Gray; Williams). Forthcoming festivals will not rotate around other venues because the Giiyong concept was developed Indigenously at Jigamy, and “Jigamy has the vibe” (Williams). Uncle Ossie insists that the Yuin-Monaro feel comfortable being connected to Country that once had a traditional campsite on the east side. Evaluation and ConclusionAlthough ostensibly intended for entertainment, large Aboriginal festivals significantly benefit the educational, political, and socio-economic landscape of contemporary Indigenous life. The cultural outpourings and dissemination of knowledges at the 2018 Giiyong Festival testified to the resilience of the Yuin-Monaro people. In contributing to the processes of Reconciliation and Recognition, the event privileged the performing arts as a peaceful—yet powerful truth-telling means—for dealing with the state. Performers representing the cultures of far-flung ancestral lands contributed to the reimagining of a First Nations people’s map representing hundreds of 'Countries.’It would be beneficial for the Far South East region to perpetuate the Giiyong Festival. It energised all those involved. But it took years of preparation and a vast network of cooperating people to create the feeling which made the 2018 festival unique. Uncle Ossie now sees aspects of the old sharing culture of his people springing back to life to mould the quality of life for families. Furthermore, the popular arts cultures are enhancing the quality of life for Eden youth. As the cross-sector efforts of stakeholders and volunteers so amply proved, a family-friendly, drug and alcohol-free event of the magnitude of the Giiyong Festival injects new growth into an Aboriginal arts industry designed for the future creative landscape of the whole South East region. AcknowledgementsMany thanks to Andrew Gray and Jasmin Williams for supplying a copy of the 2018 Giiyong Festival Report. We appreciated prompt responses to queries from Jasmin Williams, and from our editor Rachel Franks. We are humbly indebted to our two reviewers for their expert direction.ReferencesAustralian Government. Showcasing Creativity: Programming and Presenting First Nations Performing Arts. Australia Council for the Arts Report, 8 Mar. 2017. 20 May 2019 <https://tnn.org.au/2017/03/showcasing-creativity-programming-and-presenting-first-nations-performing-arts-australia-council/>.Bartleet, Brydie-Leigh. “‘Pride in Self, Pride in Community, Pride in Culture’: The Role of Stylin’ Up in Fostering Indigenous Community and Identity.” The Festivalization of Culture. Eds. Andy Bennett, Jodie Taylor, and Ian Woodward. New York: Routledge, 2014.Becker, Howard S. Art Worlds. 25th anniversary edition. Berkeley: U of California P, 2008.Brown, Bill. “The Monaroo Bubberer [Bobberer] Gudu Keeping Place: A Symbol of Aboriginal Self-determination.” ABC South East NSW, 9 Jul. 2015. 20 May 2019 <http://www.abc.net.au/local/photos/2015/07/09/4270480.htm>.Cameron, Stuart. "An Investigation of the History of the Aborigines of the Far South Coast of NSW in the 19th Century." PhD Thesis. Canberra: Australian National U, 1987. Desert Pea Media. The Black Ducks “People of the Mountains and the Sea.” <https://www.youtube.com/watch?v=8fbJNHAdbkg>.“Festival Fanfare.” Eden Magnet 28 June 2018. 1 Mar. 2019 <edenmagnet.com.au>.Gibson, Chris, and John Connell. Music Festivals and Regional Development in Australia. Aldershot: Ashgate, 2012.Gray, Andrew. Personal Communication, 28 Mar. 2019.Henry, Rosita. “Festivals.” The Oxford Companion to Aboriginal Art and Culture. Eds. Syvia Kleinert and Margot Neale. South Melbourne: Oxford UP, 586–87.Horton, David R. “Yuin.” Encyclopaedia of Aboriginal Australia. Ed. David R. Horton. Canberra: Aboriginal Studies Press, 1994.———. Aboriginal Australia Wall Map Compiled by David Horton. Aboriginal Studies Press, 1996.Lygon, Nathan. Personal Communication, 20 May 2019.Mathews, Janet. Albert Thomas Mentions the Leaf Bands That Used to Play in the Old Days. Cassette recorded at Wreck Bay, NSW on 9 July 1964 for the Australian Institute of Aboriginal and Torres Strait Islanders (AIATSIS). LAA1013. McKnight, Albert. “Giiyong Festival the First of Its Kind in Yuin Nation.” Bega District News 17 Sep. 2018. 1 Mar. 2019 <https://www.begadistrictnews.com.au/story/5649214/giiyong-festival-the-first-of-its-kind-in-yuin-nation/?cs=7523#slide=2>. ———. “Giiyong Festival Celebrates Diverse, Enduring Cultures.” Bega District News 24 Sep. 2018. 1 Mar. 2019 <https://www.begadistrictnews.com.au/story/5662590/giiyong-festival-celebrates-diverse-enduring-cultures-photos-videos/>.Myers, Doug. “The Fifth Festival of Pacific Arts.” Australian Aboriginal Studies 1 (1989): 59–62.Simpson, Alison. Personal Communication, 9 Apr. 2019.Slater, Lisa. “Sovereign Bodies: Australian Indigenous Cultural Festivals and Flourishing Lifeworlds.” The Festivalization of Culture. Eds. Andy Bennett, Jodie Taylor, and Ian Woodward. London: Ashgate, 2014. 131–46.South East Arts. "Giiyong Festival Report." Bega: South East Arts, 2018.———. Giiyong Grow the Music. Poster for Event Produced on Saturday, 28 Oct. 2017. 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IntroductionThe debate about the responsibility of museums to respect Indigenous peoples’ rights (Kelly and Gordon; Butts) has caught our attention on the basis of our previous research experience with regard to the protection of the tangible and intangible heritage of the San (former hunter gatherers) in Southern Africa (Martin and Vermeylen; Vermeylen, Contextualising; Vermeylen, Life Force; Vermeylen et al.; Vermeylen, Land Rights). This paper contributes to the critical debate about curatorial practices and the recovery of Indigenous peoples’ cultural practices and explores how museums can be transformed into cultural centres that “decolonise” their objects while simultaneously providing social agency to marginalised groups such as the San. Indigenous MuseumTraditional methods of displaying Indigenous heritage are now regarded with deep suspicion and resentment by Indigenous peoples (Simpson). A number of related issues such as the appropriation, ownership and repatriation of culture together with the treatment of sensitive and sacred materials and the stereotyping of Indigenous peoples’ identity (Carter; Simpson) have been identified as the main problems in the debate about museum curatorship and Indigenous heritage. The poignant question remains whether the concept of a classical museum—in the sense of how it continues to classify, value and display non-Western artworks—will ever be able to provide agency to Indigenous peoples as long as “their lives are reduced to an abstract set of largely arbitrary material items displayed without much sense of meaning” (Stanley 3). Indeed, as Salvador has argued, no matter how much Indigenous peoples have been involved in the planning and implementation of an exhibition, some issues remain problematic. First, there is the problem of representation: who speaks for the group; who should make decisions and under what circumstances; when is it acceptable for “outsiders” to be involved? Furthermore, Salvador raises another area of contestation and that is the issue of intention. As we agree with Salvador, no matter how good the intention to include Indigenous peoples in the curatorial practices, the fact that Indigenous peoples may have a (political) perspective about the exhibition that differs from the ideological foundation of the museum enterprise, is, indeed, a challenge that must not be overlooked in the discussion of the inclusive museum. This relates to, arguably, one of the most important challenges in respect to the concept of an Indigenous museum: how to present the past and present without creating an essentialising “Other”? As Stanley summarises, the modernising agenda of the museum, including those museums that claim to be Indigenous museums, continues to be heavily embedded in the belief that traditional cultural beliefs, practices and material manifestations must be saved. In other words, exhibitions focusing on Indigenous peoples fail to show them as dynamic, living cultures (Simpson). This raises the issue that museums recreate the past (Sepúlveda dos Santos) while Indigenous peoples’ interests can be best described “in terms of contemporaneity” (Bolton qtd. in Stanley 7). According to Bolton, Indigenous peoples’ interest in museums can be best understood in terms of using these (historical) collections and institutions to address contemporary issues. Or, as Sepúlveda dos Santos argues, in order for museums to be a true place of memory—or indeed a true place of recovery—it is important that the museum makes the link between the past and contemporary issues or to use its objects in such a way that these objects emphasize “the persistence of lived experiences transmitted through generations” (29). Under pressure from Indigenous rights movements, the major aim of some museums is now reconciliation with Indigenous peoples which, ultimately, should result in the return of the cultural objects to the originators of these objects (Kelly and Gordon). Using the Native American Graves Protection and Repatriation Act of 1990 (NAGPRA) as an illustration, we argue that the whole debate of returning or recovering Indigenous peoples’ cultural objects to the original source is still embedded in a discourse that emphasises the mummified aspect of these materials. As Harding argues, NAGPRA is provoking an image of “native Americans as mere passive recipients of their cultural identity, beholden to their ancestors and the museum community for the re-creation of their cultures” (137) when it defines cultural patrimony as objects having ongoing historical, traditional or cultural importance, central to the Native American group or culture itself. According to Harding (2005) NAGPRA’s dominating narrative focuses on the loss, alienation and cultural genocide of the objects as long as these are not returned to their originators. The recovery or the return of the objects to their “original” culture has been applauded as one of the most liberating and emancipatory events in recent years for Indigenous peoples. However, as we have argued elsewhere, the process of recovery needs to do more than just smother the object in its past; recovery can only happen when heritage or tradition is connected to the experience of everyday life. One way of achieving this is to move away from the objectification of Indigenous peoples’ cultures. ObjectificationIn our exploratory enquiry about new museum practices our attention was drawn to a recent debate about ownership and personhood within the context of museology (Busse; Baker; Herle; Bell; Geismar). Busse, in particular, makes the point that in order to reformulate curatorial practices it is important to redefine the concept and meaning of objects. While the above authors do not question the importance of the objects, they all argue that the real importance does not lie in the objects themselves but in the way these objects embody the physical manifestation of social relations. The whole idea that objects matter because they have agency and efficacy, and as such become a kind of person, draws upon recent anthropological theorising by Gell and Strathern. Furthermore, we have not only been inspired by Gell’s and Strathern’s approaches that suggests that objects are social persons, we have also been influenced by Appadurai’s and Kopytoff’s defining of objects as biographical agents and therefore valued because of the associations they have acquired throughout time. We argue that by framing objects in a social network throughout its lifecycle we can avoid the recurrent pitfalls of essentialising objects in terms of their “primitive” or “traditional” (aesthetic) qualities and mystifying the identity of Indigenous peoples as “noble savages.” Focusing more on the social network that surrounds a particular object opens up new avenues of enquiry as to how, and to what extent, museums can become more inclusive vis-à-vis Indigenous peoples. It allows moving beyond the current discourse that approaches the history of the (ethnographic) museum from only one dominant perspective. By tracing an artwork throughout its lifecycle a new metaphor can be discovered; one that shows that Indigenous peoples have not always been victims, but maybe more importantly it allows us to show a more complex narrative of the object itself. It gives us the space to counterweight some of the discourses that have steeped Indigenous artworks in a “postcolonial” framework of sacredness and mythical meaning. This is not to argue that it is not important to be reminded of the dangers of appropriating other cultures’ heritage, but we would argue that it is equally important to show that approaching a story from a one-sided perspective will create a dualism (Bush) and reducing the differences between different cultures to a dualistic opposition fails to recognise the fundamental areas of agency (Morphy). In order for museums to enliven and engage with objects, they must become institutions that emphasise a relational approach towards displaying and curating objects. In the next part of this paper we will explore to what extent an online museum could progressively facilitate the process of providing agency to the social relations that link objects, persons, environments and memories. As Solanilla argues, what has been described as cybermuseology may further transform the museum landscape and provide an opportunity to challenge some of the problems identified above (e.g. essentialising practices). Or to quote the museologist Langlais: “The communication and interaction possibilities offered by the Web to layer information and to allow exploration of multiple meanings are only starting to be exploited. In this context, cybermuseology is known as a practice that is knowledge-driven rather than object-driven, and its main goal is to disseminate knowledge using the interaction possibilities of Information Communication Technologies” (Langlais qtd. in Solanilla 108). One thing which shows promise and merits further exploration is the idea of transforming the act of exhibiting ethnographic objects accompanied by texts and graphics into an act of cyber discourse that allows Indigenous peoples through their own voices and gestures to involve us in their own history. This is particularly the case since Indigenous peoples are using technologies, such as the Internet, as a new medium through which they can recuperate their histories, land rights, knowledge and cultural heritage (Zimmerman et al.). As such, new technology has played a significant role in the contestation and formation of Indigenous peoples’ current identity by creating new social and political spaces through visual and narrative cultural praxis (Ginsburg).Online MuseumsIt has been acknowledged for some time that a presence on the Web might mitigate the effects of what has been described as the “unassailable voice” in the recovery process undertaken by museums (Walsh 77). However, a museum’s online engagement with an Indigenous culture may have significance beyond undercutting the univocal authority of a museum. In the case of the South African National Gallery it was charged with challenging the extent to which it represents entrenched but unacceptable political ideologies. Online museums may provide opportunities in the conservation and dissemination of “life stories” that give an account of an Indigenous culture as it is experienced (Solanilla 105). We argue that in engaging with Indigenous cultural heritage a distinction needs to be drawn between data and the cognitive capacity to learn, “which enables us to extrapolate and learn new knowledge” (Langlois 74). The problem is that access to data about an Indigenous culture does not necessarily lead to an understanding of its knowledge. It has been argued that cybermuseology loses the essential interpersonal element that needs to be present if intangible heritage is understood as “the process of making sense that is generally transmitted orally and through face-to-face experience” (Langlois 78). We agree that the online museum does not enable a reality to be reproduced (Langlois 78).This does not mean that cybermuseology should be dismissed. Instead it provides the opportunity to construct a valuable, but completely new, experience of cultural knowledge (Langlois 78). The technology employed in cybermuseology provides the means by which control over meaning may, at least to some extent, be dispersed (Langlois 78). In this way online museums provide the opportunity for Indigenous peoples to challenge being subjected to manipulation by one authoritative museological voice. One of the ways this may be achieved is through interactivity by enabling the use of social tagging and folksonomy (Solanilla 110; Trant 2). In these processes keywords (tags) are supplied and shared by visitors as a means of accessing museum content. These tags in turn give rise to a classification system (folksonomy). In the context of an online museum engaging with an Indigenous culture we have reservations about the undifferentiated interactivity on the part of all visitors. This issue may be investigated further by examining how interactivity relates to communication. Arguably, an online museum is engaged in communicating Indigenous cultural heritage because it helps to keep it alive and pass it on to others (Langlois 77). However, enabling all visitors to structure online access to that culture may be detrimental to the communication of knowledge that might otherwise occur. The narratives by which Indigenous cultures, rather than visitors, order access to information about their cultures may lead to the communication of important knowledge. An illustration of the potential of this approach is the work Sharon Daniel has been involved with, which enables communities to “produce knowledge and interpret their own experience using media and information technologies” (Daniel, Palabras) partly by means of generating folksonomies. One way in which such issues may be engaged with in the context of online museums is through the argument that database and narrative in such new media objects are opposed to each other (Manovich, New Media 225). A new media work such as an online museum may be understood to be comprised of a database and an interface to that database. A visitor to an online museum may only move through the content of the database by following those paths that have been enabled by those who created the museum (Manovich, New Media 227). In short it is by means of the interface provided to the viewer that the content of the database is structured into a narrative (Manovich, New Media: 226). It is possible to understand online museums as constructions in which narrative and database aspects are emphasized to varying degrees for users. There are a variety of museum projects in which the importance of the interface in creating a narrative interface has been acknowledged. Goldblum et al. describe three examples of websites in which interfaces may be understood as, and explicitly designed for, carrying meaning as well as enabling interactivity: Life after the Holocaust; Ripples of Genocide; and Yearbook 2006.As with these examples, we suggest that it is important there be an explicit engagement with the significance of interface(s) for online museums about Indigenous peoples. The means by which visitors access content is important not only for the way in which visitors interact with material, but also as to what is communicated about, culture. It has been suggested that the curator’s role should be moved away from expertly representing knowledge toward that of assisting people outside the museum to make “authored statements” within it (Bennett 11). In this regard it seems to us that involvement of Indigenous peoples with the construction of the interface(s) to online museums is of considerable significance. Pieterse suggests that ethnographic museums should be guided by a process of self-representation by the “others” portrayed (Pieterse 133). Moreover it should not be forgotten that, because of the separation of content and interface, it is possible to have access to a database of material through more than one interface (Manovich, New Media 226-7). Online museums provide a means by which the artificial homogenization of Indigenous peoples may be challenged.We regard an important potential benefit of an online museum as the replacement of accessing material through the “unassailable voice” with the multiplicity of Indigenous voices. A number of ways to do this are suggested by a variety of new media artworks, including those that employ a database to rearrange information to reveal underlying cultural positions (Paul 100). Paul discusses the work of, amongst others, George Legrady. She describes how it engages with the archive and database as sites that record culture (104-6). Paul specifically discusses Legrady’s work Slippery Traces. This involved viewers navigating through more than 240 postcards. Viewers of work were invited to “first chose one of three quotes appearing on the screen, each of which embodies a different perspective—anthropological, colonialist, or media theory—and thus provides an interpretive angle for the experience of the projects” (104-5). In the same way visitors to an online museum could be provided with a choice of possible Indigenous voices by which its collection might be experienced. We are specifically interested in the implications that such approaches have for the way in which online museums could engage with film. Inspired by Basu’s work on reframing ethnographic film, we see the online museum as providing the possibility of a platform to experiment with new media art in order to expose the meta-narrative(s) about the politics of film making. As Basu argues, in order to provoke a feeling of involvement with the viewer, it is important that the viewer becomes aware “of the plurality of alternative readings/navigations that they might have made” (105). As Weinbren has observed, where a fixed narrative pathway has been constructed by a film, digital technology provides a particularly effective means to challenge it. It would be possible to reveal the way in which dominant political interests regarding Indigenous cultures have been asserted, such as for example in the popular film The Gods Must Be Crazy. New media art once again provides some interesting examples of the way ideology, that might otherwise remain unclear, may be exposed. Paul describes the example of Jennifer and Kevin McCoy’s project How I learned. The work restructures a television series Kung Fu by employing “categories such as ‘how I learned about blocking punches,’ ‘how I learned about exploiting workers,’ or ‘how I learned to love the land’” (Paul 103) to reveal in greater clarity, than otherwise might be possible, the cultural stereotypes used in the visual narratives of the program (Paul 102-4). We suggest that such examples suggest the ways in which online museums could work to reveal and explore the existence not only of meta-narratives expressed by museums as a whole, but also the means by which they are realised within existing items held in museum collections.ConclusionWe argue that the agency for such reflective moments between the San, who have been repeatedly misrepresented or underrepresented in exhibitions and films, and multiple audiences, may be enabled through the generation of multiple narratives within online museums. We would like to make the point that, first and foremost, the theory of representation must be fully understood and acknowledged in order to determine whether, and how, modes of online curating are censorious. As such we see online museums having the potential to play a significant role in illuminating for both the San and multiple audiences the way that any form of representation or displaying restricts the meanings that may be recovered about Indigenous peoples. ReferencesAppadurai, Arjun. The Social Life of Things: Commodities in Cultural Perspective. Cambridge: Harvard UP, 1986. Bal, Mieke. “Exhibition as Film.” Exhibition Experiments. Ed. Sharon Macdonald and Paul Basu. Malden: Blackwell Publishing 2007. 71-93. Basu, Paul. “Reframing Ethnographic Film.” Rethinking Documentary. Eds. Thomas Austin and Wilma de Jong. Maidenhead: Open U P, 2008. 94-106.Barringer, Tim, and Tom Flynn. Colonialism and the Object: Empire, Material Culture and the Museum. London: Routledge, 1998. 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From a Māori (Indigenous to New Zealand) perspective, health is not confined to the treatment of illness but also includes the philosophical concepts, structures and cultural practices which reinforce health and wellbeing. The ill-health of Māori is often the focus of health initiatives, particularly if there is an equity approach that centres on disparities between ethnic groups. However, an Indigenous approach prioritises health and wellbeing aspirations through strengthening self-determination, identity and connection with the environment. This article synthesises knowledge from Indigenous and Māori rights, mātauranga (Māori ways of knowing) expressed in pūrākau (epistemological narratives), tikanga (Māori principles), te reo (Māori language) and lived experience to reflect a shared understanding of Māori health and wellbeing. Consideration is given to the status of Māori pre-colonisation, the ongoing impacts of colonisation, and Māori led responses to contemporary health issues. It is proposed that health for Māori, like many Indigenous peoples, should be informed by an enhanced understanding of Indigenous rights, an Indigenous worldview and notions of wellbeing. We argue that a tangata whenua (people of the land) approach is integral to the effectiveness of health policies and initiatives aimed at improving Māori outcomes sustainably. We propose that the current reorganisation of Aotearoa New Zealand’s health system, as well as the COVID-19 pandemic response, provide opportunities to emphasise and embed Māori health leadership and knowledge, as well as a tangata whenua conceptualisation of health and wellbeing.

Abstract Background Indigenous Peoples are impacted by industrial resource development that takes place on, or near, their communities. Existing literature on impacts of industrial resource development on Indigenous Peoples primarily focus on physical health outcomes and rarely focus on the mental health impacts. To understand the full range of long-term and anticipated health impacts of industrial resource development on Indigenous communities, mental health impacts must be examined. It is well-established that there is a connection between the environment and Indigenous wellbeing, across interrelated dimensions of mental, physical, emotional, and spiritual health. Methods This paper identifies how the Community Advisory Team and a team of Indigenous and settler scholars will conduct the review. The literature search will use the OVID interface to search Medline, Embase, PsycINFO, and Global Health databases. Non-indexed peer-reviewed journals related to Indigenous health or research will be scanned. Books and book chapters will be identified in the Scopus and PsycINFO databases. The grey literature search will also include Google and be limited to reports published by government, academic, and non-profit organizations. Reference lists of key publications will be checked for additional relevant publications, including theses, dissertations, reports, and other articles not retrieved in the online searches. Additional sources may be recommended by team members. Included documents will focus on Indigenous Peoples in North America, South America, Australia, Aotearoa New Zealand, and Circumpolar regions, research that reports on mental health, and research that is based on land loss connected to dams, mines, agriculture, or petroleum development. Literature that meets the inclusion criteria will be screened at the title/abstract and full-text stages by two team members in Covidence. The included literature will be rated with a quality appraisal tool and information will be extracted by two team members; a consensus of information will be reached and be submitted for analysis. Discussion The synthesized evidence from this review is relevant for land use policy, health impact assessments, economic development, mental health service planning, and communities engaging in development projects. Systematic review registration Registered in the International Prospective Register of Systematic Reviews (PROSPERO; Registration number CRD42021253720)

IntroductionTasmania hangs from the map of Australia like a drop in freefall from the substance of the mainland. Often the whole state is mislaid from Australian maps and logos (Reddit). Tasmania has, at least since federation, been considered peripheral—a region seen as isolated, a ‘problem’ economically, politically, and culturally. However, Tasmania not only cleaves to the ‘north island’ of Australia but is also subject to the gravitational pull of an even greater land mass—Antarctica. In this article, we upturn the political conventions of map-making that place both Antarctica and Tasmania in obscure positions at the base of the globe. We show how a changing global climate re-frames Antarctica and the Southern Ocean as key drivers of worldwide environmental shifts. The liquid and solid water between Tasmania and Antarctica is revealed not as a homogenous barrier, but as a dynamic and relational medium linking the Tasmanian archipelago with Antarctica. When Antarctica becomes the focus, the script is flipped: Tasmania is no longer on the edge, but core to a network of gateways into the southern land. The state’s capital of Hobart can from this perspective be understood as an “Antarctic city”, central to the geopolitics, economy, and culture of the frozen continent (Salazar et al.). Viewed from the south, we argue, Tasmania is not a problem, but an opportunity for a form of ecological, cultural, economic, and political sustainability that opens up the southern continent to science, discovery, and imagination.A Centre at the End of the Earth? Tasmania as ParadoxThe islands of Tasmania owe their existence to climate change: a period of warming at the end of the last ice age melted the vast sheets of ice covering the polar regions, causing sea levels to rise by more than one hundred metres (Tasmanian Climate Change Office 8). Eleven thousand years ago, Aboriginal people would have witnessed the rise of what is now called Bass Strait, turning what had been a peninsula into an archipelago, with the large island of Tasmania at its heart. The heterogeneous practices and narratives of Tasmanian regional identity have been shaped by the geography of these islands, and their connection to the Southern Ocean and Antarctica. Regions, understood as “centres of collective consciousness and sociospatial identities” (Paasi 241) are constantly reproduced and reimagined through place-based social practices and communications over time. As we will show, diverse and contradictory narratives of Tasmanian regionality often co-exist, interacting in complex and sometimes complementary ways. Ecocritical literary scholar C.A. Cranston considers duality to be embedded in the textual construction of Tasmania, writing “it was hell, it was heaven, it was penal, it was paradise” (29). Tasmania is multiply polarised: it is both isolated and connected; close and far away; rich in resources and poor in capital; the socially conservative birthplace of radical green politics (Hay 60). The weather, as if sensing the fine balance of these paradoxes, blows hot and cold at a moment’s notice.Tasmania has wielded extraordinary political influence at times in its history—notably during the settlement of Melbourne in 1835 (Boyce), and during protests against damming the Franklin River in the early 1980s (Mercer). However, twentieth-century historical and political narratives of Tasmania portray the Bass Strait as a barrier, isolating Tasmanians from the mainland (Harwood 61). Sir Bede Callaghan, who headed one of a long line of federal government inquiries into “the Tasmanian problem” (Harwood 106), was clear that Tasmania was a victim of its own geography:the major disability facing the people of Tasmania (although some residents may consider it an advantage) is that Tasmania is an island. Separation from the mainland adversely affects the economy of the State and the general welfare of the people in many ways. (Callaghan 3)This perspective may stem from the fact that Tasmania has maintained the lowest Gross Domestic Product per capita of all states since federation (Bureau of Infrastructure Transport and Regional Economics 9). Socially, economically, and culturally, Tasmania consistently ranks among the worst regions of Australia. Statistical comparisons with other parts of Australia reveal the population’s high unemployment, low wages, poor educational outcomes, and bad health (West 31). The state’s remoteness and isolation from the mainland states and its reliance on federal income have contributed to the whole of Tasmania, including Hobart, being classified as ‘regional’ by the Australian government, in an attempt to promote immigration and economic growth (Department of Infrastructure and Regional Development 1). Tasmania is indeed both regional and remote. However, in this article we argue that, while regionality may be cast as a disadvantage, the island’s remote location is also an asset, particularly when viewed from a far southern perspective (Image 1).Image 1: Antarctica (Orthographic Projection). Image Credit: Wikimedia Commons, Modified Shading of Tasmania and Addition of Captions by H. Nielsen.Connecting Oceans/Collapsing DistanceTasmania and Antarctica have been closely linked in the past—the future archipelago formed a land bridge between Antarctica and northern land masses until the opening of the Tasman Seaway some 32 million years ago (Barker et al.). The far south was tangible to the Indigenous people of the island in the weather blowing in from the Southern Ocean, while the southern lights, or “nuyina”, formed a visible connection (Australia’s new icebreaker vessel is named RSV Nuyina in recognition of these links). In the contemporary Australian imagination, Tasmania tends to be defined by its marine boundaries, the sea around the islands represented as flat, empty space against which to highlight the topography of its landscape and the isolation of its position (Davies et al.). A more relational geographic perspective illuminates the “power of cross-currents and connections” (Stratford et al. 273) across these seascapes. The sea country of Tasmania is multiple and heterogeneous: the rough, shallow waters of the island-scattered Bass Strait flow into the Tasman Sea, where the continental shelf descends toward an abyssal plain studded with volcanic seamounts. To the south, the Southern Ocean provides nutrient-rich upwellings that attract fish and cetacean populations. Tasmania’s coast is a dynamic, liminal space, moving and changing in response to the global currents that are driven by the shifting, calving and melting ice shelves and sheets in Antarctica.Oceans have long been a medium of connection between Tasmania and Antarctica. In the early colonial period, when the seas were the major thoroughfares of the world and inland travel was treacherous and slow, Tasmania’s connection with the Southern Ocean made it a valuable hub for exploration and exploitation of the south. Between 1642 and 1900, early European explorers were followed by British penal colonists, convicts, sealers, and whalers (Kriwoken and Williamson 93). Tasmania was well known to polar explorers, with expeditions led by Jules Dumont d’Urville, James Clark Ross, Roald Amundsen, and Douglas Mawson all transiting through the port of Hobart. Now that the city is no longer a whaling hub, growing populations of cetaceans continue to migrate past the islands on their annual journeys from the tropics, across the Sub-Antarctic Front and Antarctic circumpolar current, and into the south polar region, while southern species such as leopard seals are occasionally seen around Tasmania (Tasmania Parks and Wildlife). Although the water surrounding Tasmania and Antarctica is at times homogenised as a ‘barrier’, rendering these places isolated, the bodies of water that surround both are in fact permeable, and regularly crossed by both humans and marine species. The waters are diverse in their physical characteristics, underlying topography, sea life, and relationships, and serve to connect many different ocean regions, ecosystems, and weather patterns.Views from the Far SouthWhen considered in terms of its relative proximity to Antarctic, rather than its distance from Australia’s political and economic centres, Tasmania’s identity undergoes a significant shift. A sign at Cockle Creek, in the state’s far south, reminds visitors that they are closer to Antarctica than to Cairns, invoking a discourse of connectedness that collapses the standard ten-day ship voyage to Australia’s closest Antarctic station into a unit comparable with the routinely scheduled 5.5 hour flight to North Queensland. Hobart is the logistical hub for the Australian Antarctic Division and the French Institut Polaire Francais (IPEV), and has hosted Antarctic vessels belonging to the USA, South Korea, and Japan in recent years. From a far southern perspective, Hobart is not a regional Australian capital but a global polar hub. This alters the city’s geographic imaginary not only in a latitudinal sense—from “top down” to “bottom up”—but also a longitudinal one. Via its southward connection to Antarctica, Hobart is also connected east and west to four other recognized gateways: Cape Town in South Africa, Christchurch in New Zealand; Punta Arenas in Chile; and Ushuaia in Argentina (Image 2). The latter cities are considered small by international standards, but play an outsized role in relation to Antarctica.Image 2: H. Nielsen with a Sign Announcing Distances between Antarctic ‘Gateway’ Cities and Antarctica, Ushuaia, Argentina, 2018. Image Credit: Nicki D'Souza.These five cities form what might be called—to adapt geographer Klaus Dodds’ term—a ‘Southern Rim’ around the South Polar region (Dodds Geopolitics). They exist in ambiguous relationship to each other. Although the five cities signed a Statement of Intent in 2009 committing them to collaboration, they continue to compete vigorously for northern hemisphere traffic and the brand identity of the most prominent global gateway. A state government brochure spruiks Hobart, for example, as the “perfect Antarctic Gateway” emphasising its uniqueness and “natural advantages” in this regard (Tasmanian Government, 2016). In practice, the cities are automatically differentiated by their geographic position with respect to Antarctica. Although the ‘ice continent’ is often conceived as one entity, it too has regions, in both scientific and geographical senses (Terauds and Lee; Antonello). Hobart provides access to parts of East Antarctica, where the Australian, French, Japanese, and Chinese programs (among others) have bases; Cape Town is a useful access point for Europeans going to Dronning Maud Land; Christchurch is closest to the Ross Sea region, site of the largest US base; and Punta Arenas and Ushuaia neighbour the Antarctic Peninsula, home to numerous bases as well as a thriving tourist industry.The Antarctic sector is important to the Tasmanian economy, contributing $186 million (AUD) in 2017/18 (Wells; Gutwein; Tasmanian Polar Network). Unsurprisingly, Tasmania’s gateway brand has been actively promoted, with the 2016 Australian Antarctic Strategy and 20 Year Action Plan foregrounding the need to “Build Tasmania’s status as the premier East Antarctic Gateway for science and operations” and the state government releasing a “Tasmanian Antarctic Gateway Strategy” in 2017. The Chinese Antarctic program has been a particular focus: a Memorandum of Understanding focussed on Australia and China’s Antarctic relations includes a “commitment to utilise Australia, including Tasmania, as an Antarctic ‘gateway’.” (Australian Antarctic Division). These efforts towards a closer relationship with China have more recently come under attack as part of a questioning of China’s interests in the region (without, it should be noted, a concomitant questioning of Australia’s own considerable interests) (Baker 9). In these exchanges, a global power and a state of Australia generally classed as regional and peripheral are brought into direct contact via the even more remote Antarctic region. This connection was particularly visible when Chinese President Xi Jinping travelled to Hobart in 2014, in a visit described as both “strategic” and “incongruous” (Burden). There can be differences in how this relationship is narrated to domestic and international audiences, with issues of sovereignty and international cooperation variously foregrounded, laying the ground for what Dodds terms “awkward Antarctic nationalism” (1).Territory and ConnectionsThe awkwardness comes to a head in Tasmania, where domestic and international views of connections with the far south collide. Australia claims sovereignty over almost 6 million km2 of the Antarctic continent—a claim that in area is “roughly the size of mainland Australia minus Queensland” (Bergin). This geopolitical context elevates the importance of a regional part of Australia: the claims to Antarctic territory (which are recognised only by four other claimant nations) are performed not only in Antarctic localities, where they are made visible “with paraphernalia such as maps, flags, and plaques” (Salazar 55), but also in Tasmania, particularly in Hobart and surrounds. A replica of Mawson’s Huts in central Hobart makes Australia’s historic territorial interests in Antarctica visible an urban setting, foregrounding the figure of Douglas Mawson, the well-known Australian scientist and explorer who led the expeditions that proclaimed Australia’s sovereignty in the region of the continent roughly to its south (Leane et al.). Tasmania is caught in a balancing act, as it fosters international Antarctic connections (such hosting vessels from other national programs), while also playing a key role in administering what is domestically referred to as the Australian Antarctic Territory. The rhetoric of protection can offer common ground: island studies scholar Godfrey Baldacchino notes that as island narratives have moved “away from the perspective of the ‘explorer-discoverer-colonist’” they have been replaced by “the perspective of the ‘custodian-steward-environmentalist’” (49), but reminds readers that a colonising disposition still lurks beneath the surface. It must be remembered that terms such as “stewardship” and “leadership” can undertake sovereignty labour (Dodds “Awkward”), and that Tasmania’s Antarctic connections can be mobilised for a range of purposes. When Environment Minister Greg Hunt proclaimed at a press conference that: “Hobart is the gateway to the Antarctic for the future” (26 Apr. 2016), the remark had meaning within discourses of both sovereignty and economics. Tasmania’s capital was leveraged as a way to position Australia as a leader in the Antarctic arena.From ‘Gateway’ to ‘Antarctic City’While discussion of Antarctic ‘Gateway’ Cities often focuses on the economic and logistical benefit of their Antarctic connections, Hobart’s “gateway” identity, like those of its counterparts, stretches well beyond this, encompassing geological, climatic, historical, political, cultural and scientific links. Even the southerly wind, according to cartoonist Jon Kudelka, “has penguins in it” (Image 3). Hobart residents feel a high level of connection to Antarctica. In 2018, a survey of 300 randomly selected residents of Greater Hobart was conducted under the umbrella of the “Antarctic Cities” Australian Research Council Linkage Project led by Assoc. Prof. Juan Francisco Salazar (and involving all three present authors). Fourteen percent of respondents reported having been involved in an economic activity related to Antarctica, and 36% had attended a cultural event about Antarctica. Connections between the southern continent and Hobart were recognised as important: 71.9% agreed that “people in my city can influence the cultural meanings that shape our relationship to Antarctica”, while 90% agreed or strongly agreed that Hobart should play a significant role as a custodian of Antarctica’s future, and 88.4% agreed or strongly agreed that: “How we treat Antarctica is a test of our approach to ecological sustainability.” Image 3: “The Southerly” Demonstrates How Weather Connects Hobart and Antarctica. Image Credit: Jon Kudelka, Reproduced with Permission.Hobart, like the other gateways, activates these connections in its conscious place-branding. The city is particularly strong as a centre of Antarctic research: signs at the cruise-ship terminal on the waterfront claim that “There are more Antarctic scientists based in Hobart […] than at any other one place on earth, making Hobart a globally significant contributor to our understanding of Antarctica and the Southern Ocean.” Researchers are based at the Institute for Marine and Antarctic Studies (IMAS), the Commonwealth Scientific and Industrial Research Organisation (CSIRO), and the Australian Antarctic Division (AAD), with several working between institutions. Many Antarctic researchers located elsewhere in the world also have a connection with the place through affiliations and collaborations, leading journalist Jo Chandler to assert that “the breadth and depth of Hobart’s knowledge of ice, water, and the life forms they nurture […] is arguably unrivalled anywhere in the world” (86).Hobart also plays a significant role in Antarctica’s governance, as the site of the secretariats for the Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR) and the Agreement on the Conservation of Albatrosses and Petrels (ACAP), and as host of the Antarctic Consultative Treaty Meetings on more than one occasion (1986, 2012). The cultural domain is active, with Tasmanian Museum and Art Gallery (TMAG) featuring a permanent exhibit, “Islands to Ice”, emphasising the ocean as connecting the two places; the Mawson’s Huts Replica Museum aiming (among other things) to “highlight Hobart as the gateway to the Antarctic continent for the Asia Pacific region”; and a biennial Australian Antarctic Festival drawing over twenty thousand visitors, about a sixth of them from interstate or overseas (Hingley). Antarctic links are evident in the city’s natural and built environment: the dolerite columns of Mt Wellington, the statue of the Tasmanian Antarctic explorer Louis Bernacchi on the waterfront, and the wharfs that regularly accommodate icebreakers such as the Aurora Australis and the Astrolabe. Antarctica is figured as a southern neighbour; as historian Tom Griffiths puts it, Tasmanians “grow up with Antarctica breathing down their necks” (5). As an Antarctic City, Hobart mediates access to Antarctica both physically and in the cultural imaginary.Perhaps in recognition of the diverse ways in which a region or a city might be connected to Antarctica, researchers have recently been suggesting critical approaches to the ‘gateway’ label. C. Michael Hall points to a fuzziness in the way the term is applied, noting that it has drifted from its initial definition (drawn from economic geography) as denoting an access and supply point to a hinterland that produces a certain level of economic benefits. While Hall looks to keep the term robustly defined to avoid empty “local boosterism” (272–73), Gabriela Roldan aims to move the concept “beyond its function as an entry and exit door”, arguing that, among other things, the local community should be actively engaged in the Antarctic region (57). Leane, examining the representation of Hobart as a gateway in historical travel texts, concurs that “ingress and egress” are insufficient descriptors of Tasmania’s relationship with Antarctica, suggesting that at least discursively the island is positioned as “part of an Antarctic rim, itself sharing qualities of the polar region” (45). The ARC Linkage Project described above, supported by the Hobart City Council, the State Government and the University of Tasmania, as well as other national and international partners, aims to foster the idea of the Hobart and its counterparts as ‘Antarctic cities’ whose citizens act as custodians for the South Polar region, with a genuine concern for and investment in its future.Near and Far: Local Perspectives A changing climate may once again herald a shift in the identity of the Tasmanian islands. Recognition of the central role of Antarctica in regulating the global climate has generated scientific and political re-evaluation of the region. Antarctica is not only the planet’s largest heat sink but is the engine of global water currents and wind patterns that drive weather patterns and biodiversity across the world (Convey et al. 543). For example, Tas van Ommen’s research into Antarctic glaciology shows the tangible connection between increased snowfall in coastal East Antarctica and patterns of drought southwest Western Australia (van Ommen and Morgan). Hobart has become a global centre of marine and Antarctic science, bringing investment and development to the city. As the global climate heats up, Tasmania—thanks to its low latitude and southerly weather patterns—is one of the few regions in Australia likely to remain temperate. This is already leading to migration from the mainland that is impacting house prices and rental availability (Johnston; Landers 1). The region’s future is therefore closely entangled with its proximity to the far south. Salazar writes that “we cannot continue to think of Antarctica as the end of the Earth” (67). Shifting Antarctica into focus also brings Tasmania in from the margins. As an Antarctic city, Hobart assumes a privileged positioned on the global stage. This allows the city to present itself as central to international research efforts—in contrast to domestic views of the place as a small regional capital. The city inhabits dual identities; it is both on the periphery of Australian concerns and at the centre of Antarctic activity. Tasmania, then, is not in freefall, but rather at the forefront of a push to recognise Antarctica as entangled with its neighbours to the north.AcknowledgementsThis work was supported by the Australian Research Council under LP160100210.ReferencesAntonello, Alessandro. “Finding Place in Antarctica.” Antarctica and the Humanities. Eds. Peder Roberts, Lize-Marie van der Watt, and Adrian Howkins. London: Palgrave Macmillan, 2016. 181–204.Australian Government. 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Fair and equitable benefit sharing of genetic resources is an expectation of the Nagoya Protocol. Although the Nagoya Protocol does not yet formally apply to Digital Sequence Information (“DSI”), discussions are currently underway regarding to include such data through ongoing Convention on Biological Diversity (“CBD”) negotiations. While Indigenous Peoples and Local Communities (“IPLC”) expect the value generated from genomic data to be subject to benefit sharing arrangements, a range of views are currently being expressed by Nation States, IPLC and other stakeholders. The use of DSI gives rise to unique considerations, creating a gray area as to how it should be considered under the Nagoya Protocol’s Access and Benefit Sharing (“ABS”) principles. One way for benefit sharing to be enhanced is through the connection of data to proper provenance information. A significant development is the use of digital labeling systems to ensure that the origin of samples is appropriately disclosed. The Traditional Knowledge and Biocultural Labels initiative offers a practical option for data provided to genomic databases. In particular, the BioCultural Labels (“BC Labels”) are a mechanism for Indigenous communities to identify and maintain provenance, origin and authority over biocultural material and data generated from Indigenous land and waters held in research, cultural institutions and data repositories. This form of cultural metadata adds value to the research endeavor and the creation of Indigenous fields within databases adds transparency and accountability to the research environment.

Many films of the Australian New Wave (or Australian film renaissance) of the 1970s and 1980s can be defined as gothic, especially following Jonathan Rayner’s suggestion that “Instead of a genre, Australian Gothic represents a mode, a stance and an atmosphere, after the fashion of American Film Noir, with the appellation suggesting the inclusion of horrific and fantastic materials comparable to those of Gothic literature” (25). The American comparison is revealing. The 400 or so film productions of the Australian New Wave emerged, not in a vacuum, but in an increasingly connected and inter-mixed international space (Godden). Putatively discrete national cinemas weave in and out of each other on many levels. One such level concerns the reception critics give to films. This article will drill down to the level of the reception of two examples of Australian gothic film-making by two well-known American critics. Rayner’s comparison of Australian gothic with American film noir is useful; however, it begs the question of how American critics such as Pauline Kael and Andrew Sarris influentially shaped the reception of Australian gothic in America and in other locations (such as Australia itself) where their reviews found an audience either at the time or afterwards. The significance of the present article rests on the fact that, as William McClain observes, following in Rick Altman’s footsteps, “critics form one of the key material institutions that support generic formations” (54). This article nurtures the suggestion that knowing how Australian gothic cinema was shaped, in its infancy, in the increasingly important American market (a market of both commerce and ideas) might usefully inform revisionist studies of Australian cinema as a national mode. A more nuanced, globally informed representation of the origins and development of Australian gothic cinema emerges at this juncture, particularly given that American film reviewing in the 1970s and 1980s more closely resembled what might today be called film criticism or even film theory. The length of individual reviews back then, the more specialized vocabulary used, and above all the tendency for critics to assume more knowledge of film history than could safely be assumed in 2014—all this shows up the contrast with today. As Christos Tsiolkas notes, “in our age… film reviewing has been reduced to a thumbs-up or a thumbs-down” (56)! The 1970s and 1980s is largely pre-Internet, and critical voices such as Kael and Sarris dominated in print. The American reviews of Australian gothic films demonstrate how a different consciousness suffuses Kael’s and Sarris’s engagements with “Antipodean” (broadly Australian and New Zealand) cinema. Rayner’s locally specific definition of Australian gothic is distorted in their interpretations of examples of the genre. It will be argued that this is symptomatic of a particular blindspot, related to the politics and art of place, in the American reception of Wake in Fright (initially called Outback in America), directed by the Canadian Ted Kotcheff (1971) and The Year of Living Dangerously, directed by Peter Weir (1982). Space and argument considerations force this article to focus on the reviews of these films, engaging less in analysis of the films themselves. Suffice to say that they all fit broadly within Rayner’s definition of Australian gothic cinema. As Rayner states, three thematic concerns which permeate all the films related to the Gothic sensibility provide links across the distinctions of era, environment and character. They are: a questioning of established authority; a disillusionment with the social reality that that authority maintains; and the protagonist’s search for a valid and tenable identity once the true nature of the human environment has been revealed. (25) “The true nature of the human environment….” Here is the element upon which the American reviews of the Australian gothic founder. Explicitly in many films of this mode, and implicitly in nearly all of them, is the “human environment” of the Australian landscape, which operates less as a backdrop and more as a participating element, even a character, in the drama, saturating the mise-en-scène. In “Out of Place: Reading (Post) Colonial Landscapes as Gothic Space in Jane Campion’s Films,” Eva Rueschmann quotes Ross Gibson’s thesis from South of the West: Postcolonialism and the Narrative Construction of Australia that By featuring the land so emphatically… [Australian] films stake out something more significant than decorative pictorialism. Knowingly or unknowingly, they are all engaging with the dominant mythology of white Australia. They are all partaking of the landscape tradition which, for two hundred years, has been used by white Australians to promote a sense of the significance of European society in the “Antipodes”. (Rueschmann) The “emphatic” nature of the land in films like Wake in Fright, Mad Max 2 and Picnic at Hanging Rock actively contributes to the “atmosphere” of Australian gothic cinema (Rayner 25). This atmosphere floats across Australian film and literature. Many of the films mentioned in this article are adaptations from books, and Rayner himself stresses the similarity between Australian gothic and gothic literature (25). Significantly, the atmosphere of Australian gothic also floats across the fuzzy boundary between the gothic and road movies or road literature. Mad Max 2: The Road Warrior is obviously a road movie as well as a gothic text; so is Wake in Fright in its way; even Picnic at Hanging Rock contains elements of the road movie in all that travelling to and from the rock. Roads, then, are significant for Australian gothic cinema, for the road traverses the Australian (gothic) landscape and, in the opportunity it provides for moving through it at speed, tantalizes with the (unfulfillable) promise of an escape from its gothic horror. Australian roads are familiar, part of White European culture referencing the geometric precision of Roman roads. The Australian outback, by contrast, is unfamiliar, uncanny. Veined with roads, the outback invites the taming by “the landscape tradition” that it simultaneously rejects (Rueschmann). In the opening 360° pan of Wake in Fright the land frightens with its immensity and intensity, even as the camera displays the land’s “conquering” agent: not a road, but the road’s surrogate—a railway line. Thus, the land introduces the uncanny into Australian gothic cinema. In Freudian terms, the uncanny is that unsettling combination of the familiar and the unfamiliar. R. Gray calls it “the class of frightening things that leads us back to what is known and familiar” (Gray). The “frightening” land is the very condition of the “comforting” road; no roads without a space for roads, and places for them to go. In her introduction to The Penguin Book of the Road, Delia Falconer similarly sutures the land to the uncanny, linking both of these with the first peoples of the Australian land: "Of course there is another 'poetry of the earth' whispering from the edges of our roads that gives so many of our road stories an extra charge, and that is the history of Aboriginal presence in this land. Thousands of years of paths and tribal boundaries also account for the uncanny sense of being haunted that dogs our travellers on their journeys (xvii). White Australia, as the local saying goes, has a black past, played out across the land. The film The Proposition instances this, with its gothic portrayal of the uncanny encroachments of the Australian “wilderness” into the domain of “civilization”. Furthermore, “our” overweening literal and metaphoric investment in the traditional quarter-acre block, not to mention in our roads, shows that “we” haven’t reconciled either with the land of Australia or with its original inhabitants: the Aboriginal peoples. Little wonder that Kael and Sarris couldn’t do so, as White Americans writing some forty years ago, and at such a huge geographic remove from Australia. As will be seen, the failure of these American film critics to comprehend the Australian landscape comes out—as both a “critical reaction” and a “reactive compensation”—in two, interwoven strands of their interpretations of Australian New Wave gothic cinema. A repulsion from, and an attraction to, the unrecognized uncanny is evidenced. The first strand is constituted in the markedly anthropological aspect to the film reviews: anthropological elements of the text itself are either disproportionately magnified or longed for. Here, “anthropological” includes the sociological and the historical. Secondly, Kael and Sarris use the films they review from Australian gothic cinema as sites upon which to trial answers to the old and persistent question of how the very categories of art and politics relate. Initially sucked out of the reviews (strand one), politics and art thus rush back in (strand two). In other words, the American failure to engage deeply with the land triggers an initial reading of films like Wake in Fright less as films per se and more as primary texts or one-to-one documentations of Australia. Australia presents for anthropological, even scientific atomization, rather than as a place in active, creative and complex relationship with its rendering in mise-en-scène. Simultaneously though, the absence of the land nags—eats away at the edges of critical thinking—and re-emerges (like a Freudian return of the repressed) in an attempt by the American critics to exploit their film subjects as an opportunity for working out how politics and art (here cinema) relate. The “un-seen” land creates a mis-reading amongst the American critics (strand one), only to force a compensatory, if somewhat blindsided, re-reading (strand two). For after all, in this critical “over-looking” of the land, and thus of the (ongoing) Aboriginal existence in and with the land, it is politics and art that is most at stake. How peoples (indigenous, settler or hybrid peoples) are connected to and through the land has perhaps always been Australia’s principal political and artistic question. How do the American reviews speak to this question? Sarris did not review Wake in Fright. Kael reviewed it, primarily, as a text at the intersection of fiction and documentary, ultimately privileging the latter. Throughout, her critical coordinates are American and, to a degree, literary. Noting the “stale whiff of Conrad” she also cites Outback’s “additional interest” in its similarity with “recent American movies [about] American racism and capitalist exploitation and the Vietnam war” (415). But her most pointed intervention comes in the assertion that there is “enough narrative to hold the social material together,” as if this were all narrative were good for: scaffolding for sociology (416). Art and culture are left out. Even as Kael mentions the “treatment of the Aborigines,” she misses the Aboriginal cultural moment of the opening shot of the land; this terrain, she writes, is “without a trace of culture” (416). Then, after critiquing what she sees as the unconvincing lesson of the schoolteacher’s moral demise, comes this: “But a more serious problem is that (despite the banal photography) the semi-documentary aspects of the film are so much more vivid and authentic and original than the factitious Conradian hero that we want to see more of that material—we want to learn more” (416-417). Further on, in this final paragraph, Kael notes that, while “there have been other Australian films, so it’s not all new” the director and scriptwriter “have seen the life in a more objective way, almost as if they were cultural anthropologists…. Maybe Kotcheff didn’t dare to expand this vision at the expense of the plot line, but he got onto something bigger than the plot” (417). Kael’s “error”, as it were, is to over-look how the land itself stretches the space of the film, beyond plot, to occupy the same space as her so-called “something bigger”, which itself is filled out by the uncanniness of the land as the intersections of both indigenous and settler (road-based) cultures and their representations in art (417). The “banal photography” might be better read as the film’s inhabitation of these artistic/cultural intersections (416). Kael’s Wake in Fright piece illustrates the first strand of the American reviews of Australian gothic cinema. Missing the land’s uncanniness effectively distributes throughout the review an elision of culture and art, and a reactive engagement with the broadly anthropological elements of Kotcheff’s film. Reviews of The Year of Living Dangerously by Kael and Sarris also illustrate the first strand of the American-Australian reviewing nexus, with the addition, also by each critic, of the second strand: the attempt to reconnect and revitalize the categories of politics and art. As with Wake in Fright, Kael introduces an anthropological gambit into Weir’s film, privileging its documentary elements over its qualities as fiction (strand one). “To a degree,” she writes, “Weir is the victim of his own skill at creating the illusion of authentic Third World misery, rioting, and chaos” (454). By comparison with “earlier, studio-set films” (like Casablanca [452]), where such “backgrounds (with their picturesque natives) were perfectly acceptable as backdrops…. Here… it’s a little obscene” (454). Kael continues: “Documentaries, TV coverage, print journalism, and modern history itself have changed audiences’ responses, and when fake dilemmas about ‘involvement’ are cooked up for the hero they’re an embarrassment” (454-455). Film is pushed to cater to anthropology besides art. Mirroring Kael’s strand-one response, Sarris puts a lot of pressure on Weir’s film to “perform” anthropologically—as well as, even instead of, artistically. The “movie”, he complains “could have been enjoyed thoroughly as a rousingly old-fashioned Hollywood big-star entertainment were it not for the disturbing vistas of somnolent poverty on view in the Philippines, the location in which Indonesian poverty in 1965 was simulated” (59). Indeed, the intrusive reality of poverty elicits from Sarris something very similar to Kael’s charge of the “obscenity of the backdrop” (454): We cannot go back to Manderley in our movie romances. That much is certain. We must go forward into the real world, but in the process, we should be careful not to dwarf our heroes and heroines with the cosmic futility of it all. They must be capable of acting on the stage of history, and by acting, make a difference in our moral perception of life on this planet. (59) Sarris places an extreme, even outrageous, strand-one demand on Weir’s film to re-purpose its fiction (what Kael calls “romantic melodrama” [454]) to elicit the categories of history and anthropology—that last phrase, “life on this planet”, sounds like David Attenborough speaking! More so, anthropological atomization is matched swiftly to a strand-two demand, for this passage also anticipates the rapprochement of politics and art, whereby art rises to the level of politics, requiring movie “heroes and heroines” to make a “moral difference” on a historical if not on a “cosmic” level (59). It is precisely in this, however, that Weir’s film falls down for Sarris. “The peculiar hollowness that the more perceptive reviewers have noted in The Year of Living Dangerously arises from the discrepancy between the thrilling charisma of the stars and the antiheroic irrelevance of the characters they play to the world around them” (59). Sarris’s spatialized phrase here (“peculiar hollowness”) recalls Kael’s observation that Wake in Fright contains “something bigger than the plot” (417). In each case, the description is doubling, dis-locating—uncanny. Echoing the title of Eva Rueschmann’s article, both films, like the Australian landscape itself, are “out of place” in their interpretation by these American critics. What, really, does Sarris’s “peculiar hollowness” originate in (59)? In what “discrepancy” (59)? There is a small but, in the context of this article, telling error in Sarris’s review of Weir’s film. Kael, correctly, notes that “the Indonesian settings had to be faked (in the Philippines and Australia)” (inserted emphasis) (452). Sarris mentions only the Philippines. From little things big things grow. Similar to how Kael overlooks the uncanny in Wake in Fright’s mise-en-scène, Sarris “sees” a “peculiar hollowness” where the land would otherwise be. Otherwise, that is, in the perspective of a cinema (Kotcheff’s, Weir’s) that comprehends “the true nature of the [Australian, gothic] human environment” (Rayner 25). Of course, it is not primarily a matter of how much footage Weir shot in Australia. It is the nature of the cinematography that matters most. For his part, Sarris damns it as “pretentiously picturesque” (59). Kael, meanwhile, gets closer perhaps to the ethics of the uncanny cinematography of The Year of Living Dangerously in her description of “intimations, fragments, hints and portents… on a very wide screen” (451). Even so, it will be remembered, she does call the “backgrounds… obscene” (454). Kael and Sarris see less than they “see”. Again like Sarris, Kael goes looking in Weir’s film for a strand-two rapprochement of politics and art, as evidenced by the line “The movie displays left-wing attitudes, but it shows no particular interest in politics” (453). It does though, only Kael is blind to it because she is blind to the land and, equally, to the political circumstances of the people of the land. Kael likely never realized the “discrepancy” in her critique of The Year of Living Dangerously’s Billy Kwan as “the same sort of in-on-the-mysteries-of-the-cosmos character that the aborigine actor Gulpilil played in Weir’s 1977 The Last Wave” (455). All this, she concludes, “might be boiled down to the mysticism of L.A.: ‘Go with the flow’” (455)! Grouping characters and places together like this, under the banner of L.A. mysticism, brutally erases the variations across different, uncanny, gothic, post-colonial landscapes. It is precisely here that politics and art do meet, in Weir’s film (and Kotcheff’s): in the artistic representation of the land as an index of the political relations of indigenous, settler and hybrid communities. (And not down the rabbit hole of the “specifics” of politics that Kael claims to want [453]). The American critics considered in this article are not in “bad faith” or a-political. Sarris produced a perceptive, left-leaning study entitled Politics and Cinema, and many of Kael’s reviews, along with essays like “Saddle Sore: El Dorado, The War Wagon, The Way West,” contain sophisticated, liberalist analyses of the political circumstances of Native Americans. The crucial point is that, as “critics form[ing] one of the key material institutions that support generic formations,” Sarris and Kael impacted majorly on the development of Australian gothic cinema, in the American context—impacted especially, one could say, on the (mis-)understanding of the land-based, uncanny politics of this mode in its Australian setting (McClain 54). Kael’s and Sarris’s reviews of My Brilliant Career, along with Judith Maslin’s review, contain traits similar to those considered in depth in the reviews studied above. Future research might usefully study this significant impact more closely, weaving in an awareness of the developing dynamics of global film productions and co-productions since the 1970s, and thereby focusing on Australian gothic as international cinema. Was, for example, the political impact of later films like The Proposition influenced, even marginally, by the (mis-)readings of Sarris and Kael? In conclusion here, it suffices to note that, even as the American reviewers reduced Australian cinema art to “blank” documentary or “neutral” anthropology, nevertheless they evidenced, in their strand-two responses, the power of the land (as presented in the cinematography and mise-en-scène) to call out—across an increasingly globalized domain of cinematic reception—for the fundamental importance of the connection between politics and art. Forging this connection, in which all lands and the peoples of all lands are implicated, should be, perhaps, the primary and ongoing concern of national and global cinemas of the uncanny, gothic mode, or perhaps even any mode. References Casablanca. Dir. Michael Curtiz. Warner Bros, 1942. Falconer, Delia. “Introduction.” The Penguin Book of the Road. Ed. Delia Falconer. Melbourne: Viking-Penguin Books, 2008. xi-xxvi. Gibson, Ross. South of the West: Postcolonialism and the Narrative Construction of Australia. Bloomington, Indiana: Indiana University Press, 1992. Godden, Matt. “An Essay on Australian New Wave Cinema.” 9 Jan. 2013. 18 Aug. 2014 ‹http://www.golgotha.com.au/2013/01/09/an-essay-on-australian-new-wave-cinema/›. Gray, R. “Freud, ‘The Uncanny.’” 15 Nov. 2013. 18 Aug. 2014 ‹http://courses.washington.edu/freudlit/Uncanny.Notes.html›. Kael, Pauline. “Australians.” Review of My Brilliant Career. 15 Sep. 1980. Taking It All In. London: Marion Boyars, 1986. 54-62. Kael, Pauline. “Literary Echoes—Muffled.” Review of Outback [Wake in Fright]. 4 March 1972. Deeper into Movies. Boston: Atlantic Monthly Press-Little, Brown and Company, 1973. 413-419. Kael, Pauline. “Saddle Sore: El Dorado, The War Wagon, The Way West.” Kiss Kiss Bang Bang. London: Arrow Books, 1987. 38-46. Kael, Pauline. “Torrid Zone.” Review of The Year of Living Dangerously. 21 Feb. 1983. Taking It All In. London: Marion Boyars, 1986. 451-456. Mad Max 2: The Road Warrior. Dir. George Miller. Warner Bros, 1981. Maslin, Janet. “Film: Australian ‘Brilliant Career’ by Gillian Armstrong.” Review of My Brilliant Career. New York Times (6 Oct. 1979.): np. McClain, William. “Western, Go Home! Sergio Leone and the ‘Death of the Western’ in American Film Criticism.” Journal of Film and Video 62.1-2 (Spring/Summer 2010): 52-66. My Brilliant Career. Dir. Gillian Armstrong. Peace Arch, 1979. Picnic at Hanging Rock. Dir. Peter Weir. Picnic Productions, 1975. Rayner, Jonathan. Contemporary Australian Cinema: An Introduction. Manchester: Manchester University Press, 2000. Rueschmann, Eva. “Out of Place: Reading (Post) Colonial Landscapes as Gothic Space in Jane Campion’s Films.” Post Script (22 Dec. 2005). 18 Aug. 2014 ‹http://www.thefreelibrary.com/Out+of+place%3A+reading+%28post%29+colonial+landscapes+as+Gothic+space+in...-a0172169169›. Sarris, Andrew. “Films in Focus.” Review of My Brilliant Career. Village Voice (4 Feb. 1980): np. Sarris, Andrew. “Films in Focus: Journalistic Ethics in Java.” Review of The Year of Living Dangerously. Village Voice 28 (1 Feb. 1983): 59. Sarris, Andrew. “Liberation, Australian Style.” Review of My Brilliant Career. Village Voice (15 Oct. 1979): np. Sarris, Andrew. Politics and Cinema. New York: Columbia University Press, 1978. The Last Wave. Dir. Peter Weir. Ayer Productions, 1977. The Proposition. Dir. John Hillcoat. First Look Pictures, 2005. The Year of Living Dangerously. Dir. Peter Weir. MGM, 1982. Tsiolkas, Christos. “Citizen Kael.” Review of Pauline Kael: A Life in the Dark by Brian Kellow. The Monthly (Feb. 2012): 54-56. Wake in Fright. Dir. Ted Kotcheff. United Artists, 1971.

Introduction In a period marked by the pervasiveness of new mobile technologies saturating urban areas of the Asia-Pacific region, it can be easy to forget the realities of life in the rural areas. In a location such as Australia, in which 80% of the population lives in urban areas, one must be reminded of the sociotechnological realities of rural existence where often-newer mobile communication devices cease to function. This paper focuses on these black spots – and often forgotten areas – where examples of older, mediated technologies such as UHF Citizen Band (CB) radios can be found as integral to practices of everyday rural life. As Anderson notes, constructs of the nation are formed through contested notions of what individuals and communities imagine and project as a sense of place. In Australia, one of the dominant contested imageries can be found in the urban and rural divide, a divide that is not just social and cultural but technological; it is marked by a digital divide. This divide neatly corresponds to the images of Australia experienced by Australians (predominantly living in urban areas) and exported tourist images of the rugged vast rural landscapes. The remote Australia Outback is a popular destination for domestic tourists. Its sparsely populated and rough terrain attracts tourists seeking a quintessentially Australian experience. Roads are often unmade and in poor condition. Fuel and food supplies and health services are widely separated and there is almost no permanent accommodation. Apart from a small number of regional centres there is no access to mobile phones or radio broadcasts. As a consequence tourists must be largely self sufficient. While the primary roads carry significant road traffic it is possible to drive all day on secondary roads without seeing another person. Isolation and self-sufficiency are both an attraction and a challenge. Travelling in campervans, towing caravans or camper trailers and staying in caravan parks, national parks, roadside stops or alone in the bush, tourists spend extended times in areas where there are few other tourists. Many tourists deal with this isolation by equipping their vehicles with CB radios. Depending on the terrain, they are able to listen to, and participate in conversations with other CB users within a 10-20 kilometre range. In some areas where there are repeater stations, the range of radio transmissions can be extended. This paper examines the role of these CB radios in the daily life of tourists in the Australian Outback. Theoretical Issues The links between travel, the new communications technologies and the diminished spatial-time divide have been explored by John Urry. According to Urry, mobile electronic devices make it possible for people “to leave traces of their selves in informational space” (266). Using these informational traces, mobile communication technologies ‘track’ the movements of travellers, enabling them to communicate synchronously. People become ’nodes in multiple networks of communication and mobility’ (266). Another consequence of readily available communication independent of location is for the meaning of social connections. Social encounters provide tourists with the opportunity to develop and affirm understandings of their shared common occupation of unfamiliar social and cultural landscapes (Harrison). Both transitory and enduring relationships provide information, companionship and resources that allow tourists to create, share and give meaning to their experiences (Stokowski). Communication technology also enables individuals to enter and remain part of social networks while physically absent and distant from them (Johnsen; Makimoto and Manners, Urry). The result is a “nomadic intimacy” in an everyday social and physical environment characterised by extended spaces and individual freedom to move around in these spaces (Fortunati). For travellers in the Australian Outback, this “nomadic intimacy” is both literal and metaphorical. Research has shown that travellers use mobile communications services and a range of other communication strategies to maintain a “symbolic proximity” with family, friends and colleagues (Wurtzel and Turner) and to promote a sense of “presence while absent”, or ‘co-presence’ (Gergen; Lury; Short, Williams and Christie; White and White, “Keeping Connected”; White and White, “Home and Away”). Central to the original notion of co-presence was that it was contingent on those involved in a given communication both being and feeling close enough to perceive each other and to be perceived in the course of their activities (Goffman). That is, the notion of co-presence initially referred to physical presence in face-to-face contact and interactions. However, increasing use of mobile phones in particular has meant that this sense of connection can be affirmed at a distance. But what happens when travellers do not have access to mobile phones and the Internet, and as a consequence, do not have access to their networks of family, friends and colleagues? How do they deal with travel and isolation in a harsh environment? These issues are the starting point for the present paper, which examines travellers’ experience of CB radio in the remote Australian Outback. This exploration of how the CB radio has been incorporated into the daily lives of these travellers can be seen as a contribution to an understanding of the domestication of mobile communications (Haddon). Methodology People were included in the study if they used CB radios while travelling in remote parts of Western Australian and the Northern Territory. The participants were approached in caravan parks, camping grounds and at roadside stops. Most were travelling in caravans while others were using camper trailers and campervans. Twenty-four travellers were interviewed, twelve men and twelve women. All were travelling with partners or spouses, and one group of two couples was travelling together. They ranged in age from twenty five to seventy years, and all were Australian residents. The duration of their travels varied from six weeks to eleven months. Participants were interviewed using a semi-structured interview schedule. The interviews were transcribed and then thematically coded with respect to regularly articulated points of view. Where points of view were distinctive, they were noted during the coding process as contrasting instances. While the relatively small sample size limits generalizability, the issues raised by the respondents provide insights into the meaning of CB radio use in the daily life of travellers in the Australian Outback. Findings Staying Safe The primary reason given for travelling with a CB radio was personal safety. The tourists interviewed were aware of the risks associated with travelling in the Outback. Health emergencies, car accidents and problems with tyres in a harsh and hot environment without ready access to water were often mentioned. ‘If you call a May Day someone will come out and answer…” (Female, 55). Another interviewee reported that: Last year we helped some folk who were bogged in the sand right at the end of the road in the middle of nowhere. The wife just started calling the various channels explaining that they were bogged and asking whether there was anyone out there….We went and towed them out. …. It would have been a long walk for them to get help. (Female, 55) Even though most interviewees had not themselves experienced a personal emergency, many recounted stories about how CB radio had been used to come to the aid of someone in distress. Road conditions were another concern. Travellers were often rightly very concerned about hazards ahead. One traveller noted: You are always going to hear someone who gives you an insight as to what is happening up ahead on the road. If there’s an accident up ahead someone’s going to get on the radio and let people know. Or there could be road works or the road could be shitty. (Male, 50) Safety arose in another context. Tourists share the rough and often dusty roads with road trains towing up to three trailers. These vehicles can be 50 metres long. A road train creates wind turbulence when it passes a car and trailer or caravan and the dust it raises reduces visibility. Because of this car drivers and caravanners need to be extremely careful when they pass or are passed by one. Passing a road train at 100 km can take 2.5km. Interviewees reported that they communicated with road train drivers to negotiate a safe time and place to pass. One caravanner noted: Sometimes you see a road train coming up behind you. You call him up and say ” I’ll pull over for you mate and slow down and you go”. You use it a lot because it’s safer. We are not in a hurry. Road trains are working and they are in a hurry and he (sic.) is bigger, so he has the right of way. (Male, 50) As with the dominant rationale for installing and using a CB radio, Rice and Katz showed that concern about safety is the primary motive for women acquiring a mobile phone, and safety was also important for men. The social contact enabled by CB radio provided a means of tracking the movements of other travellers who were nearby. This tracking ability engendered a sense of comfort and enabled them to communicate and exchange information synchronously in a potentially dangerous environment. As a consequence, a ‘metaworld’ (Suvantola) of ‘informational traces’ (Urry) was created. Making Oneself Known All interactions entail conventions and signals that enable a conversation to commence. These conventions were also seen to apply to CB conversations. Driving in a car or truck involves being physically enclosed with the drivers and passengers being either invisible or only partially visible to other travellers. Caravanners deal with this lack of visibility in a number of ways. Many have their first names, the name of their caravan and the channel they use on the rear of their van. A typical sign was “Bill and Rose, Travelling Everywhere, Channel 18” or “Harry and Mary, Bugger Work, Gone Fishing”, Channel 18” clearly visible to anyone coming from behind. (The male partner’s name was invariably first.) A sign that identified the occupants was seen as an invitation to chat by other travellers. One traveller said that if he saw such a sign he would call up by saying: “Hello Harry and Mary”. From then on who knows where it goes. It depends on the people. If someone comes back really cheery and a bit cheeky I can be cheery and cheeky back. (Male, 50) The names of caravans were used in other more personal ways. One couple from South Africa had given their van a Zulu name and that was seen as a way of identifying their origins and encouraging a specific kind of conversation while they were on the road. This couple reported that People call us up and ask us what it means. We have lots of calls about that. We’ve had more conversations about that than anything else. (Male, 67) Another caravanner reported that he had seen a van with “Nanna and Poppa’ on the back. They used that as a cue to start a conversation about their grandchildren. But caravan names linked to their CB radio channel can have a deeper personal meaning. One couple had their first names and the number 58 on the rear of their van. (The number 58 is beyond the range of CB channels.) On further questioning the number 58 was revealed to be the football club number of a daughter who had died. The sign was an attempt to deal with their grief and its public display a way of entering into a conversation about grief and loss. It has probably backfired because it puts people back into their shell because they think “We don’t want to talk about death”. But because of the sign we’ve met people who’ve lost a child too. (Male, 50) As Featherstone notes, drivers develop competence in switching between a range of communicative modes while they are travelling. These range from body gestures to formal signalling devices on other cars. Signage on caravans designed to invite conversation was a specialised signalling device specific to the CB user. Talking Loneliness was another theme emerging from the interviews. One of the attractions of the Outback is its sparse population. As one interviewee noted ‘You can travel all day and not see another soul’ (Female, 35). But this loneliness can be a challenge. Some of these roads are pretty lonely, the radio lets you know that there’s somebody else out there. (Male, 54) Hearing other travellers talk was comforting. As with previous research showing that travellers use mobile communications services to maintain a “symbolic proximity” (Gergen; Lury; Short, Williams and Christie; White and White, “Keeping Connected”) the CB conversations enabled the travellers to feel this sense of connection. These interactions also offered them the possibility of converting mediated relationships into face-to-face encounters along the road. That is, some travellers reported that CB-based chats with people while they were driving would lead to a decision to stop along the road for a shared morning tea or lunch. Conventions governed the use of specific channels. Some of these are government regulated, while others are user generated. For instance, Channels 18 and 40, were seen as ‘working channels’. Some interviewees felt very strongly about people who ‘cluttered up’ these channels and moved to another unused channel when they wanted to have an extended conversation. One couple was unaware of the local convention and could not understand why no one was calling them up. They later discovered that they were on the ‘wrong channel’. Interviewees travelling in a convoy would use the standard channel for travellers and then agree to move to another channel of their choice. When we travelling in a convoy we go off Channel 18 and use another channel to talk. The girls love it to talk about their knitting and work out what they’ve done wrong. We sometimes tell jokes. Also we work out what we are going to do in the next town. (Male, 67) These extended conversations parallel the lengthy conversations between drivers equipped with CB radio in the United States during the 1970’s which Dannaher described as ‘as diverse as those found at a cocktail party’. They also provided a sense of the “nomadic intimacy” described by Fortunati. Eavesdropping While travellers used Channel 18 for conversations they set their radio to automatically scan all forty channels. When a conversation was located the radio would stop scanning and they could listen to what was being said. This meant that travellers would overhear conversations between strangers. We scan all the channels so you can hear anyone coming up behind, especially trucks and you can hear them say “that damn caravan” and you can say ’ that damn caravan will pull over at the first opportunity.” (Female, 44) But the act of listening in to other people’s conversations created moral dilemmas for some travellers. One interviewee described it as “voyeurism for the ears”. While she described listening to farm conversations as giving her an insight into daily life on huge cattle station she was tempted to butt into one conversation that she was listening to. On reflection she decided against entering the conversation. She said: I didn’t want them to know that we were eavesdropping on their conversation. I’d be embarrassed if a third-party knew that we were listening in. I guess that I’ve been taught that you shouldn’t listen in to other people’s conversations. It’s not good manners… (Female, 35) When travellers overheard conversations between road train or truck drivers they had mixed responses. These conversations were often sexually loaded and seen as coarse by the middle class travellers. Some were forgiving of the conversational excesses, distinguishing themselves from the rough and tumble world of the ‘truckies’. One traveller noted that the truck drivers use a lot of bad language, but you’ve got to go with that, because that’s the type of people they are. But you have to go with the flow. We know that we are ‘playing’ and the truckies are ‘working’ so you have to be considerate to them. (Female, 50) While the language of the truck drivers was often threatening to middle class travellers, overhearing their conversations was also seen as a comfort. One traveller remarked that sometimes you hear truckies talking about their families and they obviously know each other. It’s kind of nice to see how they think. (Female, 50) Travellers had similar feelings when they overheard conversations from cattle stations. Also, local cattle station workers and their families would use CB radios for their social and working communications. Travellers would often overhear these conversations. One traveller noted that when we are driving through a cattle station we work out which channel they are using, and we lock it on that one. And then we listen until they are out of range. We are city people and listening to the station chatter gives us a bit of an insight into what it must be like as a farmer working land out here. And then we talk about the farmers’ conversations. (Female, 35) Another traveller noted: If you are travelling and there’s nothing you can see you can listen to the farmer talking to his wife or the kids. It’s absolutely awesome to hear conversations on radio. (Female, 67) This empathic listening allows the travellers to imagine the lives of others in settings quite different from those with which they are familiar. Furthermore, hearing farmers talking about fixing the fence in the left paddock or rounding up strays makes ‘you feel that you’re not alone’. The networking of the travellers’ social life arising from listening in to others meant that they were able to learn about the environment in which they found themselves, as well as enabling them to feel that they continued to remain embedded or ‘co-present’ in social relationships in circumstances of considerable physical isolation. Conclusions The accounts provided by tourists illustrated the way communications technologies – in this case, CB radio – enabled people to become ’nodes in multiple networks of communication and mobility’ described by Urry and to maintain ‘co-presence’. The CB radio allowed tourists to remain part of social networks while being physically absent from them (Gergen). Their responses also demonstrated the significance of CB radio in giving meaning to the experience of travel. The CB radio was shown to be an important part of the travel experience in the remote Australian Outback. The use of CB made it possible for travellers in the Australian Outback to obtain information vital for the safe traverse of the huge distances and isolated roads. The technology enabled them to break down the atomism and frontier-like isolation of the highway. Drivers and their passengers could reach out to other travellers and avoid remaining unconnected strangers. Long hours on the road could be dealt with by listening in on others’ conversations, even though some ambivalence was expressed about this activity. Despite an awareness that they could be violating the personal boundaries of others and that their conversations could be overheard, the use of CB radio meant staying safe and enjoying guilty pleasures. Imagined or not. References Anderson, Benedict. Imagined Community. London: Verso, 1983 Dannefer, W. Dale. “The C.B. Phenomenon: A Sociological Appraisal.” Journal of Popular Culture 12 (1979): 611-19. Featherstone, Mike. “Automobilities: An Introduction.” Theory, Culture and Society 21.4/5 (2004): 1-24. Fortunati, Leopoldina. “The Mobile Phone: Towards New Categories and Social Relations.” Information, Communication and Society 5.2 (2002): 513-28. Gergen, Kenneth. “The Challenge of Absence Presence.” Perpetual Contact: Mobile Communications, Private Talk, Public Performance. Ed. James Katz. Cambridge: Cambridge UP, 2002. 227-54. Goffman, Erving. Behavior in Public Places: Notes on the Social Organization of Gatherings. New York: Free Press of Glencoe, 1963. Haddon, Leslie. “Domestication and Mobile Telephony.” Machines That Become Us: The Social Context of Personal Communication Technology. Ed. James E. Katz. New Brunswick, N.J.: Transaction Publishers, 2003. 43-55. Harrison, Julia. Being a Tourist: Finding Meaning in Pleasure Travel. Vancouver: U of British Columbia P, 2003. Johnsen, Truls Erik. “The Social Context of Mobile Use of Norwegian Teens.” Machines That Become Us: The Social Context of Personal Communication Technology. Ed. James Katz. London: Transaction Publishers, 2003. 161-69. Ling, Richard. “One Can Talk about Common Manners! The Use of Mobile Telephones in Inappropiate Situations.” Communications on the Move: The Experience of Mobile Telephony in the 1990s (Report of Cost 248: The Future European Telecommunications User Mobile Workgroup). Ed. Leslie Haddon. Farsta, Sweden: Telia AB, 1997. 97-120. Lury, Celia. “The Objects of Travel.” Touring Cultures: Transformations of Travel and Theory. Eds. Chris Rojek and John Urry. London: Routledge, 1997. 75-95. Rice, Ronald E., and James E. Katz. “Comparing Internet and Mobile Phone Usage: Digital Divides of Usage, Adoption and Dropouts.” Telecommunications Policy 27 (2003): 597-623. Short, J., E. Williams, and B. Christie. The Social Psychology of Telecommunications. New York: Wiley, 1976. Stokowski, Patricia. “Social Networks and Tourist Behavior.” American Behavioural Scientist 36.2 (1992): 212-21. Suvantola, Jaakko. Tourist’s Experience of Place. Aldershot: Ashgate, 2002. Urry, John. “Mobility and Proximity.” Sociology 36.2 (2002): 255-74. ———. “Social Networks, Travel and Talk.” British Journal of Sociology 54.2 (2003): 155-75. White, Naomi Rosh, and Peter B. White. “Home and Away: Tourists in a Connected World.” Annals of Tourism Research 34. 1 (2007): 88-104. White, Peter B., and Naomi Rosh White. “Keeping Connected: Travelling with the Telephone.” Convergence: The International Journal of Research into New Media Technologies 11.2 (2005): 102-18. Williams, Stephen, and Lynda Williams. “Space Invaders: The Negotiation of Teenage Boundaries through the Mobile Phone.” The Sociological Review 53.2 (2005): 314-31. Wurtzel, Alan H., and Colin Turner. “Latent Functions of the Telephone: What Missing the Extension Means.” The Social Impact of the Telephone. Ed. Ithiel de Sola Pool. Cambridge: MIT Press, 1977. 246-61. Citation reference for this article MLA Style White, Peter B., and Naomi White. "Staying Safe and Guilty Pleasures: Tourists and CB Radio in the Australian Outback." M/C Journal 10.1 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0703/11-white-white.php>. APA Style White, P., and N. White. (Mar. 2007) "Staying Safe and Guilty Pleasures: Tourists and CB Radio in the Australian Outback," M/C Journal, 10(1). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0703/11-white-white.php>.

This story not for myself … all over Australia story.No matter Aborigine, White-European, secret before,Didn’t like im before White-European…This time White-European must come to Aborigine,Listen Aborigine and understand it.Understand that culture, secret, what dreaming.— Senior Lawman Neidjie, Story about Feeling (78)IntroductionIn Senior Lawman Neidjie’s beautiful little book, with big knowledge, Story about Feeling (1989), he shares with us, his readers, the importance of feeling our connectedness with the land around us. We have heard his words and this is our effort to articulate our respect and responsibility in return. We are a small group of undergraduate students and a lecturer at the University of Newcastle (a mixed “mob” with non-Aboriginal and Aboriginal heritages) participating in an English course designed around listening to the knowledge stories of Country, in the context of Country as the energy and agency of the lands around us and not just a physical setting, as shared by those who know it best. We are a diverse group of people. We have different, individual, purposes for taking this course, but with a common willingness to listen which has been strengthened through our exposure to Aboriginal literature. This paper is the result of our lived experience of practice-led research. We have written this paper as a collective group and therefore we use “we” to represent and encompass our distinct voices in this shared learning journey. We write this paper within the walls, physically and psychologically, of western academia, built on the lands of the Darkinjung peoples. Our hope is to rethink the limits of epistemic boundaries in western discourses of education; to engage with Aboriginal ways of knowing predominantly through the pedagogical and personal act of listening. We aspire to reimagine our understanding of, and complicity with, public memory while simultaneously shifting our engagement with the land on which we stand, learn, and live. We ask ourselves: can we re-imagine the institutionalised space of our classroom through a dialogic pedagogy? To attempt to do this we have employed intersubjective dialogues, where our role is mostly that of listeners (readers) of stories of Country shared by Aboriginal voices and knowledges such as Neidjie’s. This paper is an articulation of our learning journey to re-imagine the tertiary classroom, re-imagine the relationship between Aboriginal and non-Aboriginal Australian knowledges, perspectives and peoples, re-imagine our collective consciousness on Aboriginal lands and, ultimately, to re-imagine ourselves. Re-imagining the Tertiary English Literature Classroom Our intersubjective dialogues have been built around listening to the stories (reading a book) from Aboriginal Elders who share the surface knowledge of stories from their Countries. These have been the voices of Neidjie, Max Dulumunmun Harrison in My People’s Dreaming (2013), and Laklak Burarrwanga et al. in Welcome to My Country (2013). Using a talking circle format, a traditional method of communication based upon equality and respect, within the confines of the four-walled institute of Western education, our learning journey moved through linear time, meeting once a week for two hours for 13 weeks. Throughout this time we employed Joshua Guilar’s notion of an intersubjective dialogue in the classroom to re-imagine our tertiary journey. Guilar emphasises the actions of “listening and respect, direction, character building and authority” (para 1). He argues that a dialogic classroom builds an educative community that engages both learners and teachers “where all parties are open to learning” (para 3). To re-imagine the tertiary classroom via talking circles, the lecturer drew from dialogic instruction which privileges content as:the major emphasis of the instructional conversation. Dialogic instruction includes a sharing of power. The actions of a dialogic instructor can be understood on a continuum with an autocratic instructional style at one end and an overly permissive style on the other. In the middle of the continuum are dialogic-enabling behaviors, which make possible a radical pedagogy. (para 1) Re-imaging the lecturer’s facilitating role has not been without its drawbacks and issues. In particular, she had to examine her own subjectivity and role as teacher while also adhering to the expectations of her job as an academic employee in the University. Assessing students, their developing awareness of Aboriginal ways of knowing, was not without worry. Advocating a paradigm shift from dominant ways of teaching and learning, while also adhering to expected tertiary discourses and procedures (such as developing marking rubrics and providing expectations regarding the format of an essay, referencing information, word limits, writing in standard Australian English and being assessed according to marks out of 100 that are categorised as Fails, Passes, Credits, Distinctions, or High Distinctions) required constant self-reflexivity and attempts at pedagogical transparency, for instance, the rubrics for assessing assignments were designed around the course objectives and then shared with the students to gauge understanding of, and support for, the criteria. Ultimately it was acknowledged that the lecturer’s position within the hierarchy of western learning carried with it an imbalance of power, that is, as much as she desired to create a shared and equal learning space, she decided and awarded final grades. In an effort to continually and consciously work through this, the work of Gayatri Spivak on self-reflexivity was employed: she, the lecturer, has “attempted to foreground the precariousness of [her] position throughout” although she knows “such gestures can never suffice” (271). Spivak’s work on the tendency of dominant discourses and institutions to ignore or deny the validity of non-western knowledges continues to be influential. We acknowledge the limits of our ability to engage in such a radical dialogical pedagogy: there are limits to the creativity and innovativeness that can be produced within a dominant Eurocentric academic framework. Sharing knowledge and stories cannot be a one-way process; all parties have to willingly engage in order to create meaningful exchange. This then, requires that the classroom, and this paper, reflect a space of heterogeneous voices (or “ears” required for listening) that are self-sufficiently open to hearing the stories of knowledge from the traditional custodians. Listening becomes a mode of thought where we are also aware of the impediments in our ability to hear: to hear across cultures, across histories, across generations, and across time and space. The intersubjective dialogues taking place, between us and the stories and also between each other in the classroom, allow us to deepen our understanding of the literature of Country by listening to each other’s voices. Even if they offer different opinions from our own they still contribute to our broader conception of what Country is and can mean to people. By extension, this causes us to re-evaluate the lands upon which we stand, entering a dialogue with place to reinterpret/negotiate our position within the “story” of Country. This learning and listening was re-emphasised with the words of Miriam-Rose Ungunmerr-Baumann’s explanation of “Dadirri”: an inner, deep, contemplative listening and awareness (para 4). To be able to hear these stories has required a radical shift in the way we are listening. To create a space for an intersubjective dialogue to occur between the knowledge stories of Aboriginal peoples who know their Country, and us as individual and distinct listeners, Marcia Langton’s third category of an intersubjective dialogue was used. This type of dialogue involves an exchange between Aboriginal and non-Aboriginal Australians where both are positioned as subjects rather than, as historically has been the case, non-Aboriginal peoples speaking about Aboriginality positioned as “object” and “other” (81). Langton states that: ‘Aboriginality’ arises from the subjective experience of both Aboriginal people and non-Aboriginal people who engage in any intercultural dialogue, whether in actual lived experience or through a mediated experience such as a white person watching a program about Aboriginal people on television or reading a book. Moreover, the creation of ‘Aboriginality’ is not a fixed thing. It is created from out histories. It arises from the intersubjectivity of black and white in dialogue. (31)Langton states that historically the ways Aboriginality has been represented by the ethnographic gaze has meant that “Aboriginality” and what it means is a result of colonisation: Aboriginal peoples did not refer to themselves or think of themselves in such ways before colonisation. Therefore, we respectfully tried to listen to the knowledge stories shared by Aboriginal people through Aboriginal ways of knowing Country. Listening to Stories of Country We use the word “stories” to represent the knowledge of a place that traditional custodians of their land know and willingly share through the public publication of literature. Stories, in our understanding, are not “made-up” fictional narratives but knowledge documents of and from specific places that are physically manifested in the land while embodying metaphysical meaning as well. Stories are connected to the land and therefore they are connected to its people. We use the phrase “surface (public) knowledge” to distinguish between knowledges that anyone can hear and have access to in comparison with more private, deeper layered, secret/sacred knowledge that is not within our rights to possess or even within our ability to understand. We are, however, cognisant that this knowledge is there and respect those who know it. Finally, we employ the word Country, which, as noted above means the energy and agency of the lands around us. As Burarrwanga et al. share:Country has many layers of meaning. It incorporates people, animals, plants, water and land. But Country is more than just people and things, it is also what connects them to each other and to multiple spiritual and symbolic realms. It relates to laws, customs, movement, song, knowledges, relationships, histories, presents, future and spirits. Country can be talked to, it can be known, it can itself communicate, feel and take action. Country for us is alive with story, Law, power and kinship relations that join not only people to each other but link people, ancestors, place, animals, rocks, plants, stories and songs within land and sea. So you see, knowledge about Country is important because it’s about how and where you fit in the world and how you connect to others and to place. (129) Many colonists denied, and many people continue to deny today, the complexity of Aboriginal cultures and ways of knowing: “native traditions” are recorded according to Western epistemology and perceptions. Roslyn Carnes has argued that colonisation has created a situation in Australia, “where Aboriginal voices are white noise to the ears of many non-Indigenous people. […] white privilege and the resulting white noise can be minimised and greater clarity given to Aboriginal voices by privileging Indigenous knowledge and ways of working when addressing Indigenous issues. To minimise the interference of white noise, non-Indigenous people would do well to adopt a position that recognises, acknowledges and utilises some of the strengths that can be learned from Aboriginal culture and Indigenous authors” (2). To negotiate through this “white noise”, to hear the stories of Country beneath it and attempt to decolonise both our minds and the institutional discourses we work and study in (Langton calls for an undermining of the “colonial hegemony” [8]) and we have had to acknowledge and position our subjectivity as Aboriginal and non-Aboriginal peoples and try to situate ourselves as “allied listeners” (Carnes 184). Through allied listening in intersubjective dialogues, we are re-learning (re-imagining) history, reviewing dominant ideas about the world and ways of existing in it and re-situating our own positions of Aboriginality and non-Aboriginality. Rereading the Signs Welcome to My Country by Burarrwanga et al. emphasises that knowledge is embedded in Country, in everything on, in, above, and moving through country. While every rock, tree, waterhole, hill, and animal has a story (stories), so do the winds, clouds, tides, and stars. These stories are layered, they overlap, they interconnect and they remain. A physical representation such as a tree or rock, is a manifestation of a metaphysical moment, event, ancestor. The book encourages us (the readers) to listen to the knowledge that is willingly being shared, thus initiating a layer of intersubjectivity between Yolngu ways of knowing and the intended reader; the book itself is a result of an intersubjective relationship between Aboriginal and non-Aboriginal women and embedded in both of these intersubjective layers is the relationship between us and this land. The book itself offers a way of engaging with the physical environment that combines western processes (standard Australian written English for instance) with Aboriginal ways of knowing, in this instance, Yolngu ways. It is an immediate way of placing oneself in time and space, for instance it was August when we first read the book so it was the dry season and time for hunting. Reading the environment in such a way means that we need to be aware of what is happening around us, allowing us to see the “rules” of a place and “feel” it (Neidjie). We now attempt to listen more closely to our own environments, extending our understanding of place and reconsidering our engagement with Darkinjung land. Neidjie, Harrison, and Burarrwanga et al. share knowledge that helps us re-imagine our way of reading the signs around us—the physical clues (when certain plants flower it might signal the time to catch certain fish or animals; when certain winds blow it might signal the time to perform certain duties) that the land provides but there is also another layer of meaning—explanations for certain animal behaviours, for certain sites, for certain rights. Beneath these layers are other layers that may or may not be spoken of, some of them are hinted at in the text and others, it is explained, are not allowed to be spoken of or shared at this point in time. “We use different language for different levels: surface, middle and hidden. Hidden languages are not known to everyone and are used for specific occasions” (Burarrwanga et al. 131). “Through language we learn about country, about boundaries, inside and outside knowledge” (Burarrwanga et al. 132). Many of the esoteric (knowledge for a certain few) stories are too different from our dominant discourses for us to understand even if they could be shared with us. Laklak Burarrwanga happily shares the surface layer though, and like Neidjie, refers to the reader as “you”. So this was where we began our intersubjective dialogue with Aboriginality, non-Aboriginality and Country. In Harrison’s My People’s Dreaming he explains how Aboriginal ways of knowing are built on watching, listening, and seeing. “If we don’t follow these principles then we don’t learn anything” (59). Engaging with Aboriginal knowledges such as Harrison’s three principles, Neidjie’s encouragement to listen, and Burarrwanga et al.’s welcoming into wetj (sharing and responsibility) has impacted on our own ideas and practices regarding how we learn. We have had to shelve our usual method of deconstructing or analysing a text and instead focus on simply hearing and feeling the stories. If we (as a collective, and individually) perceive “gaps” in the stories or in our understanding, that is, the sense that there is more information embodied in Country than what we are receiving, rather than attempting to find out more, we have respected the act of the surface story being shared, realising that perhaps deeper knowledge is not meant for us (as outsiders, as non-Aboriginal peoples or even as men or as women). This is at odds with how we are generally expected to function as tertiary students (that is, as independent researchers/analytical scholars). We have identified this as a space in which we can listen to Aboriginal ways of knowing to develop our understanding of Aboriginal epistemologies, within a university setting that is governed by western ideologies. Neidjie reminds us that a story might be, “forty-two thousand [years]” old but in sharing a dialogue with each other, we keep it alive (101). Kwaymullina and Kwaymullina argue that in contrast, “the British valued the wheel, but they did not value its connection to the tree” (197), that is, western ways of knowing and being often favour the end result, disregarding the process, the story and the cycle where the learning occurs. Re-imagining Our Roles and Responsibility in Discourses of ReconciliationSuch a space we see as an alternative concept of spatial politics: “one that is rooted not solely in a politics of the nation, but instead reflects the diverse spaces that construct the postcolonial experience” (Upstone 1). We have almost envisioned this as fragmented and compartmentalised palimpsestic layers of different spaces (colonial, western, national, historical, political, topographical, social, educational) constructed on Aboriginal lands and knowledges. In this re-imagined learning space we are trying to negotiate through the white noise to listen to the voices of Aboriginal peoples. The transformative power of these voices—voices that invite us, welcome us, into their knowledge of Country—provide powerful messages for the possibility of change, “It is they who not only present the horrors of current circumstances but, gesturing towards the future, also offer the possibility of a way to move forward” (Upstone 184). In Harrison’s My People’s Dreaming, his chapter on Forgiveness both welcomes the reader into his Country while acknowledging that Australia’s shared history of colonisation is painful to confront, but only by confronting it, can we begin to heal and move forward. While notions of social reconciliation revolve around rebuilding social relations between Aboriginal and non-Aboriginal Australians, “ecological reconciliation involves restoring ecological connectivity, sustaining ecological services, sustaining biodiversity, and making tough decisions from an eco-centric point of view that will not always prioritise human desire” (Rose 7). Deborah Bird Rose identifies four reasons why ecological reconciliation must occur simultaneously with social reconciliation. First, “without an imaginable world for the future, there is no point even to imagining a future for ourselves” (Rose 2). Second, for us to genuinely embrace reconciliation we must work to respond to land rights, environmental restoration and the protection of sacred sites. Third, we must recognise that “society and environment are inextricably connected” (Rose 2) and that this is especially so for Aboriginal Australians. Finally, Aboriginal ways of knowing could provide answers to postcolonial environmental degradation. By employing Guilar’s notion of the dialogic classroom as a method of critical pedagogy designed to promote social justice, we recognise our own responsibilities when it comes to issues such as ecology due to these stories being shared with us about and from Country via the literature we read. We write this paper in the hope of articulating our experience of re-imagining and enacting an embodied cognisance (understood as response and responsibility) tuned towards these ways of knowing. We have re-imagined the classroom as a new space of learning where Aboriginal ways of knowing are respected alongside dominant educational discourses. That is, our reimagined classroom includes: the substance of [...] a transactive public memory [...] informed by the reflexive attentiveness to the retelling or representation of a complex of emotionally evocative narratives and images which define not necessarily agreement but points of connection between people in regard to a past that they both might acknowledge the touch of. (Simon 63) Through an intersubjective dialogic classroom we have attempted to reimagine our relationships with the creators of these texts and the ways of knowing they represent. In doing so, we move beyond dominant paradigms of the land around us, re-assessing our roles and responsibilities in ways that are both practical and manageable in our own lives (within and outside of the classroom). Making conscious our awareness of Aboriginal ways of knowing, we create a collective consciousness in our little circle within the dominant western space of academic discourse to, wilfully and hopefully, contribute to transformative social and educational change outside of it. Because we have heard and listened to the stories of Country: We know White-European got different story.But our story, everything dream,Dreaming, secret, ‘business’…You can’t lose im.This story you got to hang on for you,Children, new children, no-matter new generationAnd how much new generation.You got to hang on this old story because the earth, This ground, earth where you brought up, This earth e grow, you growing little by little, Tree growing with you too, grass…I speaking storyAnd this story you got to hang on, no matter who you, No-matter what country you.You got to understand…this world for us.We came for this world. (Neidjie 166) Acknowledgements The authors acknowledge the traditional custodians of the lands upon which this paper was researched and written. References Burarrwanga, Laklak, Ritjilili Ganambarr, Merrkiyawuy Ganambarr-Stubbs, Banbapuy Ganambarr, Djawundil Maymuru, Sarah Wright, Sandie Suchet-Pearson, and Kate Lloyd. Welcome to My Country. Sydney: Allen & Unwin, 2013. Carnes, Roslyn. “Changing Listening Frequency to Minimise White Noise and Hear Indigenous Voices.” Journal of Australian Indigenous Issues 14.2-3 (2011): 170-84. Guilar, Joshua D. “Intersubjectivity and Dialogic Instruction.” Radical Pedagogy 8.1 (2006): 1. Harrison, Max D. My People’s Dreaming: An Aboriginal Elder Speaks on Life, Land, Spirit and Forgiveness. Sydney: HarperCollins Australia, 2013. Kwaymullina, Ambelin, and Blaze Kwaymullina. “Learning to Read the Signs: Law in an Indigenous Reality.” Journal of Australian Studies 34.2 (2010): 195-208.Langton, Marcia. Well, I Saw It on the Television and I Heard It on the Radio. Sydney: Australian Film Commission, 1993. Neidjie, Bill. Story about Feeling. Broome: Magabala Books, 1989. Rose, Deborah Bird. “The Ecological Power and Promise of Reconciliation.” National Institute of the Environment Public Lecture Series, 20 Nov. 2002. Speech. Parliament House. Simon, Roger. “The Touch of the Past: The Pedagogical Significance of a Transactional Sphere of Public Memory.” Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory (2000): 61-80. Spivak, Gayatri. C. “'Can the Subaltern Speak?' Marxism and the Interpretation of Culture.” Marxism and the Interpretation of Culture. Eds. Nelson, Cary and Lawrence Grossberg. Urbana, IL: U of Illinois P, 1988. 271-313. Ungunmerr-Baumann, Miriam-Rose. Dadirri: Inner Deep Listening and Quiet Still Awareness. Emmaus Productions, 2002. 14 June 2015 ‹http://nextwave.org.au/wp-content/uploads/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl.pdf›.Upstone, Sara. Spatial Politics in the Postcolonial Novel. Burlington, VT: Ashgate Publishing, 2013.

We are looking for a tongue that speaks with reverence for life, searching for an ecology of mind. Without it, we have no home, have no place of our own within the creation. It is not only the vocabulary of science that we desire. We also want a language of that different yield. A yield rich as the harvests of the earth, a yield that returns us to our own sacredness, to a self-love and respect that will carry out to others (Hogan 122). Through storytelling the world is created and recreated: in the values and worldviews stories offer, in the patterns of thinking and knowing that listening and reading place in our spirits and minds, in the stories we tell and live. We walk in the ripples our old people left behind and we follow them up, just as our children and the generations after us will walk in shapes and patterns we make with our lives. Our delicate world is poised on a precipice with increasing species extinction and loss of habitat, deforestation, displacement of animal and human communities, changing weather patterns, and polluted waterways. How do we manage the environmental and cultural issues of our complex global world? How do we come together to look after each other and the world around us? Often there is a sense that science will save us, that if we keep “progressing” at a fast enough rate we can escape the consequences of our actions. However, science alone, no matter how sophisticated, cannot alter the fundamental truths of action and reaction in Country: that if you take too much, something, somewhere, will go without. As Guungu Yimithirr man Roy McIvor writes: Dad often spoke about being aware of the consequences of our actions. He used different stories as teaching tools, but the idea was the same. Like a boomerang, your bad actions will come back to hurt you (89). In the end, it will not be technological innovation alone that will alter the course we have set out for ourselves. Rather, it will be human beings embracing a different way of relating to the environment than the current dominant paradigm that sees people take too much, too often. With this is mind, we would like to consider the integral role children’s literature plays in sustaining knowledge patterns of Country and ecology for the future. In the context of children’s literature and ecology the idea of sustaining environmental and cultural awareness is shared via the written word—how it is used, presented, and read, particularly with ideas of the child reader in mind. Our children will be the ones who struggle with the ripples we leave in our wake and they will be the ones who count the cost of our decisions as they in turn make decisions for the generations that will follow them. If we teach the right values then the behaviour of our children will reflect those ideas. In the Aboriginal way it’s about getting the story right, so that they can learn the right ways to be in Country, to be a human being, and to look after the world they inherit. As Deborah Bird Rose states, Country is a “nourishing terrain; a place that gives and receives life” (Rose Country 7). This paper will examine two Aboriginal children’s stories that teach about a living, holistic, interrelated world and the responsibilities of human beings to look after it. Specifically, the authors will examine Joshua and the Two Crabs by Joshua Button and Dingo’s Tree by Gladys and Jill Milroy. Both stories are published by Aboriginal publisher Magabala Books and represent a genre of Aboriginal writing about Country and how to take care of it. They form part of the “language of that different yield” (Hogan 122) that Indigenous writer Linda Hogan advocates, a language that emerges from an ecology of the mind that locates human beings as an interconnected part of the patterns of the earth. The first text discussion focuses on the sharing of implicit meaning via textual form—that is, the lay out of the story, its peritext, and illustrations. The second textual discussion centres explicitly on content and meaning. Both textual analyses aim to open up a dialogue between Aboriginal ecology and children’s literature to provide inter-subjective approaches for Aboriginal and non-Aboriginal readers/listeners. Aboriginal Story Ecology In Aboriginal philosophy the universe is the creative expression of Dreaming Ancestors who created the world—the land, plants, animals, stars and elements—and then settled into the creation they had made: …white people also call this the Dreaming. The Tjukurpa tells how the landscape, animals, plants, and people were made and what they mean for one another. The Tjukurpa is in everything. It is in the rocks, in the trees, even in the mice, mingkiri (Baker xii). Through their actions they formed the pattern of reality that finds its expression in human beings and in everything around us—the stars, earth, rivers, trees, rocks, and forms of life that make up the world. Aboriginal knowledge systems understand the patterns of life and our relationships to them through the structure of story. Dreaming stories—stories about the creation of the world and how the fundamental Laws were handed down to the people—have special significance. However, the stories we make with our lives and experiences are also important—stories about funny things that happened and our relationships with our families and loved ones. These stories are also a part of Country because there is nothing that does not emerge and return to the land, nothing that is not part of the pattern that the Dreaming Ancestors made: The Story is the Land, and the Land is the Story. The Story holds the people, and the people live inside the Story. The Story lives inside the people also. It goes all ways to hold the land (Turner 45). The imprint of creation, the structure of the relationships that make up the world, is held in story. Thus, in Aboriginal logic the patterns of nature, the patterns of stories, and the patterns of language, society, and culture are reflections and expressions of the pattern of creation woven by the Dreaming Ancestors. As Yunipingu writes: …For us society and nature are not separate. We have Yirritja and Dhuwa, and these categories contain elements which are both natural and social. Also, of course, they have elements which Europeans call supernatural or metaphysical (9). Through stories we come to know not just the world but who we are and the proper ways of relating to the ecology’s around us. As we learn stories the pattern of learning grows inside of us, in our ways of thinking, doing, and being. They provide the framework for our spirit and mind to develop so we come to know and be in the world in a proper or straight way—to enhance the pattern of life, not to destroy it. This is an Aboriginal “Story Ecology” where stories serve as maps that teach us who we are and our role in the world. Yuin Elder Max Harrison (2009) observes the three truths on passing on traditional knowledge: See the land…the beautyHear the land….the storyFeel the land…the spirit (no pg). To sustain Country is to sustain the self. To tell, share, and know story is to know the environment and to sustain the environment. As Kathy Deveraux writes ‘it’s like the spider: a lot of things tie in together, so when you ask one thing, you get a whole big history’ (qtd in Rose, Country 7). Aboriginal story promotes ecological practice by enlivening the reader’s empathy toward the environment and nurturing a sense of union between what is within us and what is outside of us. The imagery and text of Aboriginal story often achieves this umbilical in two defining ways. The first is through the positioning of the age, setting, or backdrop. The second is born from the relationships animated between these vitally active surrounds and the characters contained therein. Makere Stewart-Harrawira states that: All human experiences and all forms of knowledge contributed to the overall understandings and interpretations. The important task was to find the proper pattern of interpretation. Hence it can be said that indigenous peoples have traditionally regarded knowledge as something that must be stood in its entire context. The traditional principles of traditional knowledge [...] remain fixed and provide the framework within which new experiences and situations are understood and given meaning. As such, these principles are the means by which cultural knowledge becomes remade and given meaning in our time. Another principle is that every individual element of the natural world, each individual rock and stone, each individual animal and plant, every body of land and of water, has its own unique life force (155). Examples of these features of Aboriginal story ecology can be seen in our analysis of the following two stories Joshua and the Two Crabs and Dingo’s Tree. Joshua and the Two Crabs In Joshua and the Two Crabs by Joshua Button, published by Magabala Books in 2008, the narrative, illustrations, and peritext all combine to enable alternative eco-cultural understandings and values. Joshua Button is a young Indigenous author from saltwater country, as is the protagonist in the text. Joshua, the character, observes the movements of country and its inhabitants and Joshua, the author and illustrator, expresses these meanings via words, colours, and illustrations. In particular, the text represents relationships with, and within, Crab Creek. The peritext offers information about Crab Creek—a tidal creek in the mangroves of Roebuck Bay in north-west Western Australia. “The area abounds with wildlife, including migratory birds, fruit bats, crabs and shellfish. It is a place for local people to spend the day fishing off the beach for a ‘pan-sized’ feed of salmon, queenfish, silver bream or trevally. Catching and cooking mud crabs is one of Joshua’s favourite things to do” (no pg). Story, place, and child are now formally positioned as the centre of the narrative and their relationship strengthened by the colours used to represent country and movement. The narrative focuses on Joshua’s family trip to Crab Creek and his interactions with the land, the water, and the animals. His story reveals a meeting of land and sea, a reading of land and sea, and a listening to land and sea. Country and its inhabitants are revealed as having multiple relationships. From the moment his mob arrives, the narrative emphasizes listening to and reading country: Joshua’s Mum moves faster when she reads the movement of the tides and when Joshua ventures into the mangroves he listens to the “Plop! Plop! Plop! Of the air rising up through the mud” (Button, no pg.). With his bucket and spear Joshua’s movements through country are observed and considered by the creatures around him; wader birds carefully watch him and Joshua engages in a dialogue with two big mud crabs that remind the boy that he has also been perceived by Country, which is itself sentient. Animals and country speak and observe—the tide moves, the sand is hot, mudskippers skip, and crabs escape and hide. Joshua’s relationship with the mud crabs is dependent on the boy and the crabs seeing each other and communicating: “‘I can see you two!’ ‘Well, we can see you too,’ said the crabs” (Button, no pg). The narrative provides a beautifully simplistic example of different perspectives and positions for the intended child reader. Both Joshua and the crabs’ perspectives are given space to be acknowledged and understood: one character is searching, another character is escaping. When Joshua finally catches the crabs he carefully brings them back to camp and the entire family have a good feed of them and the golden trevally Joshua’s Mum caught. “Afterwards they sat watching the tide empty out of the bay. Long-legged wader birds picked their way across the silvery mudflats. It had been a good day” (Button, no pg). The story offers a colourful, fun, and cyclical way of seeing country from a perspective that centres the relationship between family, food, and land. It presents this relationship and the implicit meaning of observing and living in country via traditional textual elements such as the written word, colour illustrations, and movement from left to right, but in doing so, the text becomes a form of sustaining relationship with country as well, not just for Joshua but also for the intended child reader. Dingo’s Tree Dingo’s Tree by Jill and Gladys Milroy is a much longer story than Joshua and the Two Crabs and also deals with more serious themes. The story is about Dingo who drew his own rain tree on a rock because the other animals didn’t share their shade with him. The tree then becomes real and grows beyond the limit of the sky and keeps Dingo’s waterhole full through the drought season. The others come to rely on Dingo’s waterhole and feel bad for not sharing with him and teasing him about his tree. As the water dries up, one single special raindrop is found on a little tree and Dingo decides to spare the drop even when all the waterholes become dry. Dingo feels that something is wrong when he sees that the raindrop is slowly growing larger. To survive, Dingo and his friend Wombat teach Little Tree to walk to water. He becomes known as Walking Tree and they are soon joined by all of the others in the land. On their way to the mountain to find water they see the river and half the mountain replaced by mining, and Walking Tree soon becomes overburdened with the weight of the others. The birds decide to carry him—his branches full of friends—and they succeed for a short time only to grow tired. Soon they are all falling toward their impending death until Dingo chooses to use the last raindrop, now much larger, and their fall is broken and a new waterhole is made. However, it is only enough for Walking Tree to live forever and because he is the last tree, the others (but one baby crow) go to the Heavens awaiting their return at the end of humankinds reign on the land. In the story of the Dingo’s Tree the adventure begins in “unspoiled country” with its inventory of cast members who, in real life, naturally inhabit the area. All are shown to be adjusting recurrently within the known cycles of drought and abundance, suggested by the authors in the line “the drought came”, then a subtle reference to patterns of migration as the season is introduced and the cast move to more reliable waterholes. Establishing the story in this space encourages the young reader to identify the natural landscape as “normal”, and part of that normality are the cycles that create and degenerate growth. It is the antagonist that is responsible for the creation of unnatural change. Mining becomes the assassin of country with men as poachers "carting away great loads of rock and earth in huge machines" (Milroy and Milroy 39). This scene is of great importance, although it is only allocated a single page, because it shows where the artery of country has been severed. Its effects have been cleverly woven into the storyline beforehand in several ways. The line “the drought stayed” illustrates a seasonal defiance. In turn, Dingo becomes aware of this imbalance: "for a while Dingo lived happily in his cave but lately he’d begun to worry about the country, something wasn’t right" (Milroy and Milroy 1). Dingo reads the signs of the country. His attention to the life cycles of the land are brought to the attention of the reader teaching children about the important role of observation in caring for country. In addition to this, a warning is given to Crow by the Rain Tree through a vision of a future landscape devastated and dying: "It is what your country will become…The mining is cutting too deep for the scars to heal. Once destroyed the mountains can’t grow again and give birth to the rivers that they send to the sea…"(Milroy and Milroy 20). Contained in this passage is a direct environmental truth, but the beauty of the passage lies in the language chosen by the authors. The phrase “cutting too deep for the scars to heal” links a human experience to an environmental one, as does the phrase “give birth to the rivers”. A child is able to recognise the physical pain of a cut and a child is also able to recognise that birth belongs to the Mother. The use of this language forges a powerful connection in the mind of the reader between the self and the Earth - the child and the Mother. Country feels pain, the mountains and rivers activate their own membership in life’s cycles, and even the far off Moon participates in thought and conversation, all of which awaken a consciousness within the reader toward the animate spirit of the natural world, parenting a considerate relationship to land. It is this animate relationship with the land that it is at the heart of the story. It is the mountain that sends the rivers to the sea, rather than the abstract force of gravity. If the authors were to omit this living relationship between the mountains, the rivers, and the sea, the readers understanding would be contained to simple geophysical processes with their life force reduced to an impersonal science, if thought of at all. Instead, the mountain chooses to send the rivers to the sea because it is the right way, so natural processes become exposed as conscious participants in story rather than being portrayed as passive or inanimate objects and this not only deepens the impact of their destruction later in the plot, it also deepens the connection between the reader and the land. Writing the Future Joshua and the Two Crabs and Dingo’s Tree offer two different Aboriginal stories with underlying commonalities: they both position relationships, Country, and people into an integrated web and provide a moral framework for sustaining the relationships around us. Children’s picture books and narratives are foundational initiations for many Australian child readers in their ecological education—whether overtly or covertly. How a society, a character, a narrative, represents, treats, and perceives the land influences how the reader encounters the landscape. We argue that Indigenous Australian children’s literature, written, illustrated, produced, and disseminated largely by Indigenous knowledges, offers counter-point views and stories about the land and accompanying interrelated relationships that provide the reader with a space to re-consider, re-inhabit, or transform their own ecological positioning. References Baker, Lynn. Mingkirri: A Natural History of Ulu-ru by the Mu-titjulu Community. Canberra: IAD Press, 1996. Button, Joshua. Joshua and the Two Crabs. Broome: Magabala Books, 2008. Harrison, Max. My Peoples Dreaming. Sydney: Finch Publishing, 2009. Hogan, Linda. “A Different Yield.” Reclaiming Indigenous Voice and Vision. Ed. Marie Battise. Toronto: UBC Press, 2000. 115 – 23. McIvor, Roy. Cockatoo: My Life in Cape York. Broome: Magabala Books, 2010. Milroy, Gladys and Jill Milroy. Dingo’s Tree. Broome: Magabala Books, 2012. Rose, Deborah Bird. Country of the Heart: An Indigenous Australian Homeland. Canberra: Aboriginal Studies Press, 2002. ——-. “Pattern, Connection, Desire: In Honour of Gregory Bateson”. Australian Humanities Review, 35 (2005). 14th June 2012, ‹http://wwwlib.latrobe.cdu.au/A1IR/archive!lssue-June 2005/rose.html›. Stewart-Harawira, Makere. “Cultural Studies, Indigenous Knowledge and Pedagogies of Hope.” Policy Futures in Education 3.2 (2005):153-63. Turner, Margaret. Iwenhe Tyerrtye: What It Means to Be an Aboriginal Person. Alice Springs: IAD Press, 2010. Yunupingu, Mandawuy. Voices from the Land. Canberra: Australian Broadcasting Corporation, 1994.

Urban environments are multifaceted, varied, dynamic, complex, and evolving as are the underlying features for human health and wellbeing (Bai, Nath, Capon, Hasan & Jaron, 2020). Healthy and resilient cities can be entry points and platforms for change, adaptation and innovation to achieve optimal health for urban communities and the environment (Regional Framework for Urban Health in the Western Pacific 2016–2020: Healthy and Resilient Cities, 2016). Planners considered urban corridors, which are connection and access between urban districts, as major elements in shaping the city image and forming its identity and investigating them are vital for enhancing healthy and resilient cities. Narrowing the scope on commercial urban corridors, which are a concentration of retail stores that serve a common trade area and lie along a single street (Catherine Dyste, 2012). These corridors can be seen as a dynamic space, but at the same time, they are created to create a range of experiences (Shaban et al., 2018). Improving commercial urban corridors requires several indicators for reviving the companionable and sociable life of a street. Problems occur when space use is not driven. The society therefore uses the urban commercial corridor according to their own interests. This condition may generate conflict between users of the 'Link' and users of the 'Space’, may make the corridor an uncomfortable location, and may decreases its livability. Rapid urbanization and unplanned rapid changes of commercial activities in corridors that have an impact on the surrounding streets and users’ activities imposes burdens on surrounding land use and mobility. However, this problem has contributed to various issues such as traffic congestion, pollution, decrease in green areas and degradation of the urban quality of living. That’s why investigating these corridors is imperative to know its utilization and functioning to identify the existing problems and chaos in the corridor since they are facing significant challenges, which is the lack of reliable knowledge on their characteristics and development; important for local authorities to provide wealth of knowledge and data collection. The paper aims to investigate commercial urban corridors to identify and analyze livability aspects and indicators for reviving its companionable and sociable life that can be implemented in a way of a considerable checklist which acts as a systematic structure for communicating the data required, diagnosing issues, and defining the strengths and limitations of the efficiency of a commercial urban corridor to promote a healthy and resilient urban context. To achieve the aim, the research investigates a commercial urban corridor focusing on one of the urban corridors in Beirut, Lebanon. By using Geoportal Interactive Tool, conducted by UN-Habitat and UNICEF to create cartography of the existing conditions of the pilot study, and then analyzes the aspects and indicators of livability based on cartography, walk through analysis and face-to-face interviews with inhabitants in area. After analyzing the commercial urban corridor and identifying the effective indicators, the research resulted in proposing some guidelines for enhancing livability in commercial urban corridors, which were mainly related to the physical aspect since it defines the most inadequate quality and performance.

Special Care Notice This paper discusses trauma and violence inflicted upon the Indigenous peoples of Tasmania through the process of colonisation. Content within this paper may be distressing to some readers. Introduction The decimation of the First Peoples of Van Diemen’s Land (now Tasmania) was systematic and swift. First Contact was an emotionally, intellectually, physically, and spiritually confronting series of encounters for the Indigenous inhabitants. There were, according to some early records, a few examples of peaceful interactions (Morris 84). Yet, the inevitable competition over resources, and the intensity with which colonists pursued their “claims” for food, land, and water, quickly transformed amicable relationships into hostile rivalries. Jennifer Gall has written that, as “European settlement expanded in the late 1820s, violent exchanges between settlers and Aboriginal people were frequent, brutal and unchecked” (58). Indeed, the near-annihilation of the original custodians of the land was, if viewed through the lens of time, a process that could be described as one that was especially efficient. As John Morris notes: in 1803, when the first settlers arrived in Van Diemen’s Land, the Aborigines had already inhabited the island for some 25,000 years and the population has been estimated at 4,000. Seventy-three years later, Truganinni, [often cited as] the last Tasmanian of full Aboriginal descent, was dead. (84) Against a backdrop of extreme violence, often referred to as the Black War (Clements 1), there were some, admittedly dubious, efforts to contain the bloodshed. One such effort, in the late 1820s, was the production, and subsequent distribution, of a set of Proclamation Boards. Approximately 100 Proclamation Boards (the Board) were introduced by the Lieutenant Governor of the day, George Arthur (after whom Port Arthur on the Tasman Peninsula is named). The purpose of these Boards was to communicate, via a four-strip pictogram, to the Indigenous peoples of the island colony that all people—black and white—were considered equal under the law. “British Justice would protect” everyone (Morris 84). This is reflected in the narrative of the Boards. The first image presents Indigenous peoples and colonists living peacefully together. The second, and central, image shows “a conciliatory handshake between the British governor and an Aboriginal ‘chief’, highly reminiscent of images found in North America on treaty medals and anti-slavery tokens” (Darian-Smith and Edmonds 4). The third and fourth images depict the repercussions for committing murder, with an Indigenous man hanged for spearing a colonist and a European man also hanged for shooting an Aborigine. Both men executed under “gubernatorial supervision” (Turnbull 53). Image 1: Governor Davey's [sic - actually Governor Arthur's] Proclamation to the Aborigines, 1816 [sic - actually c. 1828-30]. Image Credit: Mitchell Library, State Library of NSW (Call Number: SAFE / R 247). The Board is an interesting re-imagining of one of the traditional methods of communication for Indigenous peoples; the leaving of images on the bark of trees. Such trees, often referred to as scarred trees, are rare in modern-day Tasmania as “the expansion of settlements, and the impact of bush fires and other environmental factors” resulted in many of these trees being destroyed (Aboriginal Heritage Tasmania online). Similarly, only a few of the Boards, inspired by these trees, survive today. The Proclamation Board was, in the 1860s, re-imagined as the output of a different Governor: Lieutenant Governor Davey (after whom Port Davey, on the south-west coast of Tasmania is named). This re-imagining of the Board’s creator was so effective that the Board, today, is popularly known as Governor Davey’s Proclamation to the Aborigines. This paper outlines several other re-imaginings of this Board. In addition, this paper offers another, new, re-imagining of the Board, positing that this is an early “pamphlet” on crime, justice and punishment which actually presents as a pre-cursor to the modern Australian true crime tale. In doing so this work connects the Proclamation Board to the larger genre of crime fiction. One Proclamation Board: Two Governors Labelled Van Diemen’s Land and settled as a colony of New South Wales in 1803, this island state would secede from the administration of mainland Australia in 1825. Another change would follow in 1856 when Van Diemen’s Land was, in another process of re-imagining, officially re-named Tasmania. This change in nomenclature was an initiative to, symbolically at least, separate the contemporary state from a criminal and violent past (Newman online). Tasmania’s violent history was, perhaps, inevitable. The island was claimed by Philip Gidley King, the Governor of New South Wales, in the name of His Majesty, not for the purpose of building a community, but to “prevent the French from gaining a footing on the east side of that island” and also to procure “timber and other natural products, as well as to raise grain and to promote the seal industry” (Clark 36). Another rationale for this land claim was to “divide the convicts” (Clark 36) which re-fashioned the island into a gaol. It was this penal element of the British colonisation of Australia that saw the worst of the British Empire forced upon the Aboriginal peoples. As historian Clive Turnbull explains: the brutish state of England was reproduced in the English colonies, and that in many ways its brutishness was increased, for now there came to Australia not the humanitarians or the indifferent, but the men who had vested interests in the systems of restraint; among those who suffered restraint were not only a vast number who were merely unfortunate and poverty-stricken—the victims of a ‘depression’—but brutalised persons, child-slaughterers and even potential cannibals. (Turnbull 25) As noted above the Black War of Tasmania saw unprecedented aggression against the rightful occupants of the land. Yet, the Aboriginal peoples were “promised the white man’s justice, the people [were] exhorted to live in amity with them, the wrongs which they suffer [were] deplored” (Turnbull 23). The administrators purported an egalitarian society, one of integration and peace but Van Diemen’s Land was colonised as a prison and as a place of profit. So, “like many apologists whose material benefit is bound up with the systems which they defend” (Turnbull 23), assertions of care for the health and welfare of the Aboriginal peoples were made but were not supported by sufficient policies, or sufficient will, and the Black War continued. Colonel Thomas Davey (1758-1823) was the second person to serve as Lieutenant Governor of Van Diemen’s Land; a term of office that began in 1813 and concluded in 1817. The fourth Lieutenant Governor of the island was Colonel Sir George Arthur (1784-1854); his term of office, significantly longer than Davey’s, being from 1824 to 1836. The two men were very different but are connected through this intriguing artefact, the Proclamation Board. One of the efforts made to assert the principle of equality under the law in Van Diemen’s Land was an outcome of work undertaken by Surveyor General George Frankland (1800-1838). Frankland wrote to Arthur in early 1829 and suggested the Proclamation Board (Morris 84), sometimes referred to as a Picture Board or the Tasmanian Hieroglyphics, as a tool to support Arthur’s various Proclamations. The Proclamation, signed on 15 April 1828 and promulgated in the The Hobart Town Courier on 19 April 1828 (Arthur 1), was one of several notices attempting to reduce the increasing levels of violence between Indigenous peoples and colonists. The date on Frankland’s correspondence clearly situates the Proclamation Board within Arthur’s tenure as Lieutenant Governor. The Board was, however, in the 1860s, re-imagined as the output of Davey. The Clerk of the Tasmanian House of Assembly, Hugh M. Hull, asserted that the Board was the work of Davey and not Arthur. Hull’s rationale for this, despite archival evidence connecting the Board to Frankland and, by extension, to Arthur, is predominantly anecdotal. In a letter to the editor of The Hobart Mercury, published 26 November 1874, Hull wrote: this curiosity was shown by me to the late Mrs Bateman, neé Pitt, a lady who arrived here in 1804, and with whom I went to school in 1822. She at once recognised it as one of a number prepared in 1816, under Governor Davey’s orders; and said she had seen one hanging on a gum tree at Cottage Green—now Battery Point. (3) Hull went on to assert that “if any old gentleman will look at the picture and remember the style of military and civil dress of 1810-15, he will find that Mrs Bateman was right” (3). Interestingly, Hull relies upon the recollections of a deceased school friend and the dress codes depicted by the artist to date the Proclamation Board as a product of 1816, in lieu of documentary evidence dating the Board as a product of 1828-1830. Curiously, the citation of dress can serve to undermine Hull’s argument. An early 1840s watercolour by Thomas Bock, of Mathinna, an Aboriginal child of Flinders Island adopted by Lieutenant Governor John Franklin (Felton online), features the young girl wearing a brightly coloured, high-waisted dress. This dress is very similar to the dresses worn by the children on the Proclamation Board (the difference being that Mathinna wears a red dress with a contrasting waistband, the children on the Board wear plain yellow dresses) (Bock). Acknowledging the simplicity of children's clothing during the colonial era, it could still be argued that it would have been unlikely the Governor of the day would have placed a child, enjoying at that time a life of privilege, in a situation where she sat for a portrait wearing an old-fashioned garment. So effective was Hull’s re-imagining of the Board’s creator that the Board was, for many years, popularly known as Governor Davey’s Proclamation to the Aborigines with even the date modified, to 1816, to fit Davey’s term of office. Further, it is worth noting that catalogue records acknowledge the error of attribution and list both Davey and Arthur as men connected to the creation of the Proclamation Board. A Surviving Board: Mitchell Library, State Library of New South Wales One of the surviving Proclamation Boards is held by the Mitchell Library. The Boards, oil on Huon pine, were painted by “convict artists incarcerated in the island penal colony” (Carroll 73). The work was mass produced (by the standards of mass production of the day) by pouncing, “a technique [of the Italian Renaissance] of pricking the contours of a drawing with a pin. Charcoal was then dusted on to the drawing” (Carroll 75-76). The images, once outlined, were painted in oil. Of approximately 100 Boards made, several survive today. There are seven known Boards within public collections (Gall 58): five in Australia (Mitchell Library, State Library of NSW, Sydney; Museum Victoria, Melbourne; National Library of Australia, Canberra; Tasmanian Museum and Art Gallery, Hobart; and Queen Victoria Museum and Art Gallery, Launceston); and two overseas (The Peabody Museum of Archaeology and Ethnology, Harvard University and the Museum of Archaeology and Ethnology, University of Cambridge). The catalogue record, for the Board held by the Mitchell Library, offers the following details:Paintings: 1 oil painting on Huon pine board, rectangular in shape with rounded corners and hole at top centre for suspension ; 35.7 x 22.6 x 1 cm. 4 scenes are depicted:Aborigines and white settlers in European dress mingling harmoniouslyAboriginal men and women, and an Aboriginal child approach Governor Arthur to shake hands while peaceful soldiers look onA hostile Aboriginal man spears a male white settler and is hanged by the military as Governor Arthur looks onA hostile white settler shoots an Aboriginal man and is hanged by the military as Governor Arthur looks on. (SAFE / R 247) The Mitchell Library Board was purchased from J.W. Beattie in May 1919 for £30 (Morris 86), which is approximately $2,200 today. Importantly, the title of the record notes both the popular attribution of the Board and the man who actually instigated the Board’s production: “Governor Davey’s [sic – actually Governor Arthur] Proclamation to the Aborigines, 1816 [sic – actually c. 1828-30].” The date of the Board is still a cause of some speculation. The earlier date, 1828, marks the declaration of martial law (Turnbull 94) and 1830 marks the Black Line (Edmonds 215); the attempt to form a human line of white men to force many Tasmanian Aboriginals, four of the nine nations, onto the Tasman Peninsula (Ryan 3). Frankland’s suggestion for the Board was put forward on 4 February 1829, with Arthur’s official Conciliator to the Aborigines, G.A. Robinson, recording his first sighting of a Board on 24 December 1829 (Morris 84-85). Thus, the conception of the Board may have been in 1828 but the Proclamation project was not fully realised until 1830. Indeed, a news item on the Proclamation Board did appear in the popular press, but not until 5 March 1830: We are informed that the Government have given directions for the painting of a large number of pictures to be placed in the bush for the contemplation of the Aboriginal Inhabitants. […] However […] the causes of their hostility must be more deeply probed, or their taste as connoisseurs in paintings more clearly established, ere we can look for any beneficial result from this measure. (Colonial Times 2) The remark made in relation to becoming a connoisseur of painting, though intended to be derogatory, makes some sense. There was an assumption that the Indigenous peoples could easily translate a European-styled execution by hanging, as a visual metaphor for all forms of punishment. It has long been understood that Indigenous “social organisation and religious and ceremonial life were often as complex as those of the white invaders” (McCulloch 261). However, the Proclamation Board was, in every sense, Eurocentric and made no attempt to acknowledge the complexities of Aboriginal culture. It was, quite simply, never going to be an effective tool of communication, nor achieve its socio-legal aims. The Board Re-imagined: Popular Media The re-imagining of the Proclamation Board as a construct of Governor Davey, instead of Governor Arthur, is just one of many re-imaginings of this curious object. There are, of course, the various imaginings of the purpose of the Board. On the surface these images are a tool for reconciliation but as “the story of these paintings unfolds […] it becomes clear that the proclamations were in effect envoys sent back to Britain to exhibit the ingenious attempts being applied to civilise Australia” (Carroll 76). In this way the Board was re-imagined by the Administration that funded the exercise, even before the project was completed, from a mechanism to assist in the bringing about of peace into an object that would impress colonial superiors. Khadija von Zinnenburg Carroll has recently written about the Boards in the context of their “transnational circulation” and how “objects become subjects and speak of their past through the ventriloquism of contemporary art history” (75). Carroll argues the Board is an item that couples “military strategy with a fine arts propaganda campaign” (Carroll 78). Critically the Boards never achieved their advertised purpose for, as Carroll explains, there were “elaborate rituals Aboriginal Australians had for the dead” and, therefore, “the display of a dead, hanging body is unthinkable. […] being exposed to the sight of a hanged man must have been experienced as an unimaginable act of disrespect” (92). The Proclamation Board would, in sharp contrast to feelings of unimaginable disrespect, inspire feelings of pride across the colonial population. An example of this pride being revealed in the selection of the Board as an object worthy of reproduction, as a lithograph, for an Intercolonial Exhibition, held in Melbourne in 1866 (Morris 84). The lithograph, which identifies the Board as Governor Davey’s Proclamation to the Aborigines and dated 1816, was listed as item 572, of 738 items submitted by Tasmania, for the event (The Commissioners 69-85). This type of reproduction, or re-imagining, of the Board would not be an isolated event. Penelope Edmonds has described the Board as producing a “visual vernacular” through a range of derivatives including lantern slides, lithographs, and postcards. These types of tourist ephemera are in addition to efforts to produce unique re-workings of the Board as seen in Violet Mace’s Proclamation glazed earthernware, which includes a jug (1928) and a pottery cup (1934) (Edmonds online). The Board Re-imagined: A True Crime Tale The Proclamation Board offers numerous narratives. There is the story that the Board was designed and deployed to communicate. There is the story behind the Board. There is also the story of the credit for the initiative which was transferred from Governor Arthur to Governor Davey and subsequently returned to Arthur. There are, too, the provenance stories of individual Boards. There is another story the Proclamation Board offers. The story of true crime in colonial Australia. The Board, as noted, presents through a four-strip pictogram an idea that all are equal under the rule of law (Arthur 1). Advocating for a society of equals was a duplicitous practice, for while Aborigines were hanged for allegedly murdering settlers, “there is no record of whites being charged, let alone punished, for murdering Aborigines” (Morris 84). It would not be until 1838 that white men would be punished for the murder of Aboriginal people (on the mainland) in the wake of the Myall Creek Massacre, in northern New South Wales. There were other examples of attempts to bring about a greater equity under the rule of law but, as Amanda Nettelbeck explains, there was wide-spread resistance to the investigation and charging of colonists for crimes against the Indigenous population with cases regularly not going to trial, or, if making a courtroom, resulting in an acquittal (355-59). That such cases rested on “legally inadmissible Aboriginal testimony” (Reece in Nettelbeck 358) propped up a justice system that was, inherently, unjust in the nineteenth century. It is important to note that commentators at the time did allude to the crime narrative of the Board: when in the most civilized country in the world it has been found ineffective as example to hang murderers in chains, it is not to be expected a savage race will be influenced by the milder exhibition of effigy and caricature. (Colonial Times 2) It is argued here that the Board was much more than an offering of effigy and caricature. The Proclamation Board presents, in striking detail, the formula for the modern true crime tale: a peace disturbed by the act of murder; and the ensuing search for, and delivery of, justice. Reinforcing this point, are the ideas of justice seen within crime fiction, a genre that focuses on the restoration of order out of chaos (James 174), are made visible here as aspirational. The true crime tale does not, consistently, offer the reassurances found within crime fiction. In the real world, particularly one as violent as colonial Australia, we are forced to acknowledge that, below the surface of the official rhetoric on justice and crime, the guilty often go free and the innocent are sometimes hanged. Another point of note is that, if the latter date offered here, of 1830, is taken as the official date of the production of these Boards, then the significance of the Proclamation Board as a true crime tale is even more pronounced through a connection to crime fiction (both genres sharing a common literary heritage). The year 1830 marks the release of Australia’s first novel, Quintus Servinton written by convicted forger Henry Savery, a crime novel (produced in three volumes) published by Henry Melville of Hobart Town. Thus, this paper suggests, 1830 can be posited as a year that witnessed the production of two significant cultural artefacts, the Proclamation Board and the nation’s first full-length literary work, as also being the year that established the, now indomitable, traditions of true crime and crime fiction in Australia. Conclusion During the late 1820s in Van Diemen’s Land (now Tasmania) a set of approximately 100 Proclamation Boards were produced by the Lieutenant Governor of the day, George Arthur. The official purpose of these items was to communicate, to the Indigenous peoples of the island colony, that all—black and white—were equal under the law. Murderers, be they Aboriginal or colonist, would be punished. The Board is a re-imagining of one of the traditional methods of communication for Indigenous peoples; the leaving of drawings on the bark of trees. The Board was, in the 1860s, in time for an Intercolonial Exhibition, re-imagined as the output of Lieutenant Governor Davey. This re-imagining of the Board was so effective that surviving artefacts, today, are popularly known as Governor Davey’s Proclamation to the Aborigines with the date modified, to 1816, to fit the new narrative. The Proclamation Board was also reimagined, by its creators and consumers, in a variety of ways: as peace offering; military propaganda; exhibition object; tourism ephemera; and contemporary art. This paper has also, briefly, offered another re-imagining of the Board, positing that this early “pamphlet” on justice and punishment actually presents a pre-cursor to the modern Australian true crime tale. The Proclamation Board tells many stories but, at the core of this curious object, is a crime story: the story of mass murder. Acknowledgements The author acknowledges the Palawa peoples: the traditional custodians of the lands known today as Tasmania. The author acknowledges, too, the Gadigal people of the Eora nation upon whose lands this paper was researched and written. The author extends thanks to Richard Neville, Margot Riley, Kirsten Thorpe, and Justine Wilson of the State Library of New South Wales for sharing their knowledge and offering their support. The author is also grateful to the reviewers for their careful reading of the manuscript and for making valuable suggestions. ReferencesAboriginal Heritage Tasmania. “Scarred Trees.” Aboriginal Cultural Heritage, 2012. 12 Sep. 2015 ‹http://www.aboriginalheritage.tas.gov.au/aboriginal-cultural-heritage/archaeological-site-types/scarred-trees›.Arthur, George. “Proclamation.” The Hobart Town Courier 19 Apr. 1828: 1.———. Governor Davey’s [sic – actually Governor Arthur’s] Proclamation to the Aborigines, 1816 [sic – actually c. 1828-30]. Graphic Materials. Sydney: Mitchell Library, State Library of NSW, c. 1828-30.Bock, Thomas. Mathinna. Watercolour and Gouache on Paper. 23 x 19 cm (oval), c. 1840.Carroll, Khadija von Zinnenburg. Art in the Time of Colony: Empires and the Making of the Modern World, 1650-2000. Farnham, UK: Ashgate Publishing, 2014.Clark, Manning. History of Australia. Abridged by Michael Cathcart. Melbourne: Melbourne University Press, 1997 [1993]. Clements, Nicholas. The Black War: Fear, Sex and Resistance in Tasmania. St Lucia, Qld.: U of Queensland P, 2014.Colonial Times. “Hobart Town.” Colonial Times 5 Mar. 1830: 2.The Commissioners. Intercolonial Exhibition Official Catalogue. 2nd ed. Melbourne: Blundell & Ford, 1866.Darian-Smith, Kate, and Penelope Edmonds. “Conciliation on Colonial Frontiers.” Conciliation on Colonial Frontiers: Conflict, Performance and Commemoration in Australia and the Pacific Rim. Eds. Kate Darian-Smith and Penelope Edmonds. New York: Routledge, 2015. 1–14. Edmonds, Penelope. “‘Failing in Every Endeavour to Conciliate’: Governor Arthur’s Proclamation Boards to the Aborigines, Australian Conciliation Narratives and Their Transnational Connections.” Journal of Australian Studies 35.2 (2011): 201–18.———. “The Proclamation Cup: Tasmanian Potter Violet Mace and Colonial Quotations.” reCollections 5.2 (2010). 20 May 2015 ‹http://recollections.nma.gov.au/issues/vol_5_no_2/papers/the_proclamation_cup_›.Felton, Heather. “Mathinna.” Companion to Tasmanian History. Hobart: Centre for Tasmanian Historical Studies, University of Tasmania, 2006. 29 Sep. 2015 ‹http://www.utas.edu.au/library/companion_to_tasmanian_history/M/Mathinna.htm›.Gall, Jennifer. Library of Dreams: Treasures from the National Library of Australia. Canberra: National Library of Australia, 2011.Hull, Hugh M. “Tasmanian Hieroglyphics.” The Hobart Mercury 26 Nov. 1874: 3.James, P.D. Talking about Detective Fiction. New York: Alfred A. Knopf, 2009.Mace, Violet. Violet Mace’s Proclamation Jug. Glazed Earthernware. Launceston: Queen Victoria Museum and Art Gallery, 1928.———. Violet Mace’s Proclamation Cup. Glazed Earthernware. Canberra: National Museum of Australia, 1934.McCulloch, Samuel Clyde. “Sir George Gipps and Eastern Australia’s Policy toward the Aborigine, 1838-46.” The Journal of Modern History 33.3 (1961): 261–69.Morris, John. “Notes on a Message to the Tasmanian Aborigines in 1829, popularly called ‘Governor Davey’s Proclamation to the Aborigines, 1816’.” Australiana 10.3 (1988): 84–7.Nettelbeck, Amanda. “‘Equals of the White Man’: Prosecution of Settlers for Violence against Aboriginal Subjects of the Crown, Colonial Western Australia.” Law and History Review 31.2 (2013): 355–90.Newman, Terry. “Tasmania, the Name.” Companion to Tasmanian History, 2006. 16 Sep. 2015 ‹http://www.utas.edu.au/library/companion_to_tasmanian_history/T/Tasmania%20name.htm›.Reece, Robert H.W., in Amanda Nettelbeck. “‘Equals of the White Man’: Prosecution of Settlers for Violence against Aboriginal Subjects of the Crown, Colonial Western Australia.” Law and History Review 31.2 (2013): 355–90.Ryan, Lyndall. “The Black Line in Van Diemen’s Land: Success or Failure?” Journal of Australian Studies 37.1 (2013): 3–18.Savery, Henry. Quintus Servinton: A Tale Founded upon Events of Real Occurrence. Hobart Town: Henry Melville, 1830.Turnbull, Clive. Black War: The Extermination of the Tasmanian Aborigines. Melbourne: Sun Books, 1974 [1948].

Introduction Ngarrindjeri futures depend on the survival of the land, waters, and other interconnected living things. The Murray-Darling Basin is recognised nationally and internationally as a system under stress. Ngarrindjeri have long understood the profound and intricate connection of land, water, humans, and non-humans (Trevorrow and Hemming). In an effort to secure environmental sustainability the Ngarrindjeri Regional Authority (NRA) have engaged in political negotiations with the State, primarily with the Department of Environment and Natural Resources (DENR), to transform natural resource management arrangements that engage with an ethics of justice, redistribution, and recognition (Hattam, Rigney and Hemming). In 1987, prior to the formation of the NRA, Camp Coorong: Race Relations and Cultural Education Centre was established by the Ngarrindjeri Lands and Progress Association in partnership with the South Australian Museum and the South Australian Education Department (Hemming) as a place for all citizens to engage with the values of a land ethic of care. The complex includes a cultural museum, accommodation, conference facilities, and workshop facilities for primary, secondary, and tertiary education students; it also serves as a base for research and course development on Indigenous and Ngarrindjeri culture and history (Hattam, Rigney and Hemming). Camp Coorong seeks to share Ngarrindjeri cultural values, knowledges, and histories with students and visitors in order to “improve relations between Aboriginal and non-Aboriginal people with a broader strategy aimed at securing a future for themselves in their own ‘Country’” (Hemming 37). The Centre is adjacent to the Coorong National Park and 200 km South-East of Adelaide. The establishment of Camp Coorong on Ngarrindjeri Ruwe/Ruwar (land/body/spirit) occurred when Ngarrindjeri Elders negotiated with the Department of Education and Children’s Services (DECS) to establish the race relations and cultural education centre. This negotiation was the beginning of many subsequent negotiations between Ngarrindjeri, local, State, and Federal governments about reclaiming ownership, management, and control of Ngarrindjeri lands, waters, and knowledge systems for a healthy Country and by implication healthy people (Hemming, Trevorrow and Rigney). As Elder Tom Trevorrow states: The waters and the seas, the waters of the Kurangh (Coorong), the waters of the rivers and lakes are all spiritual waters…The land and waters is a living body…We the Ngarrindjeri people are a part of its existence…The land and waters must be healthy for the Ngarrindjeri people to be healthy…We say that if Yarluwar-Ruwe dies, the water dies, our Ngartjis die, the Ngarrindjeri will surely die (Ngarrindjeri Nation Yarluwar-Ruwe Plan 13). Ruwe/Ruwar is an important aspect of the public pedagogy practiced at Camp Coorong and by the Ngarrindjeri Regional Authority (NRA). The NRA’s nation building activities arise from negotiated contractual agreements called KNYs: Kungan Ngarrindjeri Yunnan (Listen to Ngarrindjeri people talking). KNYs establish a vital aspect of the NRA’s strategic platform for political negotiations. However, the focus of this paper is concerned with local Indigenous experience of teaching and experience with the education system rather than the broader Ngarrindjeri educational objectives in the area. The specific concerns of this paper are the performance of storytelling and the dialectic relationship between the listener/learner (Tur and Tur). The pedagogy and place of Camp Coorong seeks to engage non-Indigenous people with Indigenous epistemologies through storytelling as a pedagogy of experience and a “pedagogy of discomfort” (Boler and Zembylas). Before detailing the relationship of these with one another, it is necessary to grasp the importance of the interconnectedness of Ruwe/Ruwar articulated in the opening statement of Ngarrindjeri Nations Yarluwar-Ruwe Plan: Caring for Ngarrindjeri Sea, Country and Culture: Our Lands, Our Waters, Our People, All Living Things are connected. We implore people to respect our Ruwe (Country) as it was created in the Kaldowinyeri (the Creation). We long for sparkling, clean waters, healthy land and people and all living things. We long for the Yarluwar-Ruwe (Sea Country) of our ancestors. Our vision is all people Caring, Sharing, Knowing and Respecting the lands, the waters, and all living things. Caring for Country The Lakes and the Coorong are dying as irrigation, over grazing, and pollution have left their toll on the Murray-Darling Basin. Camp Coorong delivers a key message (Hemming, 38) concerning the on-going obligation of Ngarrindjeri’s Ruwe/Ruwar to heal damaged sites both emotionally and environmentally. Couched as a civic responsibility, caring for County augments environmental action. However, there are epistemological distinctions between Natural Resources Management and Ngarrindjeri Ruwe/Ruwar. Ngarrindjeri conceive of the River Murray as one system that cannot be demarcated along state lines. Ngarrrindjeri Elder Uncle Matt Rigney, who recently passed away, argued that the River Murray and the Darling is embodied and that when the river is sick it impacts directly on Ngarrindjeri personhood and wellbeing (Hemming, Trevorrow and Rigney). Therefore, Ngarrindjeri have a responsibility to care for Ngarrindjeri Country and Ngarrindjeri governance systems are informed by cultural and ethical obligations to Ruwe/Ruwar of the lower Murray River, Lakes and Coorong. Transmitting knowledge of Country is imperative as Aunty Ellen Trevorrow states: We have to keep our culture alive. We want access to our special places, our lands and our waters. We need to be able to protect our places, our ngatji [totems], our Old People and restore damaged sites. We want respect for our land and our water and we want to pass down knowledge (cited in Bell, Women and Indigenous Religions 3). Ruwe/Ruwar is an ethic of care where men and women hold distinctive cultural and environmental knowledge and are responsible for passing knowledge to future generations. Knowledge is not codified into a “canon” but is “living knowledge” connected to how to live and how to understand the connection between material, spiritual, human, and non-human realms. Elders at Camp Coorong facilitate understandings of this ontology by sharing stories that evoke questions in children and adults alike. For settler Australians, the first phase of this understanding begins with an engagement with the discomfort of the colonial history of Indigenous dispossession. It also requires learning new modes of “re/inhabition” through a pedagogy informed by “place-consciousness” that centralises Indigenous connection to Country (Gruenewald Both Worlds). Many settler communities embody a dualist western epistemology that is necessarily disrupted when there is acknowledgment from whence one came (Carter 2009). The activities and stories at Camp Coorong provide a positive transformative pedagogy that transforms a possessive white logic (Moreton-Robinson) to one of shared cultural heritage. Ngarrindjeri epistemologies of connection to Country are expressed through a pedagogy of storytelling at Camp Coorong. This often occurs during weaving, making feather flowers, or walking on Ngarrindjeri Country with visitors and students. Enactments such as weaving are not simply occupational or functional. Weaving has deep cultural and metaphorical significance as Aunty Ellen Trevorrow states: There is a whole ritual in weaving. From where we actually start, the centre part of a piece, you’re creating loops to weave into, then you move into the circle. You keep going round and round creating the loops and once the children do those stages they’re talking, actually having a conversation, just like our Old People. It’s sharing time. And that’s where our stories were told (cited in Bell, Ngarrindjeri Wurruwarrin 44). At Camp Coorong learning involves listening to stories while engaging with activities such as weaving or walking on Country. The ecological changes and the history of dispossession are woven into narrative on Country and students see the impact of the desecration of the Coorong, Lower Murray and Lakes and lands. In this way the relatively recent history of colonial race relations and contemporary struggles with government bureaucracies and legislation also comprise the warp and weave of Ngarrindjeri knowledge and connection to Country. Pedagogy of Experience A pedagogy of experience involves telling the story of Indigenous peoples’ sense of “placelessness” within the nation (Watson) as a story of survival and resistance. It is through such pedagogies that Ngarrindjeri Elders at Camp Coorong reconstruct their lives and create agency in the face of settler colonialism. The experiences of growing up in Australia during the assimilation era, fighting against the State on policies that endorsed child theft, being forced to live at fringe camps, experiencing violent racisms, and, for some, living as part of a diaspora in one’s own Country is embedded in the stories of survival, resilience and agency. “Camp Coorong began as an experiment in alternative teaching methods developed largely by George Trevorrow, a local Ngarrindjeri man” (Hemming 38). Classroom malaise was experienced by Ngarrindjeri Elders from Camp Coorong, such as Uncle Tom and Aunty Ellen Trevorrow and the late Uncle George Trevorrow, Aunty Alice Abdulla, and others when interacting or employed in schools as Aboriginal Education Workers (AEWs). It was the invisibility of these Elders’ knowledges inside schools that generated the impetus to establish Camp Coorong as a counter-institution. The spatial dimension of situationality, and its attention to social transformation, connects critical pedagogy to a pedagogy of place at Camp Coorong. Both discourses are concerned with the contextual, geographical conditions that shape people, and the actions people take to shape these conditions (Gruenewald, Both Worlds). Place-based education at Camp Coorong advocates a new localism in order to stimulate community revitalisation and resistance to globalisation and commodity capitalism. It provides the space and opportunity to develop the capacity for inventiveness and adaptation to changing environments and resistance to ecological destruction. Of concern to the growing field of place-based education are how to promote care for people and places (Gruenewald and Smith, xix). For Gruenewald and Smith this requires decolonisation and developing sensitivity to forms of thought that injure and exploit people and places, and re/inhabitation by identifying, conserving, and creating knowledge that nurtures and protects people and places. Engaging in a land ethic of care on Country informs the educational paradigm at Camp Coorong that does not begin in front of bulldozers or under police batons at anti-globalisation rallies, but in the contact zones (Somerville 342) where “a material and metaphysical in-between space for the intersection of multiple and contested stories” (Somerville 342) emerge. Ngarrindjeri knowledge, environmental knowledge, scientific knowledge, colonial histories, and media representations all circulate in the contact zone and are held in productive tension (Carter). Decolonising Pedagogy and Pedagogies of Discomfort The critical and transformative aspects of decolonising pedagogies emerge from storytelling and involve the gift of narrative and the enactment of reciprocity that occurs between the listener and the storyteller. Reciprocity is based on the principles of interconnectedness, balance, and the idea that actions create corresponding action through the gift of story (Stewart-Harawira). Camp Coorong is a place for inter-cultural dialogue through storytelling. Being located on Ngarrindjeri Country the non-Indigenous listener is more able to “hear” and at the same time move along a continuum of a) disbelief and anger about the dispossession of Indigenous peoples; b) emotional confusion about their own sense of belonging in Australia; c) shock at the ways in which liberal western society’s structural privilege is built on Indigenous inequality on the grounds of race and habitus (Bordieu and Passeron); then, d) towards empathy that is framed as race cognisance (Aveling). Stories are not represented through a sanguine vision of the past, but are told of colonisation, dispossession, as well as of hope for the healing of Ngarrinjderi Country. The listener is gifted with stories at Camp Coorong. However, there is an ethical obligation to the gifting that learners may not understand until later and which concern the rights and obligations fundamental to notions of deep connection to Country. It is often in the recount of one’s experience at Camp Coorong, such as in reflective journals or in conversation, that recognition of the importance of history, social justice, and sovereignty are brought to light. In the first phase of learning, non-Indigenous students and teachers may move from uncomfortable silence, to a space where they can hear the stories and thereby become engaged listeners. They may go through a process of grappling with a range of issues and emotions. There is frustration, anger, and blame that knowledge has been omitted from their education, and they routinely ask: “How did we not know this history?” In the second stage learners tend to remain outside of the story until they are hooked by an aspect that draws them into it. They have the choice of engagement and this requires empathy. At this stage learners are grappling with the antithetical feelings of guilt and innocence; these feelings emerge when those advantaged and challenged by their complicity with settler colonialism, racism, and the structural privilege of whiteness start to understand the benefits they gain from Indigenous dispossession and ask “was it my fault?” Thirdly, learners enter a space which may disavow and dismiss the newly encountered knowledge and move back into resistance, silence, and reluctance to hear. However, it is at this point that a choice emerges. The choice to engage in the emotional labour required to acknowledge the gift of the story and thereby unsettle white Australian identity (Bignall; Boler and Zembylas). In this process “inscribed habits of attention,” as described by Boler and Zembylas (127), are challenged. These habits have been enabled by the emotional binaries of “us” and “them”. The colonial legacy of Indigenous dispossession is an emotive subject that disrupts national pride that is built on this binary. At Camp Coorong, discomfort is created during the reiteration of stories and engagement in various activities. Uncertainty and discomfort are necessary parts of restructuring the emotional habitus and reconstructing identity. The primary ethical aim of a pedagogy of discomfort is the creation of contestability. The learner comes to understand the rights and obligations of caring for Country and has to decide how to carry the story. Ngarrindjeri ethics of care inspire the learner to undertake the emotional labour necessary to relocate their understanding of identity. As a zone of cultural contestation, Camp Coorong also enables pedagogies that allow for critical reflection on common educational practices undertaken by educators and students. Conclusion The aim of the camp was to overturn racism and provide employment for Ngarrindjeri on Country (Hemming, 38). Students and teachers from around the state come to Camp Coorong and learn to weave, make feather flowers, and listen to stories about Ngarrindjeri Country whilst walking on Country (Hemming 38). Camp Coorong fosters understanding of Ngarrindjeri Ruwe/Ruwar and at the same time overturns essentialist notions developed by deficit theories that routinely remain embedded in the school curriculum. Camp Coorong’s anti-racist epistemology mobilises an Indigenous pedagogy of storytelling and experience as a decolonising methodology. Learning Ngarrindjeri history, cultural heritage, and land ethic of care deepens students’ understanding of connecting to Country through reflection on situations, histories, and shared spaces of human and non-human actors. Pedagogies of discomfort also inform practice at Camp Coorong and the intersections of theory and practice in this context disrupts identity formations that have been grounded in a white colonial construction of nationhood. Education is a means of social and cultural reproduction, as well as a key site of resistance and vehicle for social change. Although the analysis of domination is a feature of critical pedagogy, what is urgently required is a language of hope and transformation understood from a Ngarrindjeri standpoint; something that is achieved at Camp Coorong. Acknowledgments I would like to acknowledge the process of collaboration that occurred at Camp Coorong with Aunty Ellen Trevorrow, Aunty Alice Abdulla, and Deborah Rankine. The key ideas were established in conversation and the article was revised on subsequent occasions whilst at Camp Coorong with the aforementioned authors. This paper was produced as part of the Australian Research Council Discovery Project, ‘Negotiating a Space in the Nation: The Case of Ngarrindjeri’ (DP1094869). 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Boler, Megan and Michalinos Zembylas. “Discomforting Truths: The Emotional Terrain of Understanding Difference.” Pedagogies of Difference: Rethinking Education for Social Change. Ed. P. Trifonas. New York: Routledge Falmer, 2003: 110-36. Bourdieu, Pierre and Jean-Claude Passeron. Reproduction in Education, Society and Culture. London: Sage Publications, 1990. Carter, Paul. “Care at a Distance: Affiliations to Country in a Global Context.” Lanscapes and learning. Place Studies for a Global Village. Ed. Margaret. Somerville, Kerith Power and Phoenix de Carteret. Rotterdam: Sense. 2, 2009. 1-33. Gruenewald, David. “The Best of Both Worlds: A Critical Pedagogy of Place.” Educational Researcher 43.4 (2003): 3-12. ——-. “Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education.” American Educational Research Journal, 40.3 (2003): 619-54. Gruenewald, David and Gregory Smith. “Making Room for the Local.” Place-Based Education in the Global Age: Local Diversity. Ed. David Gruenewald & Gregory Smith. New York: Lawrence Erlbaum Associates, 2008. Hattam, Rob., Daryle Rigney and Steve Hemming. “Reconciliation? Culture and Nature and the Murray River.” Fresh Water: New Perspectives on Water in Australia. Ed. Emily Potter, Alison Mackinnon, McKenzie, Stephen & Jenny McKay. Carlton: Melbourne University Press, 2007:105-22. Hemming, Steve., Tom Trevorrow and Matt, Rigney. “Ngarrindjeri Culture.” The Murray Mouth: Exploring the Implications of Closure or Restricted Flow. Ed. M Goodwin and S Bennett. Department of Water, Land and Biodiversity Conservation, Adelaide (2002): 13–19. Hemming, Steve. “Camp Coorong—Combining Race Relations and Cultural Education.” Social Alternatives 12.1 (1993): 37-40. MacGill, Bindi. Aboriginal Education Workers: Towards Equality of Recognition of Indigenous Ethics of Care Practices in South Australian School (Unpublished doctoral dissertation). Adelaide: Finders University, 2008. Stewart-Harawira, Makere. “Cultural Studies, Indigenous Knowledge and Pedagogies of Hope.” Policy Futures in Education 3.2 (2005):153-63. Moreton-Robinson, Aileen. “The Possessive Logic of Patriarchal White Sovereignty: the High Court and the Yorta Yorta Decision.” Taking up the Challenge: Critical Whiteness Studies in a Postcolonising Nation. Ed. Damien Riggs. Belair: Crawford House, 2007:109-24. Ngarrindjeri Nation. Ngarrindjeri Nation Yarluwar-Ruwe Plan: Caring for Ngarrindjeri Sea Country and Culture. Ngarrindjeri Tendi, Ngarrindjeri Heritage Committee, Ngarrindjeri Native Title Management Committee. Camp Coorong: Ngarrindjeri Land and Progress Association, 2006. Somerville, Margaret. “A Place Pedagogy for ‘Global Contemporaneity.” Educational Philosophy and Theory 42 (2010): 326–44. Trevorrow, Tom and Steve Hemming. “Conversation: Kunggun Ngarrindjeri Yunnan, Listen to Ngarrindjeri People Talking”. 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Special Care NoticeThis article discusses trauma and violence inflicted upon the Indigenous peoples of Tasmania through the processes of colonisation. Content within this article may be distressing to some readers. IntroductionThis article looks briefly at the collection, consultation, and digital sharing of stories essential to the histories of the First Nations peoples of Australia. Focusing on materials held in Sydney, New South Wales two case studies—the object known as the Proclamation Board and the George Augustus Robinson Papers—explore how materials can be shared with Aboriginal peoples of the region now known as Tasmania. Specifically, the authors of this article (a Palawa man and an Australian woman of European descent) ask how can the idea of the privileging of Indigenous voices, within Eurocentric cultural collections, be transformed from rhetoric to reality? Moreover, how can we navigate this complex work, that is made even more problematic by distance, through the utilisation of knowledge networks which are geographically isolated from the collections holding stories crucial to Indigenous communities? In seeking to answer these important questions, this article looks at how cultural, emotional, and intellectual ownership can be divested from the physical ownership of a collection in a way that repatriates—appropriately and sensitively—stories of Aboriginal Australia and of colonisation. Holding Stories, Not Always Our OwnCultural institutions, including libraries, have, in recent years, been drawn into discussions centred on the notion of digital disruption and “that transformative shift which has seen the ongoing realignment of business resources, relationships, knowledge, and value both facilitating the entry of previously impossible ideas and accelerating the competitive impact of those same impossible ideas” (Franks and Ensor n.p.). As Molly Brown has noted, librarians “are faced, on a daily basis, with rapidly changing technology and the ways in which our patrons access and use information. Thus, we need to look at disruptive technologies as opportunities” (n.p.). Some innovations, including the transition from card catalogues to online catalogues and the provision of a wide range of electronic resources, are now considered to be business as usual for most institutions. So, too, the digitisation of great swathes of materials to facilitate access to collections onsite and online, with digitising primary sources seen as an intermediary between the pillars of preserving these materials and facilitating access for those who cannot, for a variety of logistical and personal reasons, travel to a particular repository where a collection is held.The result has been the development of hybrid collections: that is, collections that can be accessed in both physical and digital formats. Yet, the digitisation processes conducted by memory institutions is often selective. Limited resources, even for large-scale digitisation projects usually only realise outcomes that focus on making visually rich, key, or canonical documents, or those documents that are considered high use and at risk, available online. Such materials are extracted from the larger full body of records while other lesser-known components are often omitted. Digitisation projects therefore tend to be devised for a broader audience where contextual questions are less central to the methodology in favour of presenting notable or famous documents online only. Documents can be profiled as an exhibition separate from their complete collection and, critically, their wider context. Libraries of course are not neutral spaces and this practice of (re)enforcing the canon through digitisation is a challenge that cultural institutions, in partnerships, need to address (Franks and Ensor n.p.). Indeed, our digital collections are as affected by power relationships and the ongoing impacts of colonisation as our physical collections. These power relationships can be seen through an organisation’s “processes that support acquisitions, as purchases and as the acceptance of artefacts offered as donations. Throughout such processes decisions are continually made (consciously and unconsciously) that affect what is presented and actively promoted as the official history” (Thorpe et al. 8). While it is important to acknowledge what we do collect, it is equally important to look, too, at what we do not collect and to consider how we continually privilege and exclude stories. Especially when these stories are not always our own, but are held, often as accidents of collecting. For example, an item comes in as part of a larger suite of materials while older, city-based institutions often pre-date regional repositories. An essential point here is that cultural institutions can often become comfortable in what they collect, building on existing holdings. This, in turn, can lead to comfortable digitisation. If we are to be truly disruptive, we need to embrace feeling uncomfortable in what we do, and we need to view digitisation as an intervention opportunity; a chance to challenge what we ‘know’ about our collections. This is especially relevant in any attempts to decolonise collections.Case Study One: The Proclamation BoardThe first case study looks at an example of re-digitisation. One of the seven Proclamation Boards known to survive in a public collection is held by the Mitchell Library, State Library of New South Wales, having been purchased from Tasmanian collector and photographer John Watt Beattie (1859–1930) in May 1919 for £30 (Morris 86). Why, with so much material to digitise—working in a program of limited funds and time—would the Library return to an object that has already been privileged? Unanswered questions and advances in digitisation technologies, created a unique opportunity. For the First Peoples of Van Diemen’s Land (now known as Tasmania), colonisation by the British in 1803 was “an emotionally, intellectually, physically, and spiritually confronting series of encounters” (Franks n.p.). Violent incidents became routine and were followed by a full-scale conflict, often referred to as the Black War (Clements 1), or more recently as the Tasmanian War, fought from the 1820s until 1832. Image 1: Governor Arthur’s Proclamation to the Aborigines, ca. 1828–1830. Image Credit: Mitchell Library, State Library of New South Wales, Call No.: SAFE / R 247.Behind the British combatants were various support staff, including administrators and propagandists. One of the efforts by the belligerents, behind the front line, to win the war and bring about peace was the production of approximately 100 Proclamation Boards. These four-strip pictograms were the result of a scheme introduced by Lieutenant Governor George Arthur (1784–1854), on the advice of Surveyor General George Frankland (1800–38), to communicate that all are equal under the rule of law (Arthur 1). Frankland wrote to Arthur in early 1829 to suggest these Proclamation Boards could be produced and nailed to trees (Morris 84), as a Eurocentric adaptation of a traditional method of communication used by Indigenous peoples who left images on the trunks of trees. The overtly stated purpose of the Boards was, like the printed proclamations exhorting peace, to assert, all people—black and white—were equal. That “British Justice would protect” everyone (Morris 84). The first strip on each of these pictogram Boards presents Indigenous peoples and colonists living peacefully together. The second strip shows “a conciliatory handshake between the British governor and an Aboriginal ‘chief’, highly reminiscent of images found in North America on treaty medals and anti-slavery tokens” (Darian-Smith and Edmonds 4). The third and fourth strips depict the repercussions for committing murder (or, indeed, any significant crime), with an Indigenous man hanged for spearing a colonist and a European man hanged for shooting an Aboriginal man. Both men executed in the presence of the Lieutenant Governor. The Boards, oil on Huon pine, were painted by “convict artists incarcerated in the island penal colony” (Carroll 73).The Board at the State Library of New South Wales was digitised quite early on in the Library’s digitisation program, it has been routinely exhibited (including for the Library’s centenary in 2010) and is written about regularly. Yet, many questions about this small piece of timber remain unanswered. For example, some Boards were outlined with sketches and some were outlined with pouncing, “a technique [of the Italian Renaissance] of pricking the contours of a drawing with a pin. Charcoal was then dusted on to the drawing” (Carroll 75–76). Could such a sketch or example of pouncing be seen beneath the surface layers of paint on this particular Board? What might be revealed by examining the Board more closely and looking at this object in different ways?An important, but unexpected, discovery was that while most of the pigments in the painting correlate with those commonly available to artists in the early nineteenth century there is one outstanding anomaly. X-ray analysis revealed cadmium yellow present in several places across the painting, including the dresses of the little girls in strip one, uniform details in strip two, and the trousers worn by the settler men in strips three and four (Kahabka 2). This is an extraordinary discovery, as cadmium yellows were available “commercially as an artist pigment in England by 1846” and were shown by “Winsor & Newton at the 1851 Exhibition held at the Crystal Palace, London” (Fiedler and Bayard 68). The availability of this particular type of yellow in the early 1850s could set a new marker for the earliest possible date for the manufacture of this Board, long-assumed to be 1828–30. Further, the early manufacture of cadmium yellow saw the pigment in short supply and a very expensive option when compared with other pigments such as chrome yellow (the darker yellow, seen in the grid lines that separate the scenes in the painting). This presents a clearly uncomfortable truth in relation to an object so heavily researched and so significant to a well-regarded collection that aims to document much of Australia’s colonial history. Is it possible, for example, the Board has been subjected to overpainting at a later date? Or, was this premium paint used to produce a display Board that was sent, by the Tasmanian Government, to the 1866 Intercolonial Exhibition in Melbourne? In seeking to see the finer details of the painting through re-digitisation, the results were much richer than anticipated. The sketch outlines are clearly visible in the new high-resolution files. There are, too, details unable to be seen clearly with the naked eye, including this warrior’s headdress and ceremonial scarring on his stomach, scars that tell stories “of pain, endurance, identity, status, beauty, courage, sorrow or grief” (Australian Museum n.p.). The image of this man has been duplicated and distributed since the 1830s, an anonymous figure deployed to tell a settler-centric story of the Black, or Tasmanian, War. This man can now be seen, for the first time nine decades later, to wear his own story. We do not know his name, but he is no longer completely anonymous. This image is now, in some ways, a portrait. The State Library of New South Wales acknowledges this object is part of an important chapter in the Tasmanian story and, though two Boards are in collections in Tasmania (the Tasmanian Museum and Art Gallery, Hobart and the Queen Victoria Museum and Art Gallery, Launceston), each Board is different. The Library holds an important piece of a large and complex puzzle and has a moral obligation to make this information available beyond its metropolitan location. Digitisation, in this case re-digitisation, is allowing for the disruption of this story in sparking new questions around provenance and for the relocating of a Palawa warrior to a more prominent, perhaps even equal role, within a colonial narrative. Image 2: Detail, Governor Arthur’s Proclamation to the Aborigines, ca. 1828–1830. Image Credit: Mitchell Library, State Library of New South Wales, Call No.: SAFE / R 247.Case Study Two: The George Augustus Robinson PapersThe second case study focuses on the work being led by the Indigenous Engagement Branch at the State Library of New South Wales on the George Augustus Robinson (1791–1866) Papers. In 1829, Robinson was granted a government post in Van Diemen’s Land to ‘conciliate’ with the Palawa peoples. More accurately, Robinson’s core task was dispossession and the systematic disconnection of the Palawa peoples from their Country, community, and culture. Robinson was a habitual diarist and notetaker documenting much of his own life as well as the lives of those around him, including First Nations peoples. His extensive suite of papers represents a familiar and peculiar kind of discomfort for Aboriginal Australians, one in which they are forced to learn about themselves through the eyes and words of their oppressors. For many First Nations peoples of Tasmania, Robinson remains a violent and terrible figure, but his observations of Palawa culture and language are as vital as they are problematic. Importantly, his papers include vibrant and utterly unique descriptions of people, place, flora and fauna, and language, as well as illustrations revealing insights into the routines of daily life (even as those routines were being systematically dismantled by colonial authorities). “Robinson’s records have informed much of the revitalisation of Tasmanian Aboriginal culture in the twentieth century and continue to provide the basis for investigations of identity and deep relationships to land by Aboriginal scholars” (Lehman n.p.). These observations and snippets of lived culture are of immense value to Palawa peoples today but the act of reading between Robinson’s assumptions and beyond his entrenched colonial views is difficult work.Image 3: George Augustus Robinson Papers, 1829–34. Image Credit: Mitchell Library, State Library of New South Wales, A 7023–A 7031.The canonical reference for Robinson’s archive is Friendly Mission: The Tasmanian Journals and Papers of George Augustus Robinson, 1829–1834, edited by N.J.B. Plomley. The volume of over 1,000 pages was first published in 1966. This large-scale project is recognised “as a monumental work of Tasmanian history” (Crane ix). Yet, this standard text (relied upon by Indigenous and non-Indigenous researchers) has clearly not reproduced a significant percentage of Robinson’s Tasmanian manuscripts. Through his presumptuous truncations Plomley has not simply edited Robinson’s work but has, quite literally, written many Palawa stories out of this colonial narrative. It is this lack of agency in determining what should be left out that is most troubling, and reflects an all-too-familiar approach which libraries, including the State Library of New South Wales, are now urgently trying to rectify. Plomley’s preface and introduction does not indicate large tranches of information are missing. Indeed, Plomley specifies “that in extenso [in full] reproduction was necessary” (4) and omissions “have been kept to a minimum” (8). A 32-page supplement was published in 1971. A new edition, including the supplement, some corrections made by Plomley, and some extra material was released in 2008. But much continues to be unknown outside of academic circles, and far too few Palawa Elders and language revival workers have had access to Robinson’s original unfiltered observations. Indeed, Plomley’s text is linear and neat when compared to the often-chaotic writings of Robinson. Digitisation cannot address matters of the materiality of the archive, but such projects do offer opportunities for access to information in its original form, unedited, and unmediated.Extensive consultation with communities in Tasmania is underpinning the digitisation and re-description of a collection which has long been assumed—through partial digitisation, microfilming, and Plomley’s text—to be readily available and wholly understood. Central to this project is not just challenging the canonical status of Plomley’s work but directly challenging the idea non-Aboriginal experts can truly understand the cultural or linguistic context of the information recorded in Robinson’s journals. One of the more exciting outcomes, so far, has been working with Palawa peoples to explore the possibility of Palawa-led transcriptions and translation, and not breaking up the tasks of this work and distributing them to consultants or to non-Indigenous student groups. In this way, people are being meaningfully reunited with their own histories and, crucially, given first right to contextualise and understand these histories. Again, digitisation and disruption can be seen here as allies with the facilitation of accessibility to an archive in ways that re-distribute the traditional power relations around interpreting and telling stories held within colonial-rich collections.Image 4: Detail, George Augustus Robinson Papers, 1829–34. Image Credit: Mitchell Library, State Library of New South Wales, A 7023–A 7031.As has been so brilliantly illustrated by Bruce Pascoe’s recent work Dark Emu (2014), when Aboriginal peoples are given the opportunity to interpret their own culture from the colonial records without interference, they are able to see strength and sophistication rather than victimhood. For, to “understand how the Europeans’ assumptions selectively filtered the information brought to them by the early explorers is to see how we came to have the history of the country we accept today” (4). Far from decrying these early colonial records Aboriginal peoples understand their vital importance in connecting to a culture which was dismantled and destroyed, but importantly it is known that far too much is lost in translation when Aboriginal Australians are not the ones undertaking the translating. ConclusionFor Aboriginal Australians, culture and knowledge is no longer always anchored to Country. These histories, once so firmly connected to communities through their ancestral lands and languages, have been dispersed across the continent and around the world. Many important stories—of family history, language, and ways of life—are held in cultural institutions and understanding the role of responsibly disseminating these collections through digitisation is paramount. In transitioning from physical collections to hybrid collections of the physical and digital, the digitisation processes conducted by memory institutions can be—and due to the size of some collections is inevitably—selective. Limited resources, even for large-scale and well-resourced digitisation projects usually realise outcomes that focus on making visually rich, key, or canonical documents, or those documents considered high use or at risk, available online. Such materials are extracted from a full body of records. Digitisation projects, as noted, tend to be devised for a broader audience where contextual questions are less central to the methodology in favour of presenting notable documents online, separate from their complete collection and, critically, their context. Our institutions carry the weight of past collecting strategies and, today, the pressure of digitisation strategies as well. Contemporary librarians should not be gatekeepers, but rather key holders. In collaborating across sectors and with communities we open doors for education, research, and the repatriation of culture and knowledge. We must, always, remember to open these doors wide: the call of Aboriginal Australians of ‘nothing about us without us’ is not an invitation to collaboration but an imperative. Libraries—as well as galleries, archives, and museums—cannot tell these stories alone. Also, these two case studies highlight what we believe to be one of the biggest mistakes that not just libraries but all cultural institutions are vulnerable to making, the assumption that just because a collection is open access it is also accessible. Digitisation projects are more valuable when communicated, contextualised and—essentially—the result of community consultation. Such work can, for some, be uncomfortable while for others it offers opportunities to embrace disruption and, by extension, opportunities to decolonise collections. For First Nations peoples this work can be more powerful than any simple measurement tool can record. Through examining our past collecting, deliberate efforts to consult, and through digital sharing projects across metropolitan and regional Australia, we can make meaningful differences to the ways in which Aboriginal Australians can, again, own their histories.Acknowledgements The authors acknowledge the Palawa peoples: the traditional custodians of the lands known today as Tasmania. The authors acknowledge, too, the Gadigal people upon whose lands this article was researched and written. We are indebted to Dana Kahabka (Conservator), Joy Lai (Imaging Specialist), Richard Neville (Mitchell Librarian), and Marika Duczynski (Project Officer) at the State Library of New South Wales. Sincere thanks are also given to Jason Ensor of Western Sydney University.ReferencesArthur, George. “Proclamation.” The Hobart Town Courier 19 Apr. 1828: 1.———. Proclamation to the Aborigines. Graphic Materials. Sydney: Mitchell Library, State Library of New South Wales, SAFE R / 247, ca. 1828–1830.Australian Museum. “Aboriginal Scarification.” 2018. 11 Jan. 2019 <https://australianmuseum.net.au/about/history/exhibitions/body-art/aboriginal-scarification/>.Brown, Molly. “Disruptive Technology: A Good Thing for Our Libraries?” International Librarians Network (2016). 26 Aug. 2018 <https://interlibnet.org/2016/11/25/disruptive-technology-a-good-thing-for-our-libraries/>.Carroll, Khadija von Zinnenburg. Art in the Time of Colony: Empires and the Making of the Modern World, 1650–2000. Farnham, UK: Ashgate Publishing, 2014.Clements, Nicholas. The Black War: Fear, Sex and Resistance in Tasmania. St Lucia, U of Queensland P, 2014.Crane, Ralph. “Introduction.” Friendly Mission: The Tasmanian Journals and Papers of George Augustus Robinson, 1829-1834. 2nd ed. Launceston and Hobart: Queen Victoria Museum and Art Gallery, and Quintus Publishing, 2008. ix.Darian-Smith, Kate, and Penelope Edmonds. “Conciliation on Colonial Frontiers.” Conciliation on Colonial Frontiers: Conflict, Performance and Commemoration in Australia and the Pacific Rim. Eds. Kate Darian-Smith and Penelope Edmonds. New York: Routledge, 2015. 1–14.Edmonds, Penelope. “‘Failing in Every Endeavour to Conciliate’: Governor Arthur’s Proclamation Boards to the Aborigines, Australian Conciliation Narratives and Their Transnational Connections.” Journal of Australian Studies 35.2 (2011): 201–18.Fiedler, Inge, and Michael A. Bayard. Artist Pigments, a Handbook of Their History and Characteristics. Ed. Robert L. Feller. Cambridge: Cambridge UP, 1986. 65–108. Franks, Rachel. “A True Crime Tale: Re-Imagining Governor Arthur’s Proclamation Board for the Tasmanian Aborigines.” M/C Journal 18.6 (2015). 1 Feb. 2019 <http://journal.media-culture.org.au/index.php/mcjournal/article/view/1036>.Franks, Rachel, and Jason Ensor. “Challenging the Canon: Collaboration, Digitisation and Education.” ALIA Online: A Conference of the Australian Library and Information Association, 11–15 Feb. 2019, Sydney.Kahabka, Dana. Condition Assessment [Governor Arthur’s Proclamation to the Aborigines, ca. 1828–1830, SAFE / R247]. Sydney: State Library of New South Wales, 2017.Lehman, Greg. “Pleading Robinson: Reviews of Friendly Mission: The Tasmanian Journals and Papers of George Augustus Robinson (2008) and Reading Robinson: Companion Essays to Friendly Mission (2008).” Australian Humanities Review 49 (2010). 1 May 2019 <http://press-files.anu.edu.au/downloads/press/p41961/html/review-12.xhtml?referer=1294&page=15>. Morris, John. “Notes on A Message to the Tasmanian Aborigines in 1829, popularly called ‘Governor Davey’s Proclamation to the Aborigines, 1816’.” Australiana 10.3 (1988): 84–7.Pascoe, Bruce. Dark Emu. Broome: Magabala Books, 2014/2018.Plomley, N.J.B. Friendly Mission: The Tasmanian Journals and Papers of George Augustus Robinson, 1829–1834. Hobart: Tasmanian Historical Research Association, 1966.Robinson, George Augustus. Papers. Textual Records. Sydney: Mitchell Library, State Library of NSW, A 7023–A 7031, 1829–34. Thorpe, Kirsten, Monica Galassi, and Rachel Franks. “Discovering Indigenous Australian Culture: Building Trusted Engagement in Online Environments.” Journal of Web Librarianship 10.4 (2016): 343–63.

Aunty Mary Graham, Kombu-merri elder and philosopher, writes, “you are not alone in the world.” We have a responsibility to each other, as well as to the land, and violence is the refusal of this relationship that binds us (Rose). Similarly, Emmanuel Levinas, a French-Lithuanian Jewish teacher and philosopher who lived through the Holocaust, writes that, “my freedom does not have the last word; I am not alone” (Levinas, Totality 101). For both writers, the recognition that one is not alone in the world creates an imperative to act ethically. For non-Indigenous educators working in the Indigenous Studies space—as arguably all school teachers are, given the Australian Curriculum—their relationship with Indigenous Australia creates an imperative to consider ethics and responsibility in their work. In this article, I use Emmanuel Levinas’s thinking and writing on epistemological violence and ethics as a first philosophy to consider how pre-service teachers engage with the ethical responsibilities inherent in teaching and learning Indigenous Studies.To begin, I will introduce Emmanuel Levinas and his writing on violence, followed by outlining the ways that Indigenous perspectives are incorporated into the Australian Curriculum. I will finish by sharing some of the reflective writing undertaken by pre-service teachers in a compulsory Indigenous education subject at an Australian university. These data show pre-service teachers’ responses to being called into responsibility and relationality, as well as some of the complexities in avoiding what I term here epistemological violence, a grasping of the other by trying to make the other infinitely knowable. The data present a problematic paradox—when pre-service teachers write about their future praxis, they necessarily defer responsibility to the future. This deferral constructs an image of the future which transcends the present, without requiring change in the here and now.Of note, some of this writing speaks to the violence enacted upon Indigenous peoples through the colonisation of Australia. I have tried to write respectfully about these topics. Yet the violence continues, in part via the traumatic nature of such accounts. As a non-Indigenous educator and researcher, I also acknowledge that such histories of violence have predominantly benefited people like myself and that the Countries on which this article was written (Countries of the sovereign Bindal and Wulgurukaba peoples) have never been ceded.Emmanuel Levinas: Ethics as First PhilosophyEmmanuel Levinas was a French-Lithuanian Jewish teacher and philosopher for whom surviving the Holocaust—where most of his family perished—fundamentally changed his philosophy. Following World War II, Levinas critiqued Heidegger’s philosophy, writing that freedom—an unencumbered being in the world—could no longer be considered the first condition of being human (Levinas, Existence). Instead, the presence of others in the world—an intersubjectivity between oneself and another—means that we are always already responsible for the others we encounter. Seeing the other’s face calls us to be accountable for our own actions, to responsibility. If we do not respect that the other is different to one’s self, and instead try to understand them through our own frames of reference, we commit the epistemological violence of reducing the other to the same (Levinas, Totality 46), bringing their infinity into our own totality.The history of Indigenous and non-Indigenous relations both in Australia and globally has been marked by attempts to bring Indigenous peoples into non-Indigenous orders of knowledge (Nakata, “Cultural Interface”). The word “Aboriginal”, derived from the Latin “of the original”, refers to both Indigenous peoples’ position as original inhabitants of lands, but also to the anthropological idea that Indigenous peoples were early and unevolved prototypes of human beings (Peterson). This early idea of what it means to be Indigenous is linked to the now well-known histories of ontological violence. Aboriginal reserves were set up as places for Aboriginal people to perish, a consequence not just of colonisation, but of the perception that Indigenous people were unfit to exist in a modern society. Whilst such racist ideologies linger today, most discourses have morphed in how they grasp Indigenous people into a non-Indigenous totality. In a context where government-funded special measures are used to assist disadvantaged groups, categories such as the Indigenous/non-Indigenous binary can become violent. The Closing the Gap campaign, for example, is based on this categorical binary, where “sickness=Indigenous” and “whiteness=health”. This creates a “moral imperative upon Indigenous Australians to transform themselves” (Pholi et al. 10), to become the dominant category, to be brought into the totality.Levinas’s philosophical writings provide a way to think through the ethical challenges of a predominantly non-Indigenous teaching workforce being tasked to not just approach the teaching of Indigenous students with more care than previous generations, but to also embed Indigenous perspectives and knowledges into their teaching work. Levinas’s warning of a “disinterested acquisition of knowledge” (Reader 78), seemingly unrestrained by memory or relationships, is useful in two ways. First, for pre-service teachers learning about Indigenous education, Levinas’s work provides a reminder of the ethical responsibilities that all members of a community have to each other. However, this responsibility cannot be predicated on unwittingly approaching Indigenous topics through Western knowledge lenses. Instead, Levinas’s work also reminds us about the ethics of knowledge production which shape how others—in this case Indigenous peoples—come to be known; teachers and pre-service teachers must engage with the politics of knowledge that shape how Indigenous peoples come to be known in educational settings.You Are Not Alone in the World: Indigenous Perspectives in the Australian CurriculumIn 2010, the Australian Curriculum was launched by the Australian Curriculum, Assessment and Reporting Authority (ACARA) with the goal of unifying state-driven curricula into a common approach. Developed from the 2008 Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council for Education, Early Childhood Development and Youth Affairs [MCEECDYA]), the Curriculum has occupied a prominent position in the Australian educational policy space. As well as preparing a future workforce, contemporary Australian education is essentially aspirational, “governed by the promise of something better” (Harrison et al. 234), with the Australian Curriculum appearing to promise the same: there is a concerted effort to ensure that all Australians have access to equitable and excellent educational opportunities, and that all students are represented within the Curriculum. Part of this aspiration included the development of three Cross-Curriculum Priorities (CCPs), focus areas that “give students the tools and language to engage with and better understand their world at a range of levels” (ACARA, “Cross-Curriculum Priorities” para. 1). The first of these CCPs is Aboriginal and Torres Strait Islander Histories and Cultures and is organised into three key concepts: connection to Country/Place; diversity of Aboriginal and Torres Strait Islander cultures; and diversity of Aboriginal and Torres Strait Islanders societies. In the curriculum more broadly, content descriptions govern what is taught across subject areas from Prep to Year 10. Content elaborations—possible approaches to teaching the standards—detail ways that Aboriginal and Torres Strait Islander Histories and Cultures can be incorporated. For example, Year 7 Science students learn that “predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon”. This can be taught by “researching knowledges held by Aboriginal and Torres Strait Islander Peoples regarding the phases of the moon and the connection between the lunar cycle and ocean tides” (ACARA, “Science” ACSSU115). This curriculum priority mandates that teachers and learners across Australia engage in representations of Indigenous peoples through teaching and learning activities. However, questions about what constitutes the most appropriate activities, when and where they are incorporated into schooling, and how to best support educators to do this work must continue to be asked.As Indigenous knowledges and perspectives are brought into the classroom where this curriculum is played out, they are shaped by the discourses of the space (Nakata, “Cultural Interface”): what is normalised in a classroom, the teachers’ and students’ prior understandings, and the curriculum and assessment expectations of teaching and learning. Nakata refers to this space as the cultural interface, the contested space between Indigenous and Western knowledge systems where disciplinary discourses, practices and histories translate what is known about Indigenous peoples. This creates complexities and anxieties for teachers tasked with this role (Nakata, “Pathways”). Yet to ignore the presence of Indigenous histories, lifeworlds, and experiences would be to act as if non-Indigenous Australia was alone in the world. The curriculum, as a socio-political document, is full of representations of people. As such, care must be given to how teachers are prepared to engage in the complex process of negotiating these representations.The Classroom as a Location of PossibilityThe introduction of the Australian Curriculum has been accompanied by the Australian Professional Standards for Teachers (APST) which govern the requirements for graduating teachers. Two particular standards—1.4 and 2.4—refer to the teaching of Indigenous students and histories, cultures and language. Many initial teacher education programs in Australian universities have responded to the curriculum requirements and the APSTs by developing a specific subject dedicated to Indigenous education. It is difficult to ascertain the success of this work. Many in-service teachers suggest that more knowledge about Indigenous cultures is required to meet the APST, risking an essentialised view of the Indigenous learner (Moodie and Patrick). Further, there is little empirical research on what improves Indigenous students’ educational outcomes, with the research instead focusing on engaging Indigenous students (Burgess et al.). Similarly, there is yet to be a broadscale research program exploring how teacher educators can best educate pre-service teachers to improve educational outcomes for Indigenous students. Instead, much of the research focuses on engaging (predominantly non-Indigenous) becoming-teachers through a variety of theoretical and pedagogical approaches (Moreton-Robinson et al.) A handful of researchers (e.g. Moodie; Nakata et al.; Page) are considering how to use curriculum design to structure tertiary level Indigenous Studies programs—for pre-service teachers and more generally—to best prepare students to work within complex uncertainties.Levinas’s philosophy reminds us that we need to push beyond thinking about the engagement of Indigenous peoples within the curriculum to the relationship between educator-researchers and their students. Further, Levinas prompts us to question how we can research in this space in a way that is more than just about “disinterested acquisition of knowledge” (Reader 78), instead utilising critical analysis to consider a praxis which ultimately benefits Indigenous students, families and communities. The encounter with Levinas’s writing challenges us to consider how teacher educators can engage with pre-service teachers in a way that does not suggest that they are inherently racist. Rather, we must teach pre-service teachers to not impress the same type of epistemological violence onto Indigenous students, knowledges and cultures. Such questions prompt an engagement with teaching/research which is respectful of the responsibilities to all involved. As hooks reminds us, education can be a practice of freedom: classrooms are locations of possibilities where students can think critically and question taken-for-granted assumptions about the world. To engage with praxis is to consider teaching not just as a practice, but as a theoretically and justice-driven approach. It is with this backdrop that I move now to consider some of the writings of non-Indigenous pre-service teachers.The Research ProjectThe data presented here is from a recent research project exploring pre-service teachers’ experiences of a compulsory Indigenous education subject as part of a four-year initial teacher education degree in an Australian metropolitan university (see McDowall). The subject prepares pre-service teachers to both embed the Aboriginal and Torres Strait Islander Histories and Cultures CCP in their praxis and to teach Indigenous students. This second element engages both an understanding of Indigenous students as inhabiting an intercultural space with particular tensions (Nakata, “Pathways”), and the social-political-historical discourses that impact Indigenous students’ experiences. This includes the history of Indigenous education, the social construction of race, and a critical awareness of deficit approaches to working with Indigenous students. The subject was designed to promote a critical engagement with Indigenous education, to give pre-service teachers theoretical tools to make sense of both how Indigenous students and Indigenous content are positioned in classrooms and develop pedagogical frameworks to enable future teaching work. Pre-service teachers wrote weekly reflective learning journals as an assessment task (weighted at 30% of their total grade). In the final weeks of semester, I asked students in the final weeks of semester for permission to use their journals for a research project, to which 93 students consented.Reading the students’ reflective writing presents a particular ethical paradox, one intricately linked with the act of knowing. Throughout the semester, a desire to gain more knowledge about Indigenous peoples and cultures shifted to a desire to be present as teacher(s) in the Indigenous education landscape. Yet for pre-service teachers with no classroom of their own, this being present is always deferred to the future, mitigating the need for action in the present. This change in the pre-service teachers’ writing demonstrates that the relationship between violence and responsibility is exceedingly complex within the intersection of Indigenous and teacher education. These themes are explored in the following sections.Epistemological ViolenceOne of the shifts which occurred throughout the semester was a subtle difference in the types of knowledges students sought. In the first few weeks of the subject, many of the pre-service teachers wrote of a strong desire to know about Indigenous people and culture as a way of becoming a better educator. Their expectations were around wanting to address their “limited understandings”, wanting to “heighten”, “develop”, and “broaden” “understanding” and “knowledge”; to know “more about them, their culture”. At the end, knowing and understanding is presented in a different type of way. For some students, the knowledge they now want is about their own histories and culture: “as a teacher I need the bravery to acknowledge what happened in the past”, wrote one student in her final entry.For other students, the idea of knowing was shaped by not-knowing. Moving away from a desire to know, and thereby possess, the students wrote about the need to know no longer being present: “I owe my current sense of confidence to that Nakata article. The education system can’t expect all teachers to know exactly how to embed Indigenous pedagogy into their classrooms, can they?” writes one student in her final entry, following on to say, “the main strategy I got from the readings … still stands true: ‘We don’t know everything’ and I will not act like I do”. Another writes, “I am not an expert and I am now aware of the multitude of resources available, particularly the community”.For the students to claim knowledge of Indigenous peoples would be to enact epistemological violence, denying the alterity—difference—of the other and drawing them into our totalities. In the final weeks of the semester, some students wrote that they would use hands-on, outdoor activities in order to enact a culturally responsive pedagogy. Such a claim shows the tenacity of Western knowledge about Indigenous students. In this case, the students’ sentiment can be traced back to Aboriginal Learning Styles (Harris), the idea that Aboriginal students inherently learn via informal hands-on (as opposed to abstract) group approaches. The type of difference promoted in Aboriginal learning styles is biological, suggesting that on account of their Indigeneity, Aboriginal students inherently learn differently. Through its biological function, this difference essentialises Indigenous learners across the nation, claiming a sameness. But perhaps even more violently, it denies the presence of an Indigenous knowledge system in the place where the research took place. Such an Indigenous knowledge system begins from the land, from Country, and entails a rich set of understandings around how knowledge is produced, shared, learnt and, enacted through place and people-based knowledge practices (Verran). Aboriginal learning styles reduces richness to a more graspable concept: informal learning. To summarise, students’ early claims to knowledge shifted to an understanding that it is okay to ‘not know’—to recognise that as beginning teachers, they are entering a complex field and must continue learning. This change is complicated by the tenacity of knowledge claims which define Indigenous students into a Western order of knowledge. Such claims continue to present themselves in the students writing. Nonetheless, as students progressed through the semester and engaged with some of the difficult knowledges and understandings presented, a new form of knowing emerged. Ethical ResponsibilitiesAs pre-service teachers learned about the complex cultural interface of classrooms, they began to reconsider their own claims to be able to ‘know’ Indigenous students and cultures. This is not to say that pre-service teachers do not feel responsibility for Indigenous students: in many journals, pre-service teachers’ wanted-ness in the classroom—their understanding of their importance of presence as teachers—is evident. To write for themselves a need to be present demonstrates responsibility. This took place as students imagined future praxis. With words woven together from several journals, the students’ final entries indicate a wanting-to-be-present-as-becoming-ethical-teachers: I willremember forever, reactionsshocked, sad, guilty. A difference isI don’t feel guilt.I feelI’m not alone.I feelmore aware ofhow I teachhow my opinionscan affect people. I guesswe are the oneswho must makethe change. I feelsomewhat relieved bywhat today’s lecturer said.“If you’re willingto step outfrom behind fencesto engage meaningfullywith Indigenous communitiesit will not be difficult.” I believethe 8-ways frameworkthe unit of workprovide authentic experiencesare perfect avenuesshape pedagogical practicesI believemy job isto embrace remembrancemake this happenmake sure it stays. I willtake away frameworkssupport Indigenous studentsalongside Indigenous teacherslearn from themconsult with communityimprove my teaching. In these students’ words is an assumed responsibility to incorporate Indigenous knowledges and perspectives into their work as teachers. To wish representations of Indigenous peoples and knowledges present in the classroom is one way in which the becoming-teachers are making themselves present. Even a student who had written that she still didn’t feel completely equipped with pedagogical tools still felt “motivated” to introduce “political issues into Australia’s current system”.Not all students wrote of such presence. One student wrote of feeling left “disappointed”, “out of pocket”, “judged” – that the subject had “just ‘ticked the box’” (a phrase used by a second student as well). Another student wrote a short reflection that scratched the surface of the Apology¹, noting that “sorry is something so easy to say”. It is the mixture of these responses which reminds us as researchers and educators that it is easy to write a sense of presence as a projection into the future into an assessment task for a university subject. Time is another other, and the future can never be grasped, can never truly be known (Levinas, Reader). It is always what is coming, for we can only ever experience the present. These final entries by the students claim a future that they cannot know. This is not to suggest that the words written—the I wills and I believes which roll so quickly off the pen—are not meaningful or meant. Rather, responsibility is deferred to the future. This is not just a responsibility for their future teaching. Deferral to the future can also be a way to ease one’s self of the burden of feeling bad about the social injustices which students observe. As Rose (17) writes,The vision of a future which will transcend the past, a future in which current contradictions and current suffering will be left behind enables us to understand ourselves in an imaginary state of future achievement … enables us to turn our backs on current social facts of pain, damage, destruction and despair which exist in the present, but which we will only acknowledge as our past.The pre-service teachers’ reflective writing presents us with a paradox. As they shift away from the epistemological violence of claiming to know Indigenous others from outside positions, another type of violence manifests: claiming a future which can transcend the past just as they defer responsibility within the present. The deferral is in itself an act of violence. What types, then, of presence—a sense of responsibility—can students-as-becoming-professionals demonstrate?ConclusionRose’s words ask us as researchers and educators to consider what it might mean to “do” ethical practice in the “here and now”. When teachers claim that more knowledge about Indigenous peoples will lead to better practice, they negate the epistemological violence of bringing Indigeneity into a Western order of knowledge. Yet even as pre-service teachers’ frameworks shift toward a sense of responsibility for working with Indigenous students, families, and communities—a sense of presence—they are caught in a necessary but problematic moment of deferral to future praxis. A future orientation enables the deflection of responsibility, focusing on what the pre-service teachers might do in the future when they have their own classrooms, but turning their backs on a lack of action in the present. Such a complexity reveals the paradox of assessing learnings for both researchers and university educators. Pre-service teachers—visitors in placement classrooms and students in universities—are always writing and projecting skill towards the future. As educators, we continually ask for students to demonstrate how they will change their future work in a time yet to come. Yet when pre-service teachers undertake placements, their agency to enact difference as becoming-teachers is limited by the totality of the current school programs in which they find themselves. A reflective learning journal, as assessment directed at projecting their future work as teachers, does not enable or ask for a change in the here and now. We must continue to engage in such complexities in considering the potential of epistemological violence as both researchers and educators. Engaging with philosophy is one way to think about what we do (Kameniar et al.) in Indigenous education, a complex field underpinned by violent historical legacies and decades of discursive policy and one where the majority of the workforce is non-Indigenous and working with ideas outside of their own experiences of being. To remember that we are not alone in the world is to stay present with this complexity.ReferencesAustralian Curriculum and Assessment Reporting Authority. “Cross-Curriculum Priorities.” Australian Curriculum. Australian Curriculum and Assessment Reporting Authority, n.d. 23 Apr. 2020 <https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/­>.———. “Science.” Australian Curriculum. Australian Curriculum and Assessment Reporting Authority, n.d. 23 Apr. 2020 <https://www.australiancurriculum.edu.au/f-10-curriculum/science/>.Burgess, Cathie, Christine Tennent, Greg Vass, John Guenther, Kevin Lowe, and Nikki Moodie. “A Systematic Review of Pedagogies That Support, Engage and Improve the Educational Outcomes of Aboriginal Students.” Australian Education Researcher 46.2 (2019): 297-318.Burns, Marcelle. “The Unfinished Business of the Apology: Senate Rejects Stolen Generations Bill 2008 (Cth).” Indigenous Law Bulletin 7.7 (2008): 10-14.Graham, Mary. “Some Thoughts about the Philosophical Underpinnings of Aboriginal Worldviews.” Australian Humanities Review 45 (2008). 6 Nov. 2016 <http://australianhumanitiesreview.org/2008/11/01/some-thoughts-about-the-philosophical-underpinnings-of-aboriginal-worldviews/>.Harris, Stephen. “Aboriginal Learning Styles and Formal Schooling.” The Aboriginal Child at School 12.4 (1984): 3-23.Harrison, Neil, Christine Tennent, Greg Vass, John Guenther, Kevin Lowe, and Nikki Moodie. “Curriculum and Learning in Aboriginal and Torres Strait Islander Education: A Systematic Review.” Australian Educational Researcher 46.2 (2019): 233-251.hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.Kameniar, Barbara, Sally Windsor, and Sue Sifa. “Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education.” The Australian Journal of Indigenous Education 43.2 (2014): 113-120.Levinas, Emmanuel. Existence and Existents. Trans. Alphonso Lingis. Pittsburgh, PA: Duquesne UP, 1947/1978.———. Totality and Infinity. Trans. Alphonso Lingis. Pittsburgh, PA: Duquesne UP, 1969.———. The Levinas Reader. Ed. Sean Hand. Oxford: Basil Blackwell, 1989.McDowall, Ailie. “Following Writing Around: Encountering Ethical Responsibilities in Pre-Service Teachers’ Reflective Journals in Indigenous Education.” PhD dissertation. Brisbane: University of Queensland, 2018.Ministerial Council for Education, Early Childhood Development and Youth Affairs. Melbourne Declaration on Educational Goals for Young Australians. Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2008. <http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>.Moodie, Nikki. “Learning about Knowledge: Threshold Concepts for Indigenous Studies in Education.” Australian Educational Researcher 46.5 (2019): 735-749.Moodie, Nikki, and Rachel Patrick. “Settler Grammars and the Australian Professional Standards for Teachers.” Asia-Pacific Journal of Teacher Education 45.5 (2017): 439-454.Moreton-Robinson, Aileen, David Singh, Jessica Kolopenuk, and Adam Robinson. Learning the Lessons? Pre-service Teacher Preparation for Teaching Aboriginal and Torres Strait Islander Students. Queensland University of Technology Indigenous Studies Research Network, 2012. <https://www.aitsl.edu.au/docs/default-source/default-document-library/learning-the-lessons-pre-service-teacher-preparation-for-teaching-aboriginal-and-torres-strait-islander-studentsfb0e8891b1e86477b58fff00006709da.pdf?sfvrsn=bbe6ec3c_0>.Nakata, Martin. “The Cultural Interface.” The Australian Journal of Indigenous Education 36.S1 (2007): 7-14.———. “Pathways for Indigenous Education in the Australian Curriculum Framework.” The Australian Journal of Indigenous Education 40 (2011): 1-8.Nakata, Martin, Victoria Nakata, Sarah Keech, and Reuben Bolt. “Decolonial Goals and Pedagogies for Indigenous Studies.” Decolonization: Indigeneity, Education & Society 1.1 (2012): 120-140.Page, Susan. “Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning.” The Australian Journal of Indigenous Education 32.1 (2014): 21–30.Peterson, Nicolas. “‘Studying Man and Man’s Nature’: The History of the Institutionalisation of Aboriginal Anthropology.” Australian Aboriginal Studies 2 (1990): 3-19.Pholi, Kerryn, Dan Black, and Craig Richards. “Is ‘Close the Gap’ a Useful Approach to Improving the Health and Wellbeing of Indigenous Australians?” Australian Review of Public Affairs 9.2 (2009): 1-13.Rose, Deborah B. Reports from a Wild Country: Ethics of Decolonisation. Sydney: U of New South Wales P, 2004.Verran, Helen. “Knowledge Systems of Aboriginal Australians: Questions and Answers Arising in a Databasing Project.” Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures. Ed. Helaine Selin. New York: Springer, 2008. 1171-1177.Note1. The Apology refers to a motion moved in the Federal Parliament by the 2008 Prime Minister. The motion, seconded by the Leader of the Opposition, was an official apology to members of the Stolen Generations, Indigenous peoples who had been removed from their families by the state. A bill to establish a compensation fund as reparations was not passed (Burns).

This article is concerned with dance as an embodied form of collective remembering in the Andean department of Ayacucho in Peru. Andean dance and fiesta are inextricably linked with notions of identity, cultural heritage and history. Rather than being simply aesthetic —steps to music or a series of movements — dance is readable as being a deeper embodiment of the broader struggles and concerns of a people. As anthropologist Zoila Mendoza writes, in post-colonial countries such as those in Africa and Latin America, dance is and was a means “through which people contested, domesticated and reworked signs of domination in their society” (39). Andean dance has long been a space of contestation and resistance (Abercrombie; Bigenho; Isbell; Mendoza; Stern). It also functions as a repository, a dynamic archive which holds and tells the collective narrative of a cultural time and space. As Jane Cowan observes “dance is much more than knowing the steps; it involves both social knowledge and social power” (xii). In cultures where the written word has not played a central role in the construction and transmission of knowledge, dance is a particularly rich resource for understanding. “Embodied practice, along with and bound up with other cultural practices, offers a way of knowing” (Taylor 3). This is certainly true in the Andes of Peru where dance, music and fiesta are central to social, cultural, economic and political life. This article combines the areas of cultural memory with aspects of dance anthropology in a bid to reveal what is often unspoken and discover new ways of accessing and understanding non-verbal forms of memory through the embodied medium of dance. In societies where dance is integral to daily life the dance becomes an important resource for a deeper understanding of social and cultural memory. However, this characteristic of the dance has been largely overlooked in the field of memory studies. Paul Connerton writes, “… that there is an aspect of social memory which has been greatly ignored but is absolutely essential: bodily social memory” (382). I am interested in the role of dance as a site memory because as a dancer I am acutely aware of embodied memory and of the importance of dance as a narrative mode, not only for the dancer but also for the spectator. This article explores the case study of rural carnival performed in the city of Huamanga, in the Andean department of Ayacucho and includes interviews I conducted with rural campesinos (this literally translates as people from the country, however, it is a complex term imbedded with notions of class and race) between June 2009 and March 2010. Through examining the transformative effect of what I call the chorography of place, I argue that rural campesinos embody the memory of place, dancing that place into being in the urban setting as a means of remembering and maintaining connection to their homeland and salvaging cultural heritage.The department of Ayacucho is located in the South-Central Andes of Peru. The majority of the population are Quechua-speaking campesinos many of whom live in extreme poverty. Nestled in a cradle of mountains at 2,700 meters above sea level is the capital city of the same name. However, residents prefer the pre-revolutionary name of Huamanga. This is largely due to the fact that the word Ayacucho is a combination of two Quechua words Aya and Kucho which translate as Corner of the Dead. Given the recent history of the department it is not surprising that residents refer to their city as Huamanga instead of Ayacucho. Since 1980 the department of Ayacucho has become known as the birthplace of Sendero Luminoso (Shining Path) and the ensuing 20 years of political violence between Sendero and counter insurgency forces. In 2000, the interim government convened the Peruvian Truth and Reconciliation Commission (TRC – CVR Spanish). In 2003, the TRC released its report which found that over 69,000 people were killed or disappeared during the conflict and hundreds of thousands more were forced to leave their homes (CVR). Those most affected by the violence and human rights abuses were predominantly from the rural population of the central-southern Andes (CVR). Following the release of the TRC Report the department of Ayacucho has become a centre for memory studies investigations and commemorative ceremonies. Whilst there are many traditional arts and creative expressions which commemorate or depict some aspect of the violence, dance is not used it this way. Rather, I contend that the dance is being salvaged as a means of remembering and connecting to place. Migration Brings ChangeAs a direct result of the political violence, the city of Huamanga experienced a large influx of people from the surrounding rural areas, who moved to the city in search of relative safety. Rapid forced migration from the country to the city made integration very difficult due to the sheer volume of displaced populations (Coronel 2). As a result of the internal conflict approximately 450 rural communities in the southern-central Andes were either abandoned or destroyed; 300 of these were in the department of Ayacucho. As a result, Huamanga experienced an enormous influx of rural migrants. In fact, according to the United Nations International Human Rights Instruments, 30 per cent of all people displaced by the violence moved to Ayacucho (par. 39). As campesinos moved to the city in search of safety they formed new neighbourhoods on the outskirts of the city. Although many are now settled in Huamanga, holding professional positions, working in restaurants, running stalls, or owning shops, most maintain strong links to their community of origin. The ways in which individuals sustain connection to their homelands are many and varied. However, dance and fiesta play a central role in maintaining connection.During the years of violence, Sendero Luminoso actively prohibited the celebration of traditional ceremonies and festivals which they considered to be “archaic superstition” (Garcia 40). Reprisals for defying Sendero Luminoso directives were brutal; as a result many rural inhabitants restricted their ritual practices for fear of the tuta puriqkuna or literally, night walkers (Ritter 27). This caused a sharp decline in ritual custom during the conflict (27).As a result, many Ayacuchano campesinos feel they have been robbed of their cultural heritage and identity. There is now a conscious effort to rescatar y recorder or to salvage and remember what was been taken from them, or, in the words of Ruben Romani, a dance teacher from Huanta, “to salvage what was killed during the difficult years.”Los Carnavales Ayacuchanos Whilst carnival is celebrated in many parts of the world, the mention of carnival often evokes images of scantily clad Brazilians dancing to the samba rhythms in the streets of Rio de Janeiro, or visions of elaborate floats and extravagant costumes. None of these are to be found in Huamanga. Rather, the carnival dances celebrated by campesinos in Huamanga are not celebrations of ‘the now’ or for the benefit of tourists, but rather they are embodiments of the memory of a lost place. During carnival, that lost or left homeland is danced into being in the urban setting as a means of maintaining a connection to the homeland and of salvaging cultural heritage.In the Andes, carnival coincides with the first harvest and is associated with fertility and giving thanks. It is considered a time of joy and to be a great leveller. In Huamanga carnival is one of the most anticipated fiestas of the year. As I was told many times “carnival is for everyone” and “we all participate.” From the old to the very young, the rich and poor, men and women all participate in carnival."We all participate." Carnavales Rurales (rural carnival) is celebrated each Sunday during the three weeks leading up to the official time of carnival before Lent. Campesinos from the same rural communities, join together to form comparsas, or groups. Those who participate identify as campesinos; even though many participants have lived in the city for more than 20 years. Some of the younger participants were born in the city. Whilst some campesinos, displaced by the violence, are now returning to their communities, many more have chosen to remain in Huamanga. One such person is Rómulo Canales Bautista. Rómulo dances with the comparsa Claveles de Vinchos.Rómulo Bautista dancing the carnival of VinchosOriginally from Vinchos, Rómulo moved to Huamanga in search of safety when he was a boy after his father was killed. Like many who participate in rural carnival, Rómulo has lived in Huamanga for a many years and for the most part he lives a very urban existence. He completed his studies at the university and works as a professional with no plans to return permanently to Vinchos. However, Rómulo considers himself to be campesino, stating “I am campesino. I identify myself as I am.” Rómulo laughed as he explained “I was not born dancing.” Since moving to Huamanga, Rómulo learned the carnival dance of Vinchos as a means of feeling a connection to his place of origin. He now participates in rural carnival each year and is the captain of his comparsa. For Rómulo, carnival is his cultural inheritance and that which connects him to his homeland. Living and working in the urban setting whilst maintaining strong links to their homelands through the embodied expressions of fiesta, migrants like Rómulo negotiate and move between an urbanised mestizo identity and a rural campesino identity. However, for rural migrants living in Huamanga, it is campesino identity which holds greater importance during carnival. This is because carnival allows participants to feel a visceral connection to both land and ancestry. As Gerardo Muñoz, a sixty-seven year old migrant from Chilcas explained “We want to make our culture live again, it is our patrimony, it is what our grandfathers have left us of their wisdom and how it used to be. This is what we cultivate through our carnival.”The Plaza TransformedComparsa from Huanta enter the PlazaEach Sunday during the three weeks leading up to the official time of carnival the central Plaza is transformed by the dance, music and song of up to seventy comparsas participating in Carnavales Rurales. Rural Carnival has a transformative effect not only on participants but also on the wider urban population. At this time campesinos, who are generally marginalised, discounted or actively discriminated against, briefly hold a place of power and respect. For a few hours each Sunday they are treated as masters of an ancient art. It is no easy task to conjure the dynamic sensory world of dance in words. As Deidre Sklar questions, “how is the ineffable to be made available in words? How shall I draw out the effects of dancing? Imperfectly, and slowly, bit by bit, building fragments of sensation and association so that its pieces lock in with your sensory memories like a jigsaw puzzle” (17).Recalling the DanceAs comparsas arrive in the Plaza there is creative chaos and the atmosphere hums with excitement as more and more comparsas gather for the pasecalle or parade. At the corner of the plaza, the deafening crack of fire works, accompanied by the sounds of music and the blasting of whistles announce the impending arrival of another comparsa. They are Los Hijos de Chilcas from Chilcas in La Mar in the north-east of the department. They proudly dance and sing their way into the Plaza – bodies strong, their movements powerful yet fluid. Their heads are lifted to greet the crowd, their chests wide and open, eyes bright with pride. Led by the capitán, the dancers form two long lines in pairs the men at the front, followed by the women. All the men carry warakas, long whips of plaited leather which they crack in the air as they dance. These are ancient weapons which are later used in a ritual battle. They dance in a swinging stepping motion that swerves and snakes, winds and weaves along the road. At various intervals the two lines open out, doubling back on themselves creating two semicircles. The men wear frontales, pieces of material which hang down the front of the legs, attached with long brightly coloured ribbons. The dancers make high stepping motions, kicking the frontales up in the air as they go; as if moving through high grasses. The ribbons swish and fly around the men and they are clouded in a blur of colour and movement. The women follow carrying warakitas, which are shorter and much finer. They hold their whips in two hands, stretched wide in front of their bodies or sweeping from side to side above their heads. They wear large brightly coloured skirts known as polleras made from heavy material which swish and swoosh as they dance from side to side – step, touch together, bounce; step, touch together, bounce. The women follow the serpent pattern of the men. Behind the women are the musicians playing guitars, quenas and tinyas. The musicians are followed by five older men dressed in pants and suit coats carrying ponchos draped over the right shoulder. They represent the traditional community authorities known as Varayuq and karguyuq. The oldest of the men is carrying the symbols of leadership – the staff and the whip.The Choreography of PlaceFor the members of Los Hijos de Chilcas the dance represents the topography of their homeland. The steps and choreography are created and informed by the dancers’ relationship to the land from which they come. La Mar is a very mountainous region where, as one dancer explained, it is impossible to walk a straight line up or down the terrain. One must therefore weave a winding path so as not to slip and fall. As the dancers snake and weave, curl and wind they literally dance their “place” of origin into being. With each swaying movement of their body, with each turn and with every footfall on the earth, dancers lay the mountainous terrain of La Mar along the paved roads of the Plaza. The flying ribbons of the frontales evoke the long grasses of the hillsides. “The steps are danced in the form of a zigzag which represents the changeable and curvilinear paths that join the towns, as well as creating the figure eight which represents the eight anexos of the district” (Carnaval Tradicional). Los Hijos de ChilcasThe weaving patterns and the figure eights of the dance create a choreography of place, which reflects and evoke the land. This choreography of place is built upon with each step of the dance many of which emulate the native fauna. One of the dancers explained whilst demonstrating a hopping step “this is the step of a little bird” common to La Mar. With his body bent forward from the waist, left hand behind his back and elbow out to the side like a wing, stepping forward on the left leg and sweeping the right leg in half circle motion, he indeed resembled a little bird hopping along the ground. Other animals such as the luwichu or deer are also represented through movement and costume.Katrina Teaiwa notes that the peoples of the South Pacific dance to embody “not space but place”. This is true also for campesinos from Chilcas living in the urban setting, who invoke their place of origin and the time of the ancestors as they dance their carnival. The notion of place is not merely terrain. It includes the nature elements, the ancestors and those who also those who have passed away. The province of La Mar was one of the most severely affected areas during the years of internal armed conflict especially during 1983-1984. More than 1,400 deaths and disappearances were reported to the TRC for this period alone (CVR). Hundreds of people were forced to leave their homes and in many communities it became impossible to celebrate fiestas. Through the choreography of place dancers transform the urban streets and dance the very land of their origin into being, claiming the urban streets as their own. The importance of this act can not be overstated for campesinos who have lost family members and were forced to leave their communities during the years of violence. As Deborah Poole has noted dance is “…the active Andean voice …” (99). As comparsa members teach their children the carnival dance of their parents and grandparents they maintain ancestral connections and pass on the stories and embodied memories of their homes. Much of the literature on carnival views it as a release valve which allows a temporary freedom but which ultimately functions to reinforce established structures. This is no longer the case in Huamanga. The transformative effect of rural carnival goes beyond the moment of the dance. Through dancing the choreography of place campesinos salvage and restore that which was taken from them; the effects of which are felt by both the dancer and spectator.ConclusionThe closer examination of dance as embodied memory reveals those memory practices which may not necessarily voice the violence directly, but which are enacted, funded and embodied and thus, important to the people most affected by the years of conflict and violence. In conclusion, the dance of rural carnival functions as embodied memory which is danced into being through collective participation; through many bodies working together. Dancers who participate in rural carnival have absorbed the land sensorially and embodied it. Through dancing the land they give it form and bring embodied memory into being, imbuing the paved roads of the plaza with the mountainous terrain of their home land. For those born in the city, they come to know their ancestral land through the Andean voice of dance. The dance of carnival functions in a unique way making it possible for participants recall their homelands through a physical memory and to dance their place into being wherever they are. This corporeal memory goes beyond the normal understanding of memory as being of the mind for as Connerton notes “images of the past are remembered by way of ritual performances that are ‘stored’ in a bodily memory” (89). ReferencesAbercrombie, Thomas A. “La fiesta de carnaval postcolonial en Oruro: Clase, etnicidad y nacionalismo en la danza folklórica.” Revista Andina 10.2 (1992): 279-352.Carnaval Tradicional del Distrito de Chilcas – La Mar, Comparsas de La Asociación Social – Cultural “Los Hijos de Chilcas y Anexos”, pamphlet handed to the judges of the Atipinakuy, 2010.CVR. Informe Final. Lima: Comisión de la Verdad y Reconciliación, 2003. 1 March 2008 < http://www.cverdad.org.pe >.Bigenho, Michelle. “Sensing Locality in Yura: Rituals of Carnival and of the Bolivian State.” American Ethnologist 26.4 (1999): 95-80.Connerton, Paul. How Societies Remember. Cambridge; Cambridge University Press, 1989.Coronel Aguirre, José, M. Cabrera Romero, G. Machaca Calle, and R. Ochatoma Paravivino. “Análisis de acciones del carnaval ayacuchano – 1986.” Carnaval en Ayacucho, CEDIFA, Investigaciones No. 1, 1986.Cowan, Jane. Dance and the Body Politic in Northern Greece. New Jersey: Princeton University Press, 1990.Garcia, Maria Elena. Making Indigenous Citizens: Identities, Education and Multicultural Development in Peru. California: Stanford University Press, 2005.Isbelle, Billie Jean. To Defend Ourselves: Ecology and Ritual in an Andean Village. Illinois: Waveland Press, 1985.Mendoza, Zoila S. Shaping Society through Dance: Mestizo Ritual Performance in the Peruvian Andes. Chicago: University of Chicago Press, 2000.Poole, Deborah. “Andean Ritual Dance.” TDR 34.2 (Summer 1990): 98-126.Ritter, Jonathan. “Siren Songs: Ritual and Revolution in the Peruvian Andes.” British Journal of Ethnomusicology 11.1 (2002): 9-42.Sklar, Deidre. “‘All the Dances Have a Meaning to That Apparition”: Felt Knowledge and the Danzantes of Tortugas, New Mexico.” Dance Research Journal 31.2 (Autumn 1999): 14-33.Stern, Steve J. Peru’s Indian Peoples and the Challenge of Spanish Conquest: Huamanga to 1640. Madison: University of Wisconsin Press, 1982.Taylor, Diana. The Archive and the Repertoire: Performing Cultural Memory in the Americas. Durham: Duke University Press, 2003.Teaiwa, Katerina. "Challenges to Dance! Choreographing History in Oceania." Paper for Greg Denning Memorial Lecture, Melbourne University, Melbourne, 14 Oct. 2010.United Nations International Human Rights Instruments. Core Document Forming Part of the Reports of States Parties: Peru. 27 June 1995. HRI/CORE/1/Add.43/Rev.1. 12 May 2012 < http://www.unhcr.org/refworld/docid/3ae6ae1f8.html >.

‘Country’ is a word that is made to do much discursive work. In one common configuration, country is synonymous with ‘rural’, also evinced through terms like countryside and country-minded. Yet, at the same time, country is synonymous with ‘nation’. This usage is more emotive and identificatory than administrative, as in ‘my country’, ‘my land’, ‘my homeland’. Augmenting a sense of national allegiance, this use of country evokes something of the connection between people, landscape, belonging, identity and subjectivity. Moreover, country-as-rural(ity) and country-as-nation(ality) have significant overlaps. The rural landscape – the countryside – is often imagined as the ‘heartland’ of the modern Western nation-state – a source of national identity and a storehouse for values ‘lost’ through the experience of progress, modernity and industrialisation (Bell). Here, the countryside, supposedly, is a traditional material and discursive site for family, community and well-being (Little and Austin). From yet another angle, country is a genre or style, as in country music, country and western film, country living, country comfort and country cooking. In this way, country becomes a commercial selling point and a commodified imaginary – although this is not at all mutually exclusive with the evocation of belonging, identity and national cultural values through the countryside. This commodification is seen in the recent revaluing of country getaways (McCarthy), sea-change (Burnley and Murphy) and tree-change (Costello), which in turn invokes the notion of country as a store of traditional values, moral restoration and physical revitalisation. Clearly, then, these multifaceted invocations of country – as rurality, nationality and commodity – interleave and overlap in various and complex ways. The papers comprising this issue of M/C Journal seek to explore the intermingling discourses of country, and how these have changed (and continue to change) over time and between places. Indeed, many of these meanings have heightened importance in the present cultural and political moment, and the contents of the papers draw attention to these emerging currencies. Country-as-nation(ality) – and as homeland – is reinforced in the current context of social unrest around terror, security, minority political rights, and climate change threats. And as people search for anchors of security, reinvestments are made in the ‘authenticity’ of rurality and rural communities as sources of both personal respite and wider national cultural values. This has flow on effects in the sphere of the cultural economy, where country living, rustic style and bucolic retreats are increasingly sought by cultural consumers. These affiliations between country, nation, rurality, security, community and consumption are critically interrogated in the subsequent papers. One key theme elicited across the collection is how country – as style, commodity, rurality and/or nationality – shapes social and cultural identities. Annabel Cooper, Chris Gibson, Loria Maxwell and Kara Stooksbury, Anthony Lambert and Catherine Simpson, and Andrew Gorman-Murray, explore the links between country and national identities, and how these interconnections take both similar and different contours across the United States, Europe and the Antipodes. In their papers, Cooper and Gibson also consider the connections between national identities, country style and gendered subjectivities. Simpson and Lambert, Michael Wesch and Clemence Due, meanwhile, draw attention to the links between land, country and Indigenous subjectivities. In doing so, Due and Lambert and Simpson, as well as Lelia Green, Gerry Bloustien and Mark Balnaves, elicit how discourses of country exclude particular identities, and leave certain social groups with a sense of unease. Terry Maybury, Donna Lee Brien and Jesse Schlotterbeck focus on the broader intermingling of rurality, regionality and identity. Another key theme traced through the papers is how county is also linked with a range of media and cultural commodities. Country music is most well-known in this regard, but also prominent are country and western films and country cooking. Several authors in this collection – Gibson, Maxwell and Stooksbury, and Brien – show the ongoing importance of these products, and their role in linking different notions of country across the scales and sites of the rural, the national and the transnational. Cooper, Schlotterbeck, and Lambert and Simpson reveal how ideas of country seep into films not specifically designated as country films, such as the noir, period and thriller genres. The deployment of country in a range of other cultural and media products is explored in this collection as well, including print news media (Due; Gorman-Murray), tourist promotions (Brien; Gorman-Murray), archival photographs (Gorman-Murray), statecraft (Wesch), and social mores and practices of belonging, attachment and alienation (Green et al; Maybury). Importantly, then, the papers in this collection, drawing on a range of data, entry points and conceptual lenses, explore the way different meanings and scales country overlap, and how notions of country ‘travel’ between places and contexts, in the process transforming and taking on new inflections. In the lead paper, Annabel Cooper explores the way country, national identities and feminine subjectivities come together in Jane Campion’s Portrait of a Lady. In this evocative discussion she shows how gender is modulated by national identities as much as other subjectivities, and moreover, how the insertion of an Antipodean femininity in the film version of Portrait reworked the geographical underpinnings of Henry James’ novel. She argues that the United States’ national self-imagination has moved on in the century between the novel and the film, and that Campion rearticulated the story through a feminine Antipodean lens. In Campion’s Portrait, notions of country and narratives of national femininities travel not only between the United States and Europe, but between the Americas and the Antipodes as well. Chris Gibson provides a complementary piece. Focusing on the imagery and lyrics of country sheet music in pre-war Australia, he shows how masculinities are inflected by discourses of both country-as-rurality and country-as-nation. In this case, images of masculinities from the American West insinuated into Australia through the trans-Pacific transaction of country music, particularly in the simultaneously visual and oral register of sheet music. For both Gibson and Cooper, country, whether associated with rurality or nationality, is not singularly emplaced, but travels transnationally as well. Lori Maxwell and Kara Stooksbury also turn their attention to country music. In their case the focus is contemporary country music in the United States, and the role this genre and its artists has played in recent American political culture, particularly Republican positions on ‘love of country’ and national allegiance. Their analysis shows how country, as a commodity linked with a particular species of rurality, is used by presidents, politicians and commentators to frame discourses of patriotic nationalism and appropriate notions of American belonging. Also focusing on cultural production in the United States’ context, Jesse Schlotterbeck critically examines the diverse roles of rurality and rural places in film noir, helping to define a subgenre of ‘rural noir’. He not only discusses the deployment of the rural in noir as a place of goodness, decency and traditional values, but also how the rural is simultaneously drawn into networks of crime, and even becomes a haven for criminality. This adds to work which challenges the romantic idyllisation of the countryside as a site of moral integrity and a store of ‘proper’ national cultural values. Anthony Lambert and Catherine Simpson similarly raise the spectre of criminality in the countryside through film analysis, but their focus is on the Australian film Jindabyne and the associated geographical context of the Australian Alps. The issues around criminality and country(side) in their analysis is broader than legal transcendence, encompassing contemporary cultural politics and social justice. Jindabyne’s narrative focus on the murder of a young Aboriginal woman provides a catalyst for interrogating Indigenous dispossession, postcolonial race relations, environmental change, and the shifting senses of belonging to country for settler Australians negotiating this ‘aftermath culture’. Andrew Gorman-Murray also concentrates on the Australian Alps, and explores the changing links between this countryside and national identity in a postcolonial settler society, but his cultural political context and catalyst are different: the threats to landscape, country and national values from imminent climate change impacts in the Australian Alps. Cultural dimensions and meanings of climate change are an emerging and important research concern (Hulme), and his analysis demonstrates how national identities and ideals of country(side) are reconfigured through the anticipated effects of climate change on the landscape. The next few papers turn to minority or Indigenous social groups’ belonging and attachment to country, both as nation and (home)land, through various experiences of insecurity. Lelia Green, Gerry Bloustien and Mark Balnaves discuss their survey finding that Jewish-Australians express the highest level of fear amongst religious groups in this country. Analysing both survey responses and additional narratives, they comprehensively interpret this heightened fear through intersecting contemporary processes of terror, insecurity, anti-Semitism, and diasporic community-formation, which collide in the context of cultural and political rhetoric about national homeland security. Complimenting both this paper and Simpson and Lambert’s discussion, Clemence Due considers the vexed question of who can lay claim to country in Australia – understood at-once as the nation, the rural countryside, and its resources – in the cultural political context of Indigenous dispossession and native title issues. She examines how this debate – about negotiating Indigenous rights to country in a political and legal context of white sovereignty – has been depicted in The Australian during 2008. Michael Wesch explores similar tensions between government authority and Indigenous sovereignty in a different context, that of New Guinea. His ethnographic analysis is evocative, showing the quite different concepts of country deployed by the state and local peoples in relation to land, settlement and governance, where Indigenous relational connections to land and belonging rub up against the categorical imperatives of statecraft. The final two papers return to rural and regional areas of Australia, and consider embodied connections to place for settler Australians. Situating her discussion within the academic arenas of food studies and the cultural economy, Donna Lee Brien provides an illuminating analysis of the role and significance of rural and regional chefs within their local communities. Her geographical focus is Armidale and Guyra, in northern New South Wales. Linking country as a generic commodity and as a rural locality, she shows how ‘foodie culture’ is not merely a tourist drawcard, but also deeply implicated in the maintenance of the local community. Terry Maybury, meanwhile, delivers a provocative discussion of the links between country, regionality and belonging through a diagrammatical analysis of ‘home’ – home understood as both “the virtuality of digital flows and the reality of architectural footings.” In this conceptualisation, home provides a nexus for self in a global/regional network, the site which allows one to gather the various elements, scales and nuances of country together in a comprehensible fashion. Home, in this way, lies at the heart of country, and makes sense of all its multifarious and interleaving dimensions and meanings. I would also like to acknowledge and thank Rohan Tate, our cover artist, for providing a photographic montage of ‘country’ which draws together the various strands explored through this collection – as nationality, rurality and commodity. The collection of various signifiers and objects prompts one to question what country is and where it is to be found. I extend thanks to those who reviewed the submissions for this issue. I trust the readers find this collection of papers as stimulating as I have. I hope the juxtaposition of various takes on country, and discussions of how those meanings and experiences intermingle, prompt further exploration and conceptualisation of the discursive and material significance of country in contemporary society and culture. References Bell, David. “Variations on the Rural Idyll.” Handbook of Rural Studies. Eds. Paul Cloke, Terry Marsden and Patrick Mooney. London: Sage, 2006. 149-160. Burnley, Ian and Peter Murphy. Sea Change: Movement from Metropolitan to Arcadian Australia. Sydney: UNSW Press, 2004. Costello, Lauren. “Going bush: the implications of urban-rural migration.” Geographical Research 45.1 (2007): 85-94. Hulme, Mike. “Geographical work at the boundaries of climate change.” Transactions of the Institute of British Geographers 33.1 (2008): 5-11. Little, Jo and Patricia Austin. “Women and the Rural Idyll.” Journal of Rural Studies 12.1 (1996): 101-111. McCarthy, James. “Rural Geography: Globalizing the Countryside.” Progress in Human Geography 32.1 (2008): 129-137.

Introduction Since at least the work of van Gennep in the early 1900s, anthropologists have recognised that borders and thresholds are crucial in understanding human behavior and culture. But particularly in the past few decades, the study of borders has moved from the margins of social inquiry to the centre. At the same time, fashion (Entwistle), including clothing and skin (Bille), have emerged as crucial to understanding the human condition. In this article, we draw on and expand this literature on borders and fashion to demonstrate that the way Indonesians fashion and display their body reflects larger changes in attitudes about morality and gender. And in this, borders and thresholds are crucial. In order to make this argument, we consider three case studies from Indonesia. First, we discuss the requirement that policewomen submit to a virginity test, which takes the form of a hymen inspection. Then, we look at the successful campaign by policewomen to be able to wear the Islamic veil. Finally, we consider reports of Makassar policewomen who attempt to turn young people into exemplary citizens and traffic 'ambassadors' by using downtown crosswalks as a catwalk. In each of these three cases, fashioned borders and thresholds play prominent roles in determining the expression of morality, particularly in relation to gender roles. Fashion, Thresholds, and Borders There was once a time when social scientists tended to view clothes and other forms of adornment as "frivolous" or trivial (Entwistle 14; 18). Over the past few decades, however, fashion has emerged as a serious study within the social sciences. Writers have, for example, demonstrated how fashion is closely tied up with identity and capitalism (King and Winarnita). And although fashion used to be envisaged as emerging from London, New York, Paris, Milan, and other Western locations, scholars are increasingly recognising the importance of Asia in fashion studies. Whether the haute couture and cosplay in Tokyo or 'traditional' weaving of materials in Indonesia, studying fashion and clothes provides crucial insight into the cultures and societies of Asia (King and Winarnita). To contribute to this burgeoning area of research in Asian fashion, we draw on the anthropological classics, in particular, the concept of threshold. Every time we walk through a doorway, gate, or cross a line, we cross a threshold. But what classic anthropology shows us is that crossing certain thresholds changes our social status. This changing particularly occurs in the context of ritual. For example, walking onto a stage, a person becomes a performer or actor. Traditionally a groom carries his bride through the door, symbolising the transition to husband and wife (Douglas 115). In this article, we apply this idea that crossing thresholds is associated with transitioning social statuses (Douglas; Turner; van Gennep). To do this, we first establish a connection between national and personal borders. We argue that skin and clothes have a cultural function in addition to their practical functions. Typically, skin is imagined as a kind of social border and clothes provide a buffer zone. But to make this case, we first need to elaborate how we understand national borders. In the traditional kingdoms of Southeast Asia, borders were largely imperceptible or non-existent. Power was thought to radiate out from the ruler, through the capital, and into the surrounding areas. As it emanated from this 'exemplary centre', power was thought to weaken (Geertz 222-229). Rather than an area of land, a kingdom was thought to be a group of people (Tambiah 516). In this context, borders were irrelevant. But as in other parts of the world, in the era of nations, the situation has entirely changed in modern Indonesia. In a simple sense, our current global legal system is created out of international borders. These borders are, first and foremost, imagined lines that separate the area belonging to one nation-state from another. Borders are for the most part simply drawn on maps, explained by reference to latitude, longitude, and other features of the landscape. But, obviously, borders exist outside the imagination and on maps. They have significance in international law, in separating one jurisdiction from another. Usually, national borders can only be legally crossed with appropriate documentation and legal status. In extreme cases, crossing another nation's border can be a cause for war; but the difficulty in determining borders in practice means both sides may debate over whether a border was actually crossed. Where this possibility exists, sometimes the imagined lines are marked on the actual earth by fences, walls, etc. To protect borders, buffer zones are sometimes created. The most famous buffer zone is the Demilitarized Zone or DMZ, which runs along North Korea's border with South Korea. As no peace treaty has been signed between these two nations, they are technically still at war. Hostility is intense, but armed conflict has, for the most part, ceased. The buffer helps both sides maintain this cessation by enabling them to distinguish between an unintentional infringement and a genuine invasion. All this practical significance of borders and buffer zones is obvious. But borders become even more fascinating when we look beyond their 'practical' significance. Borders have ritual as well as practical importance. Like the flag, the nation's borders have meaning. They also have moral implications. Borders have become an issue of almost fanatical or zealous significance. The 2015 footage of a female Hungarian reporter physically attacking asylum seekers who crossed the border into her nation indicates that she was not just upset with their legal status; presumably she does not physically attack people breaking other laws (BBC News). Similarly the border vigilantes, volunteers who 'protect' the southern borders of the USA against what they see as drug cartels, apparently take no action against white-collar criminals in the cities of the USA. For the Hungarian reporter and the border vigilantes, the border is a threshold to be protected at all costs and those who cross it without proper documentation and process are more than just law breakers; they are moral transgressors, possibly even equivalent to filth. So much for border crossing. What about the borders themselves? As mentioned, fences, walls, and other markers are built to make the imagined line tangible. But some borders go well beyond that. Borders are also adorned or fashioned. For instance, the border between North and South Korea serves as a site where national sovereignty and legitimacy are emphasised, defended, and contested. It is at this buffer zone that these two nations look at each other and showcase to the other what is ideally contained within their own respective national borders. But it is not just national states which have buffer zones and borders with deep significance in the modern period; our own clothes and skin possess a similar moral significance. Why are clothes so important? Of course, like national borders, clothes have practical and functional use. Clothes keep us warm, dry, and protected from the sun and other elements. In addition to this practical use, clothes are heavily imbued with significance. Clothes are a way to fashion the body. They define our various identities including gender, class, etc. Clothes also signify morality and modesty (Leach 152). But where does this morality regarding clothing come from? Clothing is a site where state, religious, and familial control is played out. Just like the DMZ, our bodies are aestheticised with adornments, accoutrements, and decorations, and they are imbued with strong symbolic significance in attempts to reveal what constitutes the enclosed. Just like the DMZ, our clothing or lack thereof is considered constitutive of the nation. Because clothes play a role akin to geo-political borders, clothes are our DMZ; they mark us as good citizens. Whether we wear gang colours or a cross on our necklace, they can show us as belonging to something powerful, protective, and worth belonging to. They also show others that they do not belong. In relation to this, perhaps it is necessary to mention one cultural aspect of clothing. This is the importance, in the modern Indonesian nation, of appearing rapih. Rapih typically means clean, tidy, and well-groomed. The ripped and dirty jeans, old T-shirts, unshaven, unkempt hair, which has, at times, been mainstream fashion in other parts of the world, is typically viewed negatively in Indonesia, where wearing 'appropriate' clothing has been tied up with the nationalist project. For instance, as a primary school student in Indonesia, Winarnita was taught Pendidikan Moral Pancasila (Pancasila Moral Education). Named after the Pancasila, the guiding principles of the Indonesian nation, this class is also known as "PMP". It provided instruction in how to be a good national citizen. Crucially, this included deportment. The importance of being well dressed and rapih was stressed. In sum, like national borders, clothes are much more than their practical significance and practical use. This analysis can be extended by looking at skin. The practical significance of skin cannot be overstated; it is crucial to survival. But that does not preclude the possibility that humans—being the prolifically creative and meaning-making animals that we are—can make skin meaningful. Everyday racism, for instance, is primarily enabled by people making skin colour meaningful. And although skin is not optional, we fashion it into borders that define who we are, such as through tattoos, by piercing, accessorising, and through various forms of body modification (from body building to genital modification). Thresholds are also important in understanding skin. In a modern Indonesian context, when a penis crosses a woman's hymen her ritual status changes; she is no longer a virgin maiden (gadis) or virgin (perawan). If we apply the analogy of borders to the hymen, we could think of it as a checkpoint or border crossing. At a national border crossing, only people with correct credentials (for instance, passport holders with visas) can legally cross and only at certain times (not on public holidays or only from 9-5). At a hymen, only people with the correct status, namely one's husband, can morally cross. The checkpoint is a crucial reminder of the nation state and citizen scheme. The hymen is a crucial reminder of heteronormative standards. Crucial to understanding Indonesian notions of skin is the idea of aurat (Bennett 2007; Parker 2008). This term refers to parts of the body that should be covered. Or it could be said that aurat refers to 'intimate parts' of the body, if we understand that different parts of the body are considered intimate in Indonesian cultures. Indonesians tend to describe the aurat as those body parts that arouse feelings of sexual attraction or embarrassment in others. The concept tends to have Arabic and Islamic associations in Indonesia. Accordingly, for many Muslims, it means that women, once they appear sexually mature, should cover their hair, neck, and cleavage, and other areas that might arouse sexual attraction. These need to be covered when they leave their house, when they are viewed by people outside of the immediate nuclear family (muhrim). For men, it means they should be covered from their stomach to their knees. However, different Islamic scholars and preachers give different interpretations about what the aurat includes, with some opining that the entire female body with the exception of hands and face needs to be covered. That said, the general disposition or habitus of using clothes to cover is also found among non-Muslims in Indonesia. Accordingly, Catholics, Protestants, and Hindus also tend to cover their legs and cleavage, and so on, more than would commonly be found in Western countries. Having outlined the literature and cultural context, we now turn to our case studies. The Veil and Indonesian Policewomen Our first case study focusses on Indonesian police. Aside from a practical significance in law enforcement, police also have symbolic importance. There is an ideal that police should set and enforce standards for exemplary behaviour. Despite this, the Indonesia police have an image problem, being seen as highly corrupt (Davies, Stone, & Buttle). This is where policewomen fit in. The female constabulary are thought to be capable of morally improving the police force and the nation. Additionally, Indonesian policewomen are believed to be needed in situations of family violence, for instance, and to bring a sensitive and humane approach. The moral significance of Indonesia's policewomen shows clearly through issues of their clothing, in particular, the veil. In 2005, it became illegal for Indonesian policewomen to wear the veil on duty. Various reasons were given for this ban. These included that police should present a secular image, showcasing a modern and progressive nation. But this was one border contest where policewomen were able to successfully fight back; in 2013, they won the right to wear the veil on duty. The arguments espoused by both sides during this debate were reflective of geo-political border disputes, and protagonists deployed words such as "sovereignty", "human rights", and "religious autonomy". But in the end it was the policewomen's narrative that best convinced the government that they had a right to wear the veil on duty. Possibly this is because by 2013 many politicians and policymakers wanted to present Indonesia as a pious nation and having policewomen able to express their religion – and the veil being imbued with sentiments of honesty and dedication – fitted in with this larger national image. In contrast, policewomen have been unsuccessful in efforts to ban so called virginity testing (discussed below). Indonesian Policewomen Need to Be Attractive But veils are not the only bodily border that can be packed around language used to describe a DMZ. Policewomen's physical appearance, and specifically facial appearance and make-up, are discussed in similar terms. As such another border that policewomen must present in a particular (i.e. beautiful) way is their appearance. As part of the selection process, women police candidates must be judged by a mostly male panel as being pretty. They have to be a certain height and weight, and bust measurements are taken. The image of the policewoman is tall, slim, and beautiful, with a veil or with regulation cut and coiffed hair. Recognising the 'importance' of beauty for policewomen, they are given a monthly allowance precisely to buy make-up. Such is the status of policewomen that entry is highly competitive. And those who make the cut accrue many benefits. One of these benefits can be celebrity status, and it is not unusual for some policewomen to have over 100,000 Instagram followers. This celebrity status has led one police official to publicly state that women should not join the police force thinking it is a shortcut to celebrity status (Davies). So just like a nation trying to present its best self, Indonesia is imagined in the image of its policewomen. Policewomen feel pride in being selected for this position even when feeling vexed about these barriers to getting selected (Davies). Another barrier to selection is discussed in the next case study. Virginity Testing of Policewomen Our second case study relates to the necessity that female police recruits be virgins. Since 1965, policewomen recruits have been required to undergo internal examinations to ensure that their hymen is supposedly intact. Glossed as 'virginity' tests this procedure involves a two-finger examination by a health professional. Protests against the practice have been voiced by Human Rights Watch and others (Human Rights Watch). Pledges have also been made that the practice will be removed. But to date the procedure is still performed, although there are currently moves to have it banned within the armed forces. Hymens are more of a skin border than a clothing border such as that formed by uniforms or veils, but they operate in similar ways. The ‘feelable’ hymen marks an unmarried woman as moral. New women police recruits must be unmarried and therefore virgins. Actually, the hymen is not a taut skin border, but rather a loose connection of overlapping tissue and in this sense a hymen is not something one can lose. But the hymen is used as a proxy to determine a woman’s value. Hymen border control gives one a moral edge. A hymen supposedly measures a woman’s ability to protect herself, like any fortified geo-political border. Protecting one’s own borders gives the suggestion that one is able to protect others. A policewoman who can protect her bodily borders can protect those of others. Outsiders may wonder what being attractive, modest, but not too modest has to do with police work. And some (but by no means all) Indonesian policewomen wondered the same thing too. Indeed, some policewomen Davies interviewed in the 2010s were against this practice, but many staunchly supported it. They had successfully passed this rite of passage and therefore felt a common bond with other new recruits who had also gone through this procedure. Typically rites of passage, and especially the accompanying humiliation and abuse, engender a strong sense of solidarity among those who have passed through them. The virginity test seems to have operated in a similar way. Policewomen and the 'Citayam' Street Fashion Our third case study is an analysis of a short and otherwise unremarkable TV news report about policewomen parading across a crosswalk in a remote regional city. To understand why, we need to turn to "Citayam Fashion Week", a youth social movement which has developed around a road crossing in downtown Jakarta. Social movements like this are difficult to pin down, but it seems that a central aspect has been young fashionistas using a zebra crossing on a busy Jakarta street as an impromptu catwalk to strut across, be seen, and photographed. These youths are referred to in one article as "Jakarta's budget fashionistas" (Saraswati). The movement is understood in social media and traditional media sources as expressing 'street fashion'. Social media has been central to this movement. The youths have posted photos and videos of themselves crossing the road on social media. Some of these young fashionistas posted interviews with each other on TikTok. Some of the interviews went viral in June 2022 (Saraswati). So where does the name "Citayam Fashion Week" come from? Citayam is an outer area of Jakarta, which is a long way from from the wealthy central district where the young fashionistas congregate. But "Citayam" does not mean that the youths are all thought to come from that area. Instead the idea is that they could be from any poorer outer areas around the capital and have bussed or trained into town. The crosswalk they strut across is near the transport hub next to a central train station. The English-language "Fashion Week" is a tongue-in-cheek label mocking the haute couture fashion weeks around the world – events which, due to a wealth and class gap, are closed off to these teens. Strutting on the crosswalk is not limited to a single 'week' but it is an ongoing activity. The movement has spread to other parts of Indonesia, with youth parading across cross walks in other urban centres. Citayam Fashion Week became one of the major Indonesian public issues of 2022. Reaction was mixed. Some pointed to the unique street style and attitude, act, and language of the young fashionistas, some of whom became minor celebrities. The "Citayam Fashion Week" idea was also picked up by mainstream media, attracting celebrities, models, content creators, politicians and other people in the public eye. Some government voices also welcomed the social movement as promoting tourism and the creative industry. Others voiced disapproval at the youth. Their clothes were disparaged as 'tacky', reflecting deep divides in class and income in modern Jakarta. Some officials noted that they are a nuisance because they create traffic jams and loitering. Criticism also had a moral angle, in particular with commentators focused on male teens wearing feminine attire (Saraswati). Social scientists such as Oki Rahadianto (Souisa & Salim) and Saraswati see this as an expression of youth agency. These authors particularly highlight the class origins of the Citayam fashionistas being mostly from poorer outer suburbs. Their fashion displays are seen to be a way of reclaiming space for the youth in the urban landscape. Furthermore, the youths are expressing their own and unique version of youth culture. We can use the idea of threshold to provide unique insight into this phenomenon in the simple sense that the crosswalk connects one side of the road to the other. But the youth use it for something far more significant than this simple practical purpose. What is perceived to be happening is that some of the youth, who after all are in the process of transitioning from childhood to adulthood, use the crosswalk to publicly express their transition to non-normative gender and sexual identities; indeed, some of them have also transitioned to become mini celebrities in the process. Images of 'Citayam' portray young males adorned in makeup and clothes that are not identifiably masculine. They appear to be crossing gender boundaries. Other images show the distinct street fashion of these youth of exposed skin through crop tops (short tops) that show the belly, clothes with cut-out sections on various parts of the body, and ripped jeans. In a way, these youth are transgressing the taboo against exposing too much skin in public. One video is particularly interesting in light of the approach we are taking in this article as it comes from Makassar, the capital of one of Indonesia's outlying regions. "The Citayam Fashion Week phenomenon spreads to Makassar; young people become traffic (lalu lintas) ambassadors" (Kompas TV) is a news report about policewomen getting involved with young people using a crosswalk to parade their fashion. At first glance the Citayam Fashion Week portrayed in Makassar, a small city in an outlying province, is tiny compared to the scale of the movement in Jakarta. The news report shows half a dozen young males in feminine clothing and makeup. Aside from several cars in the background, there is no observable traffic that the process seems to interrupt. The news report portrays several Indonesian policewomen, all veiled, assisting and accompanying the young fashionistas. The reporter explains that the policewomen go 'hand in hand' (menggandeng) with the fashionistas. The police attempt to harness the creative energy of the youth and turn them into traffic ambassadors (duta lalu lintas). Perhaps it is going too far to state, but the term for traffic here, lalu lintas ("lalu" means to pass by or pass through, and "lintas" means "to cross"), implies that the police are assisting them in crossing thresholds. In any case, from the perspective we have adopted in this chapter, Citayam Fashion Week can be analysed in terms of thresholds as a literal road crossing turned into a place where youth can cross over gender norms and class barriers. The policewomen, with their soft, feminine abilities, attempt to transform them into exemplary citizens. Discussion: Morality, Skin, and Borders In this article, we have actually passed over two apparent contradictions in Indonesian society. In the early 2000s, Indonesian policewomen recruits were required to prove their modesty by passing a virginity test in which their hymen was inspected. Yet, at the same time they needed to be attractive. And, moreover, they were not allowed to wear the Muslim veil. They had to be modest and protect themselves from male lust but also good-looking and visible to others. The other contradiction relates to a single crosswalk or zebra crossing in downtown Jakarta, Indonesia's capital city, in 2022. Instead of using this zebra crossing simply as a place to cross the road, some youths turned it to their own ends as an impromptu 'catwalk' and posted images of their fashion on Instagram. A kind of social movement has emerged whereby Indonesian youth are fashioning their identity that contravenes gender expectations. In an inconsequential news report on the Citayam Fashion Week in Makassar, policewomen were portrayed as co-opting and redirecting the movement into an instructional opportunity in orderly road crossing. The youths could thereby transformed into good citizens. Although the two phenomena – attractive modest police virgins and a crosswalk that became a catwalk – might seem distinct, underlying the paradoxes are similar issues which can be teased out by analysing them in terms of morality, gender, and clothing in relation to borders, buffer zones, and thresholds. Veils, hymens, clothes, make-up are all politically positioned as borders worth fighting for, as necessary borders. While some border disputes can be won (such as policewomen winning the right to veil on duty, or disrupting traffic by parading one's gender-bending fashion), others are either not challenged or unsuccessfully challenged (such as ending virginity tests). These borders of moral encounter enable and provoke various responses: the ban on veiling for Indonesian policewomen was something to challenge as it undermined women’s moral position and stopped their expression of piety – things their nation wanted them to be able to do. But fighting to stop virginity testing was not permissible because even suggesting a contestation implies immorality. Only the immoral could want to get rid of virginity tests. The Citayam Fashion Week presented potentially immoral youths who corrupt national values, but with the help of policewomen, literally and figuratively holding their hand, they could be transformed into worthwhile citizens. National values were at stake in clothing and skin. Conclusion Borders and buffer zone are crucial to a nation's image of itself; whether in the geographical shape of one's country, or in clothes and skin. Douglas suggests that the human experience of boundaries can symbolise society. If she is correct, Indonesian nationalist ideas about clothing, skin, and even hymens shape how Indonesians understand their own nation. Through the three case studies we argued firstly for the importance of analysing the fashioning of the body not only as a form of border maintenance, but as truly at the centre of understanding national morality in Indonesia. Secondly, the national border may also be a way to remake the individual. People see themselves in the 'shape' of their country. As Bille stated "like skin, borders are a protective integument as well as a surface of inscription. Like the body, the nation is skin deep" (71). Thresholds are just as they imply. Passing through a threshold, we cross over one side of the border. We can potentially occupy an in-between status in, for instance, demilitarised zones. Or we can continue on to the other side. To go over a threshold such as becoming a policewoman, a teenager, a fashionista, and a mini celebrity, a good citizen can be constituted through re-fashioning the body. Fashioning one's body can be done through adorning skin with makeup or clothes, covering or revealing the skin, including particular parts of the body deemed sacred, such as the aurat, or by maintaining a special type of skin such as the hymen. The skin that is re-fashioned thus becomes a site of border contention that we argue define not only personal but national identity. Acknowledgment This article was first presented by Sharyn Graham Davies as a plenary address on 24 November 2021 as part of the Women in Asia conference. References BBC News. "Hungarian Camerawoman Who Kicked Refugees Charged." 8 Sep. 2016. 3 Oct 2022 <https://www.bbc.com/news/world-europe-37304489>. Bennett, Linda Rae. "Zina and the Enigma of Sex Education for Indonesian Muslim Youth." Sex Education 7.4 (2007): 371- 386. Bille, Franck. "Skinworlds: Borders, Haptics, Topologies." Environment and Planning D: Society & Space 36.1 (2017): 60-77. Davies, Sharyn Graham. "Skins of Morality: Bio-borders, Ephemeral Citizenship and Policing Women in Indonesia." Asian Studies Review 42.1 (2018): 69-88. Davies, Sharyn Graham, Louise M. Stone, and John Buttle. "Covering Cops: Critical Reporting of Indonesian Police Corruption." Pacific Journalism Review 22 (2016): 185-201. Douglas, Mary. "External Boundaries." In Purity and Danger: An Analysis of the Concepts of Taboo and Pollution. London: Routlege, 2002. 115-129. Entwistle, Joanne. "Preface to the Second Edition." In The Fashioned Body: Fashion, Dress and Social Theory. New York: Polity Press, 2015. 2-26. Geertz, Clifford. "Ideology as a Cultural System." In The Interpretation of Cultures. New York: Basic Books, 1973. 193-233. Human Rights Watch. "Indonesia: No End to Abusive ‘Virginity Tests’; Military, Police Claim Discriminatory Practice Is for ‘Morality Reasons." 22 Nov. 2017. 3 Oct. 2022 <https://www.hrw.org/news/2017/11/22/indonesia-no-end-abusive-virginity-tests>. King, Emerald L., and Monika Winarnita. "Fashion: Editorial." M/C Journal 25.4 (2022). Kompas TV. "Fenomena 'Citayam Fashion Week' Menular ke Makassar, Muda-mudi Ini Dijadikan Duta Lalu Lintas.” 29 July 2022 <https://www.kompas.tv/article/314063/fenomena-citayam-fashion-week-menular-ke-makassar-muda-mudi-ini-dijadikan-duta-lalu-lintas>. Leach, E.R. "Magical Hair." The Journal of the Royal Anthropological Institute of Great Britain and Ireland 88.2 (1958): 147-164. Parker, Lyn. "To Cover the Aurat: Veiling, Sexual Morality and Agency among the Muslim Minangkabau, Indonesia." Intersections 16 (2008). <http://intersections.anu.edu.au/issue16/parker.htm>. Saraswati, Asri. Citayam Fashion Week: The Class Divide and the City. 2 Aug. 2022. 3 Oct. 2002 <https://indonesiaatmelbourne.unimelb.edu.au/citayam-fashion-week-class-divide-and-the-city/>. Souisa, Hellena, and Natasya Salim. "At Citayam Fashion Week, Jakarta's Budget Fashionistas Get Their Turn on the Catwalk." ABC News 7 Aug. 2022. 3 Oct 2022. <https://www.abc.net.au/news/2022-08-07/citayam-fashion-week-indonesia-underprivileged/101291202>. Tambiah, Stanley Jeyaraja. "The Galactic Polity: The Structure of Traditional Kingdoms in Southeast Asia." The Annals of the New York Academy of Sciences 293 (1977): 69-97. Turner, Victore W. "Betwixt and Between: The Liminal Period in Rites de Passage." In William Armand Lessa and Evon Zartman Vogt (eds.), Reader in Comparative Religion: An Anthropological Approach. London: Harper Collins, 1979 [1964]. 234-243. Van Gennep, Arnold. The Rites of Passage. London: Routledge 2004.

Permaculture is a creative design process that is based on ethics and design principles. It guides us to mimic the patterns and relationships we can find in nature and can be applied to all aspects of human habitation, from agriculture to ecological building, from appropriate technology to education and even economics. (permacultureprinciples.com)This paper considers permaculture as an example of counterculture in Australia. Permaculture is a neologism, the result of a contraction of ‘permanent’ and ‘agriculture’. In accordance with David Holmgren and Richard Telford definition quoted above, we intend permaculture as a design process based on a set of ethical and design principles. Rather than describing the history of permaculture, we choose two moments as paradigmatic of its evolution in relation to counterculture.The first moment is permaculture’s beginnings steeped in the same late 1960s turbulence that saw some people pursue an alternative lifestyle in Northern NSW and a rural idyll in Tasmania (Grayson and Payne). Ideas of a return to the land circulating in this first moment coalesced around the publication in 1978 of the book Permaculture One: A Perennial Agriculture for Human Settlements by Bill Mollison and David Holmgren, which functioned as “a disruptive technology, an idea that threatened to disrupt business as usual, to change the way we thought and did things”, as Russ Grayson writes in his contextual history of permaculture. The second moment is best exemplified by the definitions of permaculture as “a holistic system of design … most often applied to basic human needs such as water, food and shelter … also used to design more abstract systems such as community and economic structures” (Milkwood) and as “also a world wide network and movement of individuals and groups working in both rich and poor countries on all continents” (Holmgren).We argue that the shift in understanding of permaculture from the “back to the land movement” (Grayson) as a more wholesome alternative to consumer society to the contemporary conceptualisation of permaculture as an assemblage and global network of practices, is representative of the shifting dynamic between dominant paradigms and counterculture from the 1970s to the present. While counterculture was a useful way to understand the agency of subcultures (i.e. by countering mainstream culture and society) contemporary forms of globalised capitalism demand different models and vocabularies within which the idea of “counter” as clear cut alternative becomes an awkward fit.On the contrary we see the emergence of a repertoire of practices aimed at small-scale, localised solutions connected in transnational networks (Pink 105). These practices operate contrapuntally, a concept we borrow from Edward Said’s Culture and Imperialism (1993), to define how divergent practices play off each other while remaining at the edge, but still in a relation of interdependence with a dominant paradigm. In Said’s terms “contrapuntal reading” reveals what is left at the periphery of a mainstream narrative, but is at the same time instrumental to the development of events in the narrative itself. To illustrate this concept Said makes the case of novels where colonial plantations at the edge of the Empire make possible a certain lifestyle in England, but don’t appear in the narrative of that lifestyle itself (66-67).In keeping with permaculture design ecological principles, we argue that today permaculture is best understood as part of an assemblage of design objects, bacteria, economies, humans, plants, technologies, actions, theories, mushrooms, policies, affects, desires, animals, business, material and immaterial labour and politics and that it can be read as contrapuntal rather than as oppositional practice. Contrapuntal insofar as it is not directly oppositional preferring to reframe and reorientate everyday practices. The paper is structured in three parts: in the first one we frame our argument by providing a background to our understanding of counterculture and assemblage; in the second we introduce the beginning of permaculture in its historical context, and in third we propose to consider permaculture as an assemblage.Background: Counterculture and Assemblage We do not have the scope in this article to engage with contested definitions of counterculture in the Australian context, or their relation to contraculture or subculture. There is an emerging literature (Stickells, Robinson) touched on elsewhere in this issue. In this paper we view counterculture as social movements that “undermine societal hierarchies which structure urban life and create, instead a city organised on the basis of values such as action, local cultures, and decentred, participatory democracy” (Castells 19-20). Our focus on cities demonstrates the ways counterculture has shifted away from oppositional protest and towards ways of living sustainably in an increasingly urbanised world.Permaculture resonates with Castells’s definition and with other forms of protest, or what Musgrove calls “the dialectics of utopia” (16), a dynamic tension of political activism (resistance) and personal growth (aesthetics and play) that characterised ‘counterculture’ in the 1970s. McKay offers a similar view when he says such acts of counterculture are capable of “both a utopian gesture and a practical display of resistance” (27). But as a design practice, permaculture goes beyond the spectacle of protest.In this sense permaculture can be understood as an everyday act of resistance: “The design act is not a boycott, strike, protest, demonstration, or some other political act, but lends its power of resistance from being precisely a designerly way of intervening into people’s lives” (Markussen 38). We view permaculture design as a form of design activism that is embedded in everyday life. It is a process that aims to reorient a practice not by disrupting it but by becoming part of it.Guy Julier cites permaculture, along with the appropriate technology movement and community architecture, as one of many examples of radical thinking in design that emerged in the 1970s (225). This alignment of permaculture as a design practice that is connected to counterculture in an assemblage, but not entirely defined by it, is important in understanding the endurance of permaculture as a form of activism.In refuting the common and generalized narrative of failure that is used to describe the sixties (and can be extended to the seventies), Julie Stephens raises the many ways that the dominant ethos of the time was “revolutionised by the radicalism of the period, but in ways that bore little resemblance to the announced intentions of activists and participants themselves” (121). Further, she argues that the “extraordinary and paradoxical aspects of the anti-disciplinary protest of the period were that while it worked to collapse the division between opposition and complicity and problematised received understandings of the political, at the same time it reaffirmed its commitment to political involvement as an emancipatory, collective endeavour” (126).Many foresaw the political challenge of counterculture. From the belly of the beast, in 1975, Craig McGregor wrote that countercultures are “a crucial part of conventional society; and eventually they will be judged on how successful they transform it” (43). In arguing that permaculture is an assemblage and global network of practices, we contribute to a description of the shifting dynamic between dominant paradigms and counterculture that was identified by McGregor at the time and Stephens retrospectively, and we open up possibilities for reexamining an important moment in the history of Australian protest movements.Permaculture: Historical Context Together with practical manuals and theoretical texts permaculture has produced its foundation myths, centred around two father figures, Bill Mollison and David Holmgren. The pair, we read in accounts on the history of permaculture, met in the 1970s in Hobart at the University of Tasmania, where Mollison, after a polymath career, was a senior lecturer in Environmental Psychology, and Holmgren a student. Together they wrote the first article on permaculture in 1976 for the Organic Farmer and Gardener magazine (Grayson and Payne), which together with the dissemination of ideas via radio, captured the social imagination of the time. Two years later Holmgren and Mollison published the book Permaculture One: A Perennial Agricultural System for Human Settlements (Mollison and Holmgren).These texts and Mollison’s talks articulated ideas and desires and most importantly proposed solutions about living on the land, and led to the creation of the first ecovillage in Australia, Max Lindegger’s Crystal Waters in South East Queensland, the first permaculture magazine (titled Permaculture), and the beginning of the permaculture network (Grayson and Payne). In 1979 Mollison taught the first permaculture course, and published the second book. Grayson and Payne stress how permaculture media practices, such as the radio interview mentioned above and publications like Permaculture Magazine and Permaculture International Journal were key factors in the spreading of the design system and building a global network.The ideas developed around the concept of permaculture were shaped by, and in turned contributed to shape, the social climate of the late 1960s and early 1970s that captured the discontent with both capitalism and the Cold War, and that coalesced in “alternative lifestyles groups” (Metcalf). In 1973, for instance, the Aquarius Festival in Nimbin was not only a countercultural landmark, but also the site of emergence of alternative experiments in living that found their embodiment in experimental housing design (Stickells). The same interest in technological innovation mixed with rural skills animated one of permaculture’s precursors, the “back to the land movement” and its attempt “to blend rural traditionalism and technological and ideological modernity” (Grayson).This character of remix remains one of the characteristics of permaculture. Unlike movements based mostly on escape from the mainstream, permaculture offered a repertoire, and a system of adaptable solutions to live both in the country and the city. Like many aspects of the “alternative lifestyle” counterculture, permaculture was and is intensely biopolitical in the sense that it is concerned with the management of life itself “from below”: one’s own, people’s life and life on planet earth more generally. This understanding of biopolitics as power of life rather than over life is translated in permaculture into malleable design processes across a range of diversified practices. These are at the basis of the endurance of permaculture beyond the experiments in alternative lifestyles.In distinguishing it from sustainability (a contested concept among permaculture practitioners, some of whom prefer the notion of “planning for abundance”), Barry sees permaculture as:locally based and robustly contextualized implementations of sustainability, based on the notion that there is no ‘one size fits all’ model of sustainability. Permaculture, though rightly wary of more mainstream, reformist, and ‘business as usual’ accounts of sustainability can be viewed as a particular localized, and resilience-based conceptualization of sustainable living and the creation of ‘sustainable communities’. (83)The adaptability of permaculture to diverse solutions is stressed by Molly Scott-Cato, who, following David Holmgren, defines it as follows: “Permaculture is not a set of rules; it is a process of design based around principles found in the natural world, of cooperation and mutually beneficial relationships, and translating these principles into actions” (176).Permaculture Practice as Assemblage Scott Cato’s definition of permaculture helps us to understand both its conceptual framework as it is set out in permaculture manuals and textbooks, and the way it operates in practice at an individual, local, regional, national and global level, as an assemblage. Using the idea of assemblage, as defined by Jane Bennett, we are able to understand permaculture as part of an “ad hoc grouping”, a “collectivity” made up of many types of actors, humans, non humans, nature and culture, whose “coherence co-exists with energies and countercultures that exceed and confound it” (445-6). Put slightly differently, permaculture is part of “living” assemblage whose existence is not dependent on or governed by a “central power”. Nor can it be influenced by any single entity or member (445-6). Rather, permaculture is a “complex, gigantic whole” that is “made up variously, of somatic, technological, cultural, and atmospheric elements” (447).In considering permaculture as an assemblage that includes countercultural elements, we specifically adhere to John Law’s description of Actor Network Theory as an approach that relies on an empirical foundation rather than a theoretical one in order to “tell stories about ‘how’ relationships assemble or don’t” (141). The hybrid nature of permaculture design involving both human and non human stakeholders and their social and material dependencies can be understood as an “assembly” or “thing,” where everything not only plays its part relationally but where “matters of fact” are combined with “matters of concern” (Latour, "Critique"). As Barry explains, permaculture is a “holistic and systems-based approach to understanding and designing human-nature relations” (82). Permaculture principles are based on the enactment of interconnections, continuous feedback and reshuffling among plants, humans, animals, chemistry, social life, things, energy, built and natural environment, and tools.Bruno Latour calls this kind of relationality a “sphere” or a “network” that comprises of many interconnected nodes (Latour, "Actor-Network" 31). The connections between the nodes are not arbitrary, they are based on “associations” that dissolve the “micro-macro distinctions” of near and far, emphasizing the “global entity” of networks (361-381). Not everything is globalised but the global networks that structure the planet affect everything and everyone. In the context of permaculture, we argue that despite being highly connected through a network of digital and analogue platforms, the movement remains localised. In other words, permaculture is both local and global articulating global matters of concern such as food production, renewable energy sources, and ecological wellbeing in deeply localised variants.These address how the matters of concerns engendered by global networks in specific places interact with local elements. A community based permaculture practice in a desert area, for instance, will engage with storing renewable energy, or growing food crops and maintaining a stable ecology using the same twelve design principles and ethics as an educational business doing rooftop permaculture in a major urban centre. The localised applications, however, will result in a very different permaculture assemblage of animals, plants, technologies, people, affects, discourses, pedagogies, media, images, and resources.Similarly, if we consider permaculture as a network of interconnected nodes on a larger scale, such as in the case of national organisations, we can see how each node provides a counterpoint that models ecological best practices with respect to ingrained everyday ways of doing things, corporate and conventional agriculture, and so on. This adaptability and ability to effect practices has meant that permaculture’s sphere of influence has grown to include public institutions, such as city councils, public and private spaces, and schools.A short description of some of the nodes in the evolving permaculture assemblage in Sydney, where we live, is an example of the way permaculture has advanced from its alternative lifestyle beginnings to become part of the repertoire of contemporary activism. These practices, in turn, make room for accepted ways of doing things to move in new directions. In this assemblage each constellation operates within well established sites: local councils, public spaces, community groups, and businesses, while changing the conventional way these sites operate.The permaculture assemblage in Sydney includes individuals and communities in local groups coordinated in a city-wide network, Permaculture Sydney, connected to similar regional networks along the NSW seaboard; local government initiatives, such as in Randwick, Sydney, and Pittwater and policies like Sustainable City Living; community gardens like the inner city food forest at Angel Street or the hybrid public open park and educational space at the Permaculture Interpretive Garden; private permaculture gardens; experiments in grassroot urban permaculture and in urban agriculture; gardening, education and landscape business specialising in permaculture design, like Milkwood and Sydney Organic Gardens; loose groups of permaculturalists gathering around projects, such as Permablitz Sydney; media personalities and programs, as in the case of the hugely successful garden show Gardening Australia hosted by Costa Georgiadis; germane organisations dedicated to food sovereignty or seed saving, the Transition Towns movement; farmers’ markets and food coops; and multifarious private/public sustainability initiatives.Permaculture is a set of practices that, in themselves are not inherently “against” anything, yet empower people to form their own lifestyles and communities. After all, permaculture is a design system, a way to analyse space, and body of knowledge based on set principles and ethics. The identification of permaculture as a form of activism, or indeed as countercultural, is externally imposed, and therefore contingent on the ways conventional forms of housing and food production are understood as being in opposition.As we have shown elsewhere (2014) thinking through design practices as assemblages can describe hybrid forms of participation based on relationships to broader political movements, disciplines and organisations.Use Edges and Value the Marginal The eleventh permaculture design principle calls for an appreciation of the marginal and the edge: “The interface between things is where the most interesting events take place. These are often the most valuable, diverse and productive elements in the system” (permacultureprinciples.com). In other words the edge is understood as the site where things come together generating new possible paths and interactions. In this paper we have taken this metaphor to think through the relations between permaculture and counterculture. We argued that permaculture emerged from the countercultural ferment of the late 1960s and 1970s and intersected with other fringe alternative lifestyle experiments. In its contemporary form the “counter” value needs to be understood as counterpoint rather than as a position of pure oppositionality to the mainstream.The edge in permaculture is not a boundary on the periphery of a design, but a site of interconnection, hybridity and exchange, that produces adaptable and different possibilities. Similarly permaculture shares with forms of contemporary activism “flexible action repertoires” (Mayer 203) able to interconnect and traverse diverse contexts, including mainstream institutions. Permaculture deploys an action repertoire that integrates not segregates and that is aimed at inviting a shift in everyday practices and at doing things differently: differently from the mainstream and from the way global capital operates, without claiming to be in a position outside global capital flows. In brief, the assemblages of practices, ideas, and people generated by permaculture, like the ones described in this paper, as a counterpoint bring together discordant elements on equal terms.ReferencesBarry, John. The Politics of Actually Existing Unsustainability: Human Flourishing in a Climate-Changed, Carbon Constrained World. 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Introduction I am a transmigrant who has moved back and forth between the West and the Rest. I was born and raised in a Muslim family in a predominantly Muslim country, Bangladesh, but I spent several years of my childhood in Pakistan. After my marriage, I lived in the United States for a year and a half, the Middle East for 5 years, Australia for three years, back to the Middle East for another 5 years, then, finally, in Australia for the last 12 years. I speak Bengali (my mother tongue), Urdu (which I learnt in Pakistan), a bit of Arabic (learnt in the Middle East); but English has always been my medium of instruction. So where is home? Is it my place of origin, the Muslim umma, or my land of settlement? Or is it my ‘root’ or my ‘route’ (Blunt and Dowling)? Blunt and Dowling (199) observe that the lives of transmigrants are often interpreted in terms of their ‘roots’ and ‘routes’, which are two frameworks for thinking about home, homeland and diaspora. Whereas ‘roots’ might imply an original homeland from which people have scattered, and to which they might seek to return, ‘routes’ focuses on mobile, multiple and transcultural geographies of home. However, both ‘roots’ and ‘routes’ are attached to emotion and identity, and both invoke a sense of place, belonging or alienation that is intrinsically tied to a sense of self (Blunt and Dowling 196-219). In this paper, I equate home with my root (place of birth) and route (transnational homing) within the context of the ‘diaspora and belonging’. First I define the diaspora and possible criteria of belonging. Next I describe my transnational homing within the framework of diaspora and belonging. Finally, I consider how Australia can be a ‘home’ for me and other Muslim Australians. The Diaspora and Belonging Blunt and Dowling (199) define diaspora as “scattering of people over space and transnational connections between people and the places”. Cohen emphasised the ethno-cultural aspects of the diaspora setting; that is, how migrants identify and position themselves in other nations in terms of their (different) ethnic and cultural orientation. Hall argues that the diasporic subjects form a cultural identity through transformation and difference. Speaking of the Hindu diaspora in the UK and Caribbean, Vertovec (21-23) contends that the migrants’ contact with their original ‘home’ or diaspora depends on four factors: migration processes and factors of settlement, cultural composition, structural and political power, and community development. With regard to the first factor, migration processes and factors of settlement, Vertovec explains that if the migrants are political or economic refugees, or on a temporary visa, they are likely to live in a ‘myth of return’. In the cultural composition context, Vertovec argues that religion, language, region of origin, caste, and degree of cultural homogenisation are factors in which migrants are bound to their homeland. Concerning the social structure and political power issue, Vertovec suggests that the extent and nature of racial and ethnic pluralism or social stigma, class composition, degree of institutionalised racism, involvement in party politics (or active citizenship) determine migrants’ connection to their new or old home. Finally, community development, including membership in organisations (political, union, religious, cultural, leisure), leadership qualities, and ethnic convergence or conflict (trends towards intra-communal or inter-ethnic/inter-religious co-operation) would also affect the migrants’ sense of belonging. Using these scholarly ideas as triggers, I will examine my home and belonging over the last few decades. My Home In an initial stage of my transmigrant history, my home was my root (place of birth, Dhaka, Bangladesh). Subsequently, my routes (settlement in different countries) reshaped my homes. In all respects, the ethno-cultural factors have played a big part in my definition of ‘home’. But on some occasions my ethnic identification has been overridden by my religious identification and vice versa. By ethnic identity, I mean my language (mother tongue) and my connection to my people (Bangladeshi). By my religious identity, I mean my Muslim religion, and my spiritual connection to the umma, a Muslim nation transcending all boundaries. Umma refers to the Muslim identity and unity within a larger Muslim group across national boundaries. The only thing the members of the umma have in common is their Islamic belief (Spencer and Wollman 169-170). In my childhood my father, a banker, was relocated to Karachi, Pakistan (then West Pakistan). Although I lived in Pakistan for much of my childhood, I have never considered it to be my home, even though it is predominantly a Muslim country. In this case, my home was my root (Bangladesh) where my grandparents and extended family lived. Every year I used to visit my grandparents who resided in a small town in Bangladesh (then East Pakistan). Thus my connection with my home was sustained through my extended family, ethnic traditions, language (Bengali/Bangla), and the occasional visits to the landscape of Bangladesh. Smith (9-11) notes that people build their connection or identity to their homeland through their historic land, common historical memories, myths, symbols and traditions. Though Pakistan and Bangladesh had common histories, their traditions of language, dress and ethnic culture were very different. For example, the celebration of the Bengali New Year (Pohela Baishakh), folk dance, folk music and folk tales, drama, poetry, lyrics of poets Rabindranath Tagore (Rabindra Sangeet) and Nazrul Islam (Nazrul Geeti) are distinct in the cultural heritage of Bangladesh. Special musical instruments such as the banshi (a bamboo flute), dhol (drums), ektara (a single-stringed instrument) and dotara (a four-stringed instrument) are unique to Bangladeshi culture. The Bangladeshi cuisine (rice and freshwater fish) is also different from Pakistan where people mainly eat flat round bread (roti) and meat (gosh). However, my bonding factor to Bangladesh was my relatives, particularly my grandparents as they made me feel one of ‘us’. Their affection for me was irreplaceable. The train journey from Dhaka (capital city) to their town, Noakhali, was captivating. The hustle and bustle at the train station and the lush green paddy fields along the train journey reminded me that this was my ‘home’. Though I spoke the official language (Urdu) in Pakistan and had a few Pakistani friends in Karachi, they could never replace my feelings for my friends, extended relatives and cousins who lived in Bangladesh. I could not relate to the landscape or dry weather of Pakistan. More importantly, some Pakistani women (our neighbours) were critical of my mother’s traditional dress (saree), and described it as revealing because it showed a bit of her back. They took pride in their traditional dress (shalwar, kameez, dopatta), which they considered to be more covered and ‘Islamic’. So, because of our traditional dress (saree) and perhaps other differences, we were regarded as the ‘Other’. In 1970 my father was relocated back to Dhaka, Bangladesh, and I was glad to go home. It should be noted that both Pakistan and Bangladesh were separated from India in 1947 – first as one nation; then, in 1971, Bangladesh became independent from Pakistan. The conflict between Bangladesh (then East Pakistan) and Pakistan (then West Pakistan) originated for economic and political reasons. At this time I was a high school student and witnessed acts of genocide committed by the Pakistani regime against the Bangladeshis (March-December 1971). My memories of these acts are vivid and still very painful. After my marriage, I moved from Bangladesh to the United States. In this instance, my new route (Austin, Texas, USA), as it happened, did not become my home. Here the ethno-cultural and Islamic cultural factors took precedence. I spoke the English language, made some American friends, and studied history at the University of Texas. I appreciated the warm friendship extended to me in the US, but experienced a degree of culture shock. I did not appreciate the pub life, alcohol consumption, and what I perceived to be the lack of family bonds (children moving out at the age of 18, families only meeting occasionally on birthdays and Christmas). Furthermore, I could not relate to de facto relationships and acceptance of sex before marriage. However, to me ‘home’ meant a family orientation and living in close contact with family. Besides the cultural divide, my husband and I were living in the US on student visas and, as Vertovec (21-23) noted, temporary visa status can deter people from their sense of belonging to the host country. In retrospect I can see that we lived in the ‘myth of return’. However, our next move for a better life was not to our root (Bangladesh), but another route to the Muslim world of Dhahran in Saudi Arabia. My husband moved to Dhahran not because it was a Muslim world but because it gave him better economic opportunities. However, I thought this new destination would become my home – the home that was coined by Anderson as the imagined nation, or my Muslim umma. Anderson argues that the imagined communities are “to be distinguished, not by their falsity/genuineness, but by the style in which they are imagined” (6; Wood 61). Hall (122) asserts: identity is actually formed through unconscious processes over time, rather than being innate in consciousness at birth. There is always something ‘imaginary’ or fantasized about its unity. It always remains incomplete, is always ‘in process’, always ‘being formed’. As discussed above, when I had returned home to Bangladesh from Pakistan – both Muslim countries – my primary connection to my home country was my ethnic identity, language and traditions. My ethnic identity overshadowed the religious identity. But when I moved to Saudi Arabia, where my ethnic identity differed from that of the mainstream Arabs and Bedouin/nomadic Arabs, my connection to this new land was through my Islamic cultural and religious identity. Admittedly, this connection to the umma was more psychological than physical, but I was now in close proximity to Mecca, and to my home of Dhaka, Bangladesh. Mecca is an important city in Saudi Arabia for Muslims because it is the holy city of Islam, the home to the Ka’aba (the religious centre of Islam), and the birthplace of Prophet Muhammad [Peace Be Upon Him]. It is also the destination of the Hajj, one of the five pillars of Islamic faith. Therefore, Mecca is home to significant events in Islamic history, as well as being an important present day centre for the Islamic faith. We lived in Dhahran, Saudi Arabia for 5 years. Though it was a 2.5 hours flight away, I treasured Mecca’s proximity and regarded Dhahran as my second and spiritual home. Saudi Arabia had a restricted lifestyle for women, but I liked it because it was a Muslim country that gave me the opportunity to perform umrah Hajj (pilgrimage). However, Saudi Arabia did not allow citizenship to expatriates. Saudi Arabia’s government was keen to protect the status quo and did not want to compromise its cultural values or standard of living by allowing foreigners to become a permanent part of society. In exceptional circumstances only, the King granted citizenship to a foreigner for outstanding service to the state over a number of years. Children of foreigners born in Saudi Arabia did not have rights of local citizenship; they automatically assumed the nationality of their parents. If it was available, Saudi citizenship would assure expatriates a secure and permanent living in Saudi Arabia; as it was, there was a fear among the non-Saudis that they would have to leave the country once their job contract expired. Under the circumstances, though my spiritual connection to Mecca was strong, my husband was convinced that Saudi Arabia did not provide any job security. So, in 1987 when Australia offered migration to highly skilled people, my husband decided to migrate to Australia for a better and more secure economic life. I agreed to his decision, but quite reluctantly because we were again moving to a non-Muslim part of the world, which would be culturally different and far away from my original homeland (Bangladesh). In Australia, we lived first in Brisbane, then Adelaide, and after three years we took our Australian citizenship. At that stage I loved the Barossa Valley and Victor Harbour in South Australia, and the Gold Coast and Sunshine Coast in Queensland, but did not feel at home in Australia. We bought a house in Adelaide and I was a full time home-maker but was always apprehensive that my children (two boys) would lose their culture in this non-Muslim world. In 1990 we once again moved back to the Muslim world, this time to Muscat, Sultanate of Oman. My connection to this route was again spiritual. I valued the fact that we would live in a Muslim country and our children would be brought up in a Muslim environment. But my husband’s move was purely financial as he got a lucrative job offer in Muscat. We had another son in Oman. We enjoyed the luxurious lifestyle provided by my husband’s workplace and the service provided by the housemaid. I loved the beaches and freedom to drive my car, and I appreciated the friendly Omani people. I also enjoyed our frequent trips (4 hours flight) to my root, Dhaka, Bangladesh. So our children were raised within our ethnic and Islamic culture, remained close to my root (family in Dhaka), though they attended a British school in Muscat. But by the time I started considering Oman to be my second home, we had to leave once again for a place that could provide us with a more secure future. Oman was like Saudi Arabia; it employed expatriates only on a contract basis, and did not give them citizenship (not even fellow Muslims). So after 5 years it was time to move back to Australia. It was with great reluctance that I moved with my husband to Brisbane in 1995 because once again we were to face a different cultural context. As mentioned earlier, we lived in Brisbane in the late 1980s; I liked the weather, the landscape, but did not consider it home for cultural reasons. Our boys started attending expensive private schools and we bought a house in a prestigious Western suburb in Brisbane. Soon after arriving I started my tertiary education at the University of Queensland, and finished an MA in Historical Studies in Indian History in 1998. Still Australia was not my home. I kept thinking that we would return to my previous routes or the ‘imagined’ homeland somewhere in the Middle East, in close proximity to my root (Bangladesh), where we could remain economically secure in a Muslim country. But gradually I began to feel that Australia was becoming my ‘home’. I had gradually become involved in professional and community activities (with university colleagues, the Bangladeshi community and Muslim women’s organisations), and in retrospect I could see that this was an early stage of my ‘self-actualisation’ (Maslow). Through my involvement with diverse people, I felt emotionally connected with the concerns, hopes and dreams of my Muslim-Australian friends. Subsequently, I also felt connected with my mainstream Australian friends whose emotions and fears (9/11 incident, Bali bombing and 7/7 tragedy) were similar to mine. In late 1998 I started my PhD studies on the immigration history of Australia, with a particular focus on the historical settlement of Muslims in Australia. This entailed retrieving archival files and interviewing people, mostly Muslims and some mainstream Australians, and enquiring into relevant migration issues. I also became more active in community issues, and was not constrained by my circumstances. By circumstances, I mean that even though I belonged to a patriarchally structured Muslim family, where my husband was the main breadwinner, main decision-maker, my independence and research activities (entailing frequent interstate trips for data collection, and public speaking) were not frowned upon or forbidden (Khan 14-15); fortunately, my husband appreciated my passion for research and gave me his trust and support. This, along with the Muslim community’s support (interviews), and the wider community’s recognition (for example, the publication of my letters in Australian newspapers, interviews on radio and television) enabled me to develop my self-esteem and built up my bicultural identity as a Muslim in a predominantly Christian country and as a Bangladeshi-Australian. In 2005, for the sake of a better job opportunity, my husband moved to the UK, but this time I asserted that I would not move again. I felt that here in Australia (now in Perth) I had a job, an identity and a home. This time my husband was able to secure a good job back in Australia and was only away for a year. I no longer dream of finding a home in the Middle East. Through my bicultural identity here in Australia I feel connected to the wider community and to the Muslim umma. However, my attachment to the umma has become ambivalent. I feel proud of my Australian-Muslim identity but I am concerned about the jihadi ideology of militant Muslims. By jihadi ideology, I mean the extremist ideology of the al-Qaeda terrorist group (Farrar 2007). The Muslim umma now incorporates both moderate and radical Muslims. The radical Muslims (though only a tiny minority of 1.4 billion Muslims worldwide) pose a threat to their moderate counterparts as well as to non-Muslims. In the UK, some second- and third-generation Muslims identify themselves with the umma rather than their parents’ homelands or their country of birth (Husain). It should not be a matter of concern if these young Muslims adopt a ‘pure’ Muslim identity, providing at the same time they are loyal to their country of residence. But when they resort to terrorism with their ‘pure’ Muslim identity (e.g., the 7/7 London bombers) they defame my religion Islam, and undermine my spiritual connection to the umma. As a 1st generation immigrant, the defining criteria of my ‘homeliness’ in Australia are my ethno-cultural and religious identity (which includes my family), my active citizenship, and my community development/contribution through my research work – all of which allow me a sense of efficacy in my life. My ethnic and religious identities generally co-exist equally, but when I see some Muslims kill my fellow Australians (such as the Bali bombings in 2002 and 2005) my Australian identity takes precedence. I feel for the victims and condemn the perpetrators. On the other hand, when I see politics play a role over the human rights issues (e.g., the Tampa incident), my religious identity begs me to comment on it (see Kabir, Muslims in Australia 295-305). Problematising ‘Home’ for Muslim Australians In the European context, Grillo (863) and Werbner (904), and in the Australian context, Kabir (Muslims in Australia) and Poynting and Mason, have identified the diversity within Islam (national, ethnic, religious etc). Werbner (904) notes that in spite of the “wishful talk of the emergence of a ‘British Islam’, even today there are Pakistani, Bangladeshi and Arab mosques, as well as Turkish and Shia’a mosques”; thus British Muslims retain their separate identities. Similarly, in Australia, the existence of separate mosques for the Bangladeshi, Pakistani, Arab and Shia’a peoples indicates that Australian Muslims have also kept their ethnic identities discrete (Saeed 64-77). However, in times of crisis, such as the Salman Rushdie affair in 1989, and the 1990-1991 Gulf crises, both British and Australian Muslims were quick to unite and express their Islamic identity by way of resistance (Kabir, Muslims in Australia 160-162; Poynting and Mason 68-70). In both British and Australian contexts, I argue that a peaceful rally or resistance is indicative of active citizenship of Muslims as it reveals their sense of belonging (also Werbner 905). So when a transmigrant Muslim wants to make a peaceful demonstration, the Western world should be encouraged, not threatened – as long as the transmigrant’s allegiances lie also with the host country. In the European context, Grillo (868) writes: when I asked Mehmet if he was planning to stay in Germany he answered without hesitation: ‘Yes, of course’. And then, after a little break, he added ‘as long as we can live here as Muslims’. In this context, I support Mehmet’s desire to live as a Muslim in a non-Muslim world as long as this is peaceful. Paradoxically, living a Muslim life through ijtihad can be either socially progressive or destructive. The Canadian Muslim feminist Irshad Manji relies on ijtihad, but so does Osama bin Laden! Manji emphasises that ijtihad can be, on the one hand, the adaptation of Islam using independent reasoning, hybridity and the contesting of ‘traditional’ family values (c.f. Doogue and Kirkwood 275-276, 314); and, on the other, ijtihad can take the form of conservative, patriarchal and militant Islamic values. The al-Qaeda terrorist Osama bin Laden espouses the jihadi ideology of Sayyid Qutb (1906-1966), an Egyptian who early in his career might have been described as a Muslim modernist who believed that Islam and Western secular ideals could be reconciled. But he discarded that idea after going to the US in 1948-50; there he was treated as ‘different’ and that treatment turned him against the West. He came back to Egypt and embraced a much more rigid and militaristic form of Islam (Esposito 136). Other scholars, such as Cesari, have identified a third orientation – a ‘secularised Islam’, which stresses general beliefs in the values of Islam and an Islamic identity, without too much concern for practices. Grillo (871) observed Islam in the West emphasised diversity. He stressed that, “some [Muslims were] more quietest, some more secular, some more clamorous, some more negotiatory”, while some were exclusively characterised by Islamic identity, such as wearing the burqa (elaborate veils), hijabs (headscarves), beards by men and total abstinence from drinking alcohol. So Mehmet, cited above, could be living a Muslim life within the spectrum of these possibilities, ranging from an integrating mode to a strict, militant Muslim manner. In the UK context, Zubaida (96) contends that marginalised, culturally-impoverished youth are the people for whom radical, militant Islamism may have an appeal, though it must be noted that the 7/7 bombers belonged to affluent families (O’Sullivan 14; Husain). In Australia, Muslim Australians are facing three challenges. First, the Muslim unemployment rate: it was three times higher than the national total in 1996 and 2001 (Kabir, Muslims in Australia 266-278; Kabir, “What Does It Mean” 63). Second, some spiritual leaders have used extreme rhetoric to appeal to marginalised youth; in January 2007, the Australian-born imam of Lebanese background, Sheikh Feiz Mohammad, was alleged to have employed a DVD format to urge children to kill the enemies of Islam and to have praised martyrs with a violent interpretation of jihad (Chulov 2). Third, the proposed citizenship test has the potential to make new migrants’ – particularly Muslims’ – settlement in Australia stressful (Kabir, “What Does It Mean” 62-79); in May 2007, fuelled by perceptions that some migrants – especially Muslims – were not integrating quickly enough, the Howard government introduced a citizenship test bill that proposes to test applicants on their English language skills and knowledge of Australian history and ‘values’. I contend that being able to demonstrate knowledge of history and having English language skills is no guarantee that a migrant will be a good citizen. Through my transmigrant history, I have learnt that developing a bond with a new place takes time, acceptance and a gradual change of identity, which are less likely to happen when facing assimilationist constraints. I spoke English and studied history in the United States, but I did not consider it my home. I did not speak the Arabic language, and did not study Middle Eastern history while I was in the Middle East, but I felt connected to it for cultural and religious reasons. Through my knowledge of history and English language proficiency I did not make Australia my home when I first migrated to Australia. Australia became my home when I started interacting with other Australians, which was made possible by having the time at my disposal and by fortunate circumstances, which included a fairly high level of efficacy and affluence. If I had been rejected because of my lack of knowledge of ‘Australian values’, or had encountered discrimination in the job market, I would have been much less willing to embrace my host country and call it home. I believe a stringent citizenship test is more likely to alienate would-be citizens than to induce their adoption of values and loyalty to their new home. Conclusion Blunt (5) observes that current studies of home often investigate mobile geographies of dwelling and how it shapes one’s identity and belonging. Such geographies of home negotiate from the domestic to the global context, thus mobilising the home beyond a fixed, bounded and confining location. Similarly, in this paper I have discussed how my mobile geography, from the domestic (root) to global (route), has shaped my identity. Though I received a degree of culture shock in the United States, loved the Middle East, and was at first quite resistant to the idea of making Australia my second home, the confidence I acquired in residing in these ‘several homes’ were cumulative and eventually enabled me to regard Australia as my ‘home’. I loved the Middle East, but I did not pursue an active involvement with the Arab community because I was a busy mother. Also I lacked the communication skill (fluency in Arabic) with the local residents who lived outside the expatriates’ campus. I am no longer a cultural freak. I am no longer the same Bangladeshi woman who saw her ethnic and Islamic culture as superior to all other cultures. I have learnt to appreciate Australian values, such as tolerance, ‘a fair go’ and multiculturalism (see Kabir, “What Does It Mean” 62-79). My bicultural identity is my strength. With my ethnic and religious identity, I can relate to the concerns of the Muslim community and other Australian ethnic and religious minorities. And with my Australian identity I have developed ‘a voice’ to pursue active citizenship. Thus my biculturalism has enabled me to retain and merge my former home with my present and permanent home of Australia. References Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London, New York: Verso, 1983. Australian Bureau of Statistics: Census of Housing and Population, 1996 and 2001. Blunt, Alison. Domicile and Diaspora: Anglo-Indian Women and the Spatial Politics of Home. Oxford: Blackwell, 2005. Blunt, Alison, and Robyn Dowling. Home. London and New York: Routledge, 2006. Cesari, Jocelyne. “Muslim Minorities in Europe: The Silent Revolution.” In John L. Esposito and Burgat, eds., Modernising Islam: Religion in the Public Sphere in Europe and the Middle East. London: Hurst, 2003. 251-269. Chulov, Martin. “Treatment Has Sheik Wary of Returning Home.” Weekend Australian 6-7 Jan. 2007: 2. Cohen, Robin. Global Diasporas: An Introduction. Seattle: University of Washington, 1997. Doogue, Geraldine, and Peter Kirkwood. Tomorrow’s Islam: Uniting Old-Age Beliefs and a Modern World. Sydney: ABC Books, 2005. Esposito, John. The Islamic Threat: Myth or Reality? 3rd ed. New York, Oxford: Oxford UP, 1999. Farrar, Max. “When the Bombs Go Off: Rethinking and Managing Diversity Strategies in Leeds, UK.” International Journal of Diversity in Organisations, Communities and Nations 6.5 (2007): 63-68. Grillo, Ralph. “Islam and Transnationalism.” Journal of Ethnic and Migration Studies 30.5 (Sep. 2004): 861-878. Hall, Stuart. Polity Reader in Cultural Theory. Cambridge: Polity Press, 1994. Huntington, Samuel, P. The Clash of Civilisation and the Remaking of World Order. London: Touchstone, 1998. Husain, Ed. The Islamist: Why I Joined Radical Islam in Britain, What I Saw inside and Why I Left. London: Penguin, 2007. Kabir, Nahid. Muslims in Australia: Immigration, Race Relations and Cultural History. London: Kegan Paul, 2005. ———. “What Does It Mean to Be Un-Australian: Views of Australian Muslim Students in 2006.” People and Place 15.1 (2007): 62-79. Khan, Shahnaz. Aversion and Desire: Negotiating Muslim Female Identity in the Diaspora. Toronto: Women’s Press, 2002. Manji, Irshad. The Trouble with Islam Today. Canada:Vintage, 2005. Maslow, Abraham. Motivation and Personality. New York: Harper, 1954. O’Sullivan, J. “The Real British Disease.” Quadrant (Jan.-Feb. 2006): 14-20. Poynting, Scott, and Victoria Mason. “The Resistible Rise of Islamophobia: Anti-Muslim Racism in the UK and Australia before 11 September 2001.” Journal of Sociology 43.1 (2007): 61-86. Saeed, Abdallah. Islam in Australia. Sydney: Allen and Unwin, 2003. Smith, Anthony D. National Identity. Harmondsworth: Penguin, 1991. Spencer, Philip, and Howard Wollman. Nationalism: A Critical Introduction. London: Sage, 2002. Vertovec, Stevens. The Hindu Diaspora: Comparative Patterns. London: Routledge. 2000. Werbner, Pnina, “Theorising Complex Diasporas: Purity and Hybridity in the South Asian Public Sphere in Britain.” Journal of Ethnic and Migration Studies 30.5 (2004): 895-911. Wood, Dennis. “The Diaspora, Community and the Vagrant Space.” In Cynthia Vanden Driesen and Ralph Crane, eds., Diaspora: The Australasian Experience. New Delhi: Prestige, 2005. 59-64. Zubaida, Sami. “Islam in Europe: Unity or Diversity.” Critical Quarterly 45.1-2 (2003): 88-98. Citation reference for this article MLA Style Kabir, Nahid. "Why I Call Australia ‘Home’?: A Transmigrant’s Perspective." M/C Journal 10.4 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0708/15-kabir.php>. APA Style Kabir, N. (Aug. 2007) "Why I Call Australia ‘Home’?: A Transmigrant’s Perspective," M/C Journal, 10(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0708/15-kabir.php>.

Previously limited and somewhat neglected as a focus of academic scrutiny, interest in home and domesticity is now growing apace across the humanities and social sciences (Mallett; Blunt, “Cultural Geographies of Home”; Blunt and Dowling). This is evidenced in the recent publication of a range of books on home from various disciplines (Chapman and Hockey; Cieraad; Miller; Chapman; Pink; Blunt and Dowling), the advent in 2004 of a new journal, Home Cultures, focused specifically on the subject of home and domesticity, as well as similar recent special issues in several other journals, including Antipode, Cultural Geographies, Signs and Housing, Theory and Society. This increased interest in the home as a site of social and cultural inquiry reflects a renewed fascination with home and domesticity in the media, popular culture and everyday life. Domestic life is explicitly central to the plot and setting of many popular and/or critically-acclaimed television programs, especially suburban dramas like Neighbours [Australia], Coronation Street [UK], Desperate Housewives [US] and The Secret Life of Us [Australia]. The deeply-held value of home – as a place that must be saved or found – is also keenly represented in films such as The Castle [Australia], Floating Life [Australia], Rabbit-Proof Fence [Australia], House of Sand and Fog [US], My Life as a House [US] and Under the Tuscan Sun [US]. But the prominence of home in popular media imaginaries of Australia and other Western societies runs deeper than as a mere backdrop for entertainment. Perhaps most telling of all is the rise and ratings success of a range of reality and/or lifestyle television programs which provide their audiences with key information on buying, building, renovating, designing and decorating home. In Australia, these include Backyard Blitz , Renovation Rescue, The Block, Changing Rooms, DIY Rescue, Location, Location and Our House. Likewise, popular magazines like Better Homes and Gardens and Australian Vogue Living tell us how to make our homes more beautiful and functional. Other reality programs, meanwhile, focus on how we might secure the borders of our suburban homes (Crimewatch [UK]) and our homeland (Border Security [Australia]). Home is also a strong theme in other media forms and debates, including life writing, novels, art and public dialogue about immigration and national values (see Blunt and Dowling). Indeed, notions of home increasingly frame ‘real world’ experiences, “especially for the historically unprecedented number of people migrating across countries”, where movement and resettlement are often configured through processes of leaving and establishing home (Blunt and Dowling 2). In this issue of M/C Journal we contribute to these critical voices and popular debates, seeking to further untangle the intricate and multi-layered connections between home and everyday life in the contemporary world. Before introducing the articles comprising this issue, we want to extend some of the key themes that weave through academic and popular discussions of home and domesticity, and which are taken up and extended here by the subsequent articles. Home is powerful, emotive and multi-faceted. As a basic desire for many, home is saturated with the meanings, memories, emotions, experiences and relationships of everyday life. The idea and place of home is perhaps typically configured through a positive sense of attachment, as a place of belonging, intimacy, security, relationship and selfhood. Indeed, many reinforce their sense of self, their identity, through an investment in their home, whether as house, hometown or homeland. But at the same time, home is not always a well-spring of succour and goodness; others experience alienation, rejection, hostility, danger and fear ‘at home’. Home can be a site of domestic violence or ‘house arrest’; young gay men and lesbians may feel alienated in the family home; asylum seekers are banished from their homelands; indigenous peoples are often dispossessed of their homelands; refugees might be isolated from a sense of belonging in their new home(land)s. But while this may seriously mitigate the affirmative experience of home, many still yearn for places, both figurative and material, to call ‘home’ – places of support, nourishment and belonging. The experience of violence, loss, marginalisation or dispossession can trigger, in Michael Brown’s words, “the search for a new place to call home”: “it means having to relocate oneself, to leave home and reconfigure it elsewhere” (50). Home, in this sense, understood as an ambiguous site of both belonging and alienation, is not a fixed and static location which ‘grounds’ an essential and unchanging sense of self. Rather, home is a process. If home enfolds and carries some sense of desire for positive feelings of attachment – and the papers in this special issue certainly suggest so, most quite explicitly – then equally this is a relationship that requires ongoing maintenance. Blunt and Dowling call these processes ‘homemaking practices’, and point to how home must be understood as a lived space which is “continually created and recreated through everyday practices” (23). In this way, home is posited as relational – the ever-changing outcome of the ongoing and mediated interaction between self, others and place. What stands out in much of the above discussion is the deep inter-connection between home, identity and self. Across the humanities and social sciences, home has been keenly explored as a crucial site “for the construction and reconstruction of one’s self” (Young 153). Indeed, Blunt and Dowling contend that “home as a place and an imaginary constitutes identities – people’s sense of themselves are related to and produced through lived and imaginative experiences of home” (24). Thus, through various homemaking practices, individuals generate a sense of self (and social groups produce a sense of collective identity) while they create a place called home. Moreover, as a relational entity, neither home nor identity are fixed, but mutually and ongoingly co-constituted. Homemaking enables changing and cumulative identities to be materialised in and supported by the home (Blunt and Dowling). Unfolding identities are progressively embedded and reflected in the home through both everyday practices and routines (Wise; Young), and accumulating and arranging personally meaningful objects (Marcoux; Noble, “Accumulating Being”). Consequently, as one ‘makes home’, one accumulates a sense of self. Given these intimate material and affective links between home, self and identity, it is perhaps not surprising that writing about a place called home has often been approached autobiographically (Blunt and Dowling). Emphasising the importance of autobiographical accounts for understanding home, Blunt argues that “through their accounts of personal memories and everyday experiences, life stories provide a particularly rich source for studying home and identity” (“Home and Identity”, 73). We draw attention to the importance of autobiographical accounts of home because this approach is prominent across the papers comprising this issue of M/C Journal. The authors have used autobiographical reflections to consider the meanings of home and processes of homemaking operating at various scales. Three papers – by Brett Mills, Lisa Slater and Nahid Kabir – are explicitly autobiographical, weaving scholarly arguments through deeply personal experiences, and thus providing evocative first-hand accounts of the power of home in the contemporary world. At the same time, several other authors – including Melissa Gregg, Gilbert Caluya and Jennifer Gamble – use personal experiences about home, belonging and exclusion to introduce or illustrate their scholarly contentions about home, self and identity. As this discussion suggests, home is relational in another way, too: it is the outcome of a relationship between material and imaginative qualities. Home is somewhere – it is situated, located, emplaced. But it is also much more than a location – as suggested by the saying, ‘A house is not a home’. Rather, a house becomes a home when it is imbued with a range of meanings, feelings and experiences by its occupants. Home, thus, is a fusion of the imaginative and affective – what we envision and desire home to be – intertwined with the material and physical – an actual location which can embody and realise our need for belonging, affirmation and sustenance. Blunt and Dowling capture this relationship between emplacement and emotion – the material and the imaginative – with their powerful assertion of home as a spatial imaginary, where “home is neither the dwelling nor the feeling, but the relation between the two” (22). Moreover, they demonstrate that this conceptualisation also detaches ‘home’ from ‘dwelling’ per se, and invokes the creation of home – as a space and feeling of belonging – at sites and scales beyond the domestic house. Instead, as a spatial imaginary, home takes form as “a set of intersecting and variable ideas and feelings, which are related to context, and which construct places, extend across spaces and scales, and connects places” (Blunt and Dowling 2). The concept of home, then, entails complex scalarity: indeed, it is a multi-scalar spatial imaginary. Put quite simply, scale is a geographical concept which draws attention to the layered arenas of everyday life – body, house, neighbourhood, city, region, nation and globe, for instance – and this terminology can help extend our understanding of home. Certainly, for many, house and home are conflated, so that a sense of home is coterminous with a physical dwelling structure (e.g. Dupuis and Thorns). For others, however, home is signified by intimate familial or community relationships which extend beyond the residence and stretch across a neighbourhood (e.g. Moss). And moreover, without contradiction, we can speak of hometowns and homelands, so that home can be felt at the scale of the town, city, region or nation (e.g. Blunt, Domicile and Diaspora). For others – international migrants and refugees, global workers, communities of mixed descent – home can be stretched into transnational belongings (e.g. Blunt, “Cultural Geographies of Home”). But this notion of home as a multi-scalar spatial imaginary is yet more complicated. While the above arenas (house, neighbourhood, nation, globe, etc.) are often simply posited as discrete territories, they also intersect and interact in complex ways (Massey; Marston). Extending this perspective, we can grasp the possibility of personal and collective homemaking processes operating across multiple scales simultaneously. For instance, making a house into a home invariably involves generating a sense of home and familiarity in a wider neighbourhood or nation-state. Indeed, Greg Noble points out that homemaking at the scale of the dwelling can be inflected by broader social and national values which are reflected materially in the house, in “the furniture of everyday life” (“Comfortable and Relaxed”, 55) – landscape paintings and national flags and ornaments, for example. He demonstrates that “homes articulate domestic spaces to national experience” (54). For others – those moving internationally between nation-states – domestic practices in dwelling structures are informed by cultural values and social ideals which extend well beyond the nation of settlement. Everyday domestic practices from one’s ‘land of origin’ are integral for ‘making home’ in a new house, neighbourhood and country at the same time (Hage). Many of the papers in this issue reflect upon the multi-scalarity of homemaking processes, showing how home must be generated across the multiple intersecting arenas of everyday life simultaneously. Indeed, given this prominence across the papers, we have chosen to use the scale of home as our organising principle for this issue. We begin with the links between the body – the geography closest to our skin (McDowell) – the home, and other scales, and then wind our way out through evocations of home at the intersecting scales of the house, the neighbourhood, the city, the nation and the diasporic. The rhetoric of home and belonging not only suggests which types of places can be posited as home (e.g. houses, neighbourhoods, nations), but also valorises some social relations and embodied identities as homely and others as unhomely (Blunt and Dowling; Gorman-Murray). The dominant ideology of home in the Anglophonic West revolves around the imaginary ‘ideal’ of white, middle-class, heterosexual nuclear family households in suburban dwellings (Blunt and Dowling). In our lead paper, Melissa Gregg explores how the ongoing normalisation of this particular conception of home in Australian politico-cultural discourse affects two marginalised social groups – sexual minorities and indigenous Australians. Her analysis is timely, responding to recent political attention to the domestic lives of both groups. Scrutinising the disciplinary power of ‘normal homes’, Gregg explores how unhomely (queer and indigenous) subjects and relationships unsettle the links between homely bodies, ideal household forms and national belonging in politico-cultural rhetoric. Importantly, she draws attention to the common experiences of these marginalised groups, urging “queer and black activists to join forces against wider tendencies that affect both communities”. Our first few papers then continue to investigate intersections between bodies, houses and neighbourhoods. Moving to the American context – but quite recognisable in Australia – Lisa Roney examines the connection between bodies and houses on the US lifestyle program, Extreme Makeover: Home Edition, in which families with disabled members are over-represented as subjects in need of home renovations. Like Gregg, Roney demonstrates that the rhetoric of home is haunted by the issue of ‘normalisation’ – in this case, EMHE ‘corrects’ and normalises disabled bodies through providing ‘ideal’ houses. In doing so, there is often a disjuncture between the homely ideal and what would be most helpful for the everyday domestic lives of these subjects. From an architectural perspective, Marian Macken also considers the disjuncture between bodily practices, inhabitation and ideal houses. While traditional documentation of house designs in working drawings capture “the house at an ideal moment in time”, Macken argues for post factum documentation of the house, a more dynamic form of architectural recording produced ‘after-the-event’ which interprets ‘the existing’ rather than the ideal. This type of documentation responds to the needs of the body in the inhabited space of domestic architecture, representing the flurry of occupancy, “the changes and traces the inhabitants make upon” the space of the house. Gilbert Caluya also explores the links between bodies and ideal houses, but from a different viewpoint – that of the perceived need for heightened home security in contemporary suburban Australia. With the rise of electronic home security systems, our houses have become extensions of our bodies – ‘architectural nervous systems’ which extend our eyes, ears and senses through modern security technologies. The desire for home security is predicated on controlling the interplay between the house and wider scales – the need to create a private and secure defensible space in hostile suburbia. But at the same time, heightened home security measures ironically connect the mediated home into a global network of electronic grids and military technologies. Thus, new forms of electronic home security stretch home from the body to the globe. Irmi Karl also considers the connections between technologies and subjectivities in domestic space. Her UK-based ethnographic analysis of lesbians’ techo-practices at home also considers, like Gregg, tactics of resistance to the normalisation of the heterosexual nuclear family home. Karl focuses on the TV set as a ‘straightening device’ – both through its presence as a key marker of ‘family homes’ and through the heteronormative content of programming – while at the same time investigating how her lesbian respondents renegotiated the domestic through practices which resisted the hetero-regulation of the TV – through watching certain videos, for instance, or even hiding the TV set away. Susan Thompson employs a similar ethnographic approach to understanding domestic practices which challenge normative meanings of home, but her subject is quite different. In an Australian-based study, Thompson explores meanings of home in the wake of relationship breakdown of heterosexual couples. For her respondents, their houses embodied their relationships in profoundly symbolic and physical ways. The deterioration and end of their relationships was mirrored in the material state of the house. The end of a relationship also affected homely, familiar connections to the wider neighbourhood. But there was also hope: new houses became sources of empowerment for former partners, and new meanings of home were created in the transition to a new life. Brett Mills also explores meanings of home at different scales – the house, neighbourhood and city – but returns to the focus on television and media technologies. His is a personal, but scholarly, response to seeing his own home on the television program Torchwood, filmed in Cardiff, UK. Mills thus puts a new twist on autobiographical narratives of home and identity: he uses this approach to examine the link between home and media portrayals, and how personal reactions to “seeing your home on television” change everyday perceptions of home at the scales of the house, neighbourhood and city. His reflection on “what happens when your home is on television” is solidly but unobtrusively interwoven with scholarly work on home and media, and speaks to the productive tension of home as material and imaginative. As the above suggests, especially with Mills’s paper, we have begun to move from the homely connections between bodies and houses to focus on those between houses, neighbourhoods and beyond. The next few papers extend these wider connections. Peter Pugsley provides a critical analysis of the meaning of domestic settings in three highly-successful Singaporean sitcoms. He argues that the domestic setting in these sitcoms has a crucial function in the Singaporean nation-state, linking the domestic home and national homeland: it is “a valuable site for national identities to be played out” in terms of the dominant modes of culture and language. Thus, in these domestic spaces, national values are normalised and disseminated – including the valorisation of multiculturalism, the dominance of Chinese cultural norms, benign patriarchy, and ‘proper’ educated English. Donna Lee Brien, Leonie Rutherford and Rosemary Williamson also demonstrate the interplay between ‘private’ and ‘public’ spaces and values in their case studies of the domestic sphere in cyberspace, examining three online communities which revolve around normatively domestic activities – pet-keeping, crafting and cooking. Their compelling case studies provide new ways to understand the space of the home. Home can be ‘stretched’ across public and private, virtual and physical spaces, so that “online communities can be seen to be domesticated, but, equally … the activities and relationships that have traditionally defined the home are not limited to the physical space of the house”. Furthermore, as they contend in their conclusion, these extra-domestic networks “can significantly modify practices and routines in the physical home”. Jennifer Gamble also considers the interplay of the virtual and the physical, and how home is not confined to the physical house. Indeed, the domestic is almost completely absent from the new configurations of home she offers: she conceptualises home as a ‘holding environment’ which services our needs and provides care, support and ontological security. Gamble speculates on the possibility of a holding environment which spans the real and virtual worlds, encompassing email, chatrooms and digital social networks. Importantly, she also considers what happens when there are ruptures and breaks in the holding environment, and how physical or virtual dimensions can compensate for these instances. Also rescaling home beyond the domestic, Alexandra Ludewig investigates concepts of home at the scale of the nation-state or ‘homeland’. She focuses on the example of Germany since World War II, and especially since re-unification, and provides an engaging discussion of the articulation between home and the German concept of ‘Heimat’. She shows how Heimat is ambivalent – it is hard to grasp the sense of longing for homeland until it is gone. Thus, Heimat is something that must be constantly reconfigured and maintained. Taken up in a critical manner, it also attains positive values, and Ludewig suggests how Heimat can be employed to address the Australian context of homeland (in)security and questions of indigenous belonging in the contemporary nation-state. Indeed, the next couple of papers focus on the vexed issue of building a sense home and belonging at the scale of the nation-state for non-indigenous Australians. Lisa Slater’s powerful autobiographical reflection considers how non-indigenous Australians might find a sense of home and belonging while recognising prior indigenous ownership of the land. She critically reflects upon “how non-indigenous subjects are positioned in relation to the original owners not through migrancy but through possession”. Slater urges us to “know our place” – we need not despair, but use such remorse in a productive manner to remake our sense of home in Australia – a sense of home sensitive to and respectful of indigenous rights. Nahid Kabir also provides an evocative and powerful autobiographical narrative about finding a sense of home and belonging in Australia for another group ‘beyond the pale’ – Muslim Australians. Hers is a first-hand account of learning to ‘feel at home’ in Australia. She asks some tough questions of both Muslim and non-Muslim Australians about how to accommodate difference in this country. Moreover, her account shows the homing processes of diasporic subjects – transnational homemaking practices which span several countries, and which enable individuals and social groups to generate senses of belonging which cross multiple borders simultaneously. Our final paper also contemplates the homing desires of diasporic subjects and the call of homelands – at the same time bringing our attention back to home at the scales of the house, neighbourhood, city and nation. As such, Wendy Varney’s paper brings us full circle, lucidly invoking home as a multi-scalar spatial imaginary by exploring the diverse and complex themes of home in popular music. Given the prevalence of yearnings about home in music, it is surprising so little work has explored the powerful conceptions of home disseminated in and through this widespread and highly mobile media form. Varney’s analysis thus makes an important contribution to our understandings of home presented in media discourses in the contemporary world, and its multi-scalar range is a fitting way to bring this issue to a close. Finally, we want to draw attention to the cover art by Rohan Tate that opens our issue. A Sydney-based photographer, Tate is interested in the design of house, home and the domestic form, both in terms of exteriors and interiors. This image from suburban Sydney captures the shifting styles of home in suburban Australia, giving us a crisp juxtaposition between modern and (re-valued) traditional housing forms. Bringing this issue together has been quite a task. We received 60 high quality submissions, and selecting the final 14 papers was a difficult process. Due to limits on the size of the issue, several good papers were left out. We thank the reviewers for taking the time to provide such thorough and useful reports, and encourage those authors who did not make it into this issue to keep seeking outlets for their work. The number of excellent submissions shows that home continues to be a growing and engaging theme in social and cultural inquiry. As editors, we hope that this issue of M/C Journal will make a vital contribution to this important range of scholarship, bringing together 14 new and innovative perspectives on the experience, location, creation and meaning of home in the contemporary world. References Blunt, Alison. “Home and Identity: Life Stories in Text and in Person.” Cultural Geography in Practice. Eds. Alison Blunt, Pyrs Gruffudd, Jon May, Miles Ogborn, and David Pinder. London: Arnold, 2003. 71-87. ———. Domicile and Diaspora: Anglo-Indian Women and the Spatial Politics of Home. Malden: Blackwell, 2005. ———. “Cultural Geographies of Home.” Progress in Human Geography 29.4 (2005): 505-515. ———, and Robyn Dowling. Home. London: Routledge, 2006. Brown, Michael. Closet Space: Geographies of Metaphor from the Body to the Globe. London: Routledge, 2000. Chapman, Tony. Gender and Domestic Life: Changing Practices in Families and Households. Basingstoke: Palgrave Macmillan, 2004. ———, and Jenny Hockey, eds. Ideal Homes? Social Change and Domestic Life. London: Routledge, 1999. Cieraad, Irene, ed. At Home: An Anthropology of Domestic Space. Syracuse: Syracuse University Press, 1999. Dupuis, Ann, and David Thorns. “Home, Home Ownership and the Search for Ontological Security.” The Sociological Review 46.1 (1998): 24-47. Gorman-Murray, Andrew. “Homeboys: Uses of Home by Gay Australian Men.” Social and Cultural Geography 7.1 (2006): 53-69. Hage, Ghassan. “At Home in the Entrails of the West: Multiculturalism, Ethnic Food and Migrant Home-Building.” Home/world: Space, Community and Marginality in Sydney’s West. Eds. Helen Grace, Ghassan Hage, Lesley Johnson, Julie Langsworth and Michael Symonds. Annandale: Pluto, 1997. 99-153. Mallett, Shelley. “Understanding Home: A Critical Review of the Literature.” The Sociological Review 52.1 (2004): 62-88. Marcoux, Jean-Sébastien. “The Refurbishment of Memory.” Home Possessions: Material Culture Behind Closed Doors. Ed. Daniel Miller. Oxford: Berg, 2001. 69-86. Marston, Sally. “A Long Way From Home: Domesticating the Social Production of Scale.” Scale and Geographic Inquiry: Nature, Society and Method. Eds. Eric Sheppard and Robert McMaster. Oxford: Blackwell, 2004. 170-191. Massey, Doreen. “A Place Called Home.” New Formations 17 (1992): 3-15. McDowell, Linda. Gender, Identity and Place: Understanding Feminist Geographies. Cambridge: Polity, 1999. Miller, Daniel, ed. Home Possessions: Material Culture Behind Closed Doors. Oxford: Berg, 2001. Moss, Pamela. “Negotiating Space in Home Environments: Older Women Living with Arthritis.” Social Science and Medicine 45.1 (1997): 23-33. Noble, Greg. “Comfortable and Relaxed: Furnishing the Home and Nation.” Continuum: Journal of Media and Cultural Studies 16.1 (2002): 53-66. ———. “Accumulating Being.” International Journal of Cultural Studies 7.2 (2004): 233-256. Pink, Sarah. Home Truths: Gender, Domestic Objects and Everyday Life. Oxford: Berg, 2004. Wise, J. Macgregor. “Home: Territory and Identity.” Cultural Studies 14.2 (2000): 295-310. Young, Iris Marion. “House and Home: Feminist Variations on a Theme.” On Female Body Experience: ‘Throwing Like a Girl’ and Other Essays. New York: Oxford University Press, 2005. 123-154. Citation reference for this article MLA Style Gorman-Murray, Andrew, and Robyn Dowling. "Home." M/C Journal 10.4 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0708/01-editorial.php>. APA Style Gorman-Murray, A., and R. Dowling. (Aug. 2007) "Home," M/C Journal, 10(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0708/01-editorial.php>.

While Young Adult dystopian texts commonly manipulate expectations of time and space, it is largely in a linear sense—projecting futuristic scenarios, shifting the contemporary reader into a speculative space sometimes only slightly removed from contemporary social, political, or environmental concerns (Booker 3; McDonough and Wagner 157). These concerns are projected into the future, having followed their natural trajectory and come to a dystopian present. Authors write words and worlds of warning in a postapocalyptic landscape, drawing from and confirming established dystopian tropes, and affirming the activist power of teenage protagonists in cultivating change. This article examines the intersections between dystopian Young Adult literature and Indigenous Futurisms, and the possibilities for sharing or encoding Indigenous Knowledge through the disruption or revision of genre, where the act itself become a movement of activism and survival echoed in text. Lynette James acknowledges the “ruptures” (157) Indigenous authors have made in the genre through incorporating Indigenous Knowledge into story as an embedded element – not only of narrative, but of structure. Ambelin Kwaymullina, of the Palyku people of the Pilbara region of Western Australia, exemplifies this approach in her disruption or rupture of the dystopian genre in her embodiment of Indigenous Knowledge in the Young Adult (YA) text The Interrogation of Ashala Wolf. Kwaymullina centres Indigenous Knowledge throughout the trilogy, offering a powerful revision of key tropes of the dystopian YA genre, creating a perspective that privileges Indigenous Knowledge. This is most significantly identified through her depiction of time as a non-linear concept, at once realised narratively, conceptually, and structurally in the text. The Interrogation of Ashala Wolf, the first of a trilogy of novels in “The Tribe” series, presents a futuristic post-apocalyptic world, set 300 years after the Reckoning, a cataclysmic environmental disaster. The protagonist, Ashala Wolf, is one of a number of people with supernatural abilities that are outlawed by their government and labelled Illegals. As the novel begins, Ashala is being interrogated by the villainous Neville Rose, held in a detention centre as she plots to escape, free her fellow detainees, and return to the Tribe in the Firstwood. The plot draws from historical and contemporary parallels in Australia, yet part of the text’s subversive power is that these parallels and connections are never made explicit on the page. The reader is invited to become an active participant in coding meaning by applying their own understandings of the context and connections, creating an inter-subjective dialogue between reader and text, and Indigenous and non-Indigenous knowing. This article looks to the first novel in the trilogy as the key exemplifier of the disruption of genre and knowledge through the representation of time. It is in this novel that these concepts are established and realised most clearly, being predominantly from Ashala’s perspective as a direct descendant of Indigenous Australians, with the following two novels divided between Ashala, Georgie, and Ember as polyphonic narrative focalisers. Acting as an introduction to the series, The Interrogation of Ashala Wolf presents a foundation for readers to challenge their perceptions on both genre and knowledge. Kwaymullina entangles the two, imbuing knowledge throughout narrative and structure which in turn disrupts genre. In her revisioning of narrative through genre and structural focus of time as a non-linear concept, Kwaymullina puts into practice Conrad Scott’s argument that “the potential healing of moments or processes of crisis in Indigenous dystopias is never possible without a strategic engagement with narrative itself, and even the formal aspects of the text” (73).While the series fits the conventions of the dystopian genre, it has been more commonly identified as speculative fiction, or Indigenous futurism, as Kwaymullina herself defines her work. James notes the significance of acknowledging a text as Indigenous futurism, writing, “identifying a work as Indigenous futurism rather than simply as YA dystopia asks readers, critics, and scholars to adjust their orientation in ways that may radically alter both their perception and reception of it” (153). For the purposes of this article, I acknowledge the clear value and importance of identifying the text as Indigenous futurism, but also find value in the movements that define the shift from dystopian literature to Indigenous futurism, in its engagement with and recasting of dystopian conventions in the text. In embedding Indigenous Knowledge in her worldbuilding and narrative, Kwaymullina actively rewrites dystopian expectations and tropes. These notions would be expected or normalised when grounded in Indigenous futurism, but are regarded as a subversion and revision when read in dystopian fiction. The text engages directly with the specific tropes and expectations of dystopian genre—its significance in rewriting the spaces, narratives, and structures of the genre cannot be overstated. The employment of the dystopian genre as both framework and space of revision speaks to larger debates of the value of dystopian fiction in examining socio-cultural issues over other genres such as realism. Critics argue the speculative nature of dystopian fiction that remains linked to concerns of the present and past allows audiences to envision and experience their own transformative experience, effecting political change (Kennon; Mallan; Basu, Broad, and Hintz; Sypnowich). Balaka Basu, Katherine Broad, and Carrie Hintz argue that serious issues presented in fantastic futuristic scenarios “may provide young people with an entry point into real-world problems, encouraging them to think about social and political issues in new ways, or even for the first time” (4-5). Kerry Mallan notes the “ability of dystopian fiction to open up to readers a dystopian social elsewhere serves a double function: On the one hand, it offers readers an opportunity to reflect on their current existence to compare the similarities and differences between the real and the fictional; on the other, these stories implicitly exhort young people to take responsibility for their own lives and the future of society” (16). Drawing on these metanarrative structures with the interweaving of Indigenous knowledge increases the active responsibility for the reader. It invokes Nnedi Okorafor’s labelling of Indigenous Futurisms as “the most truthful way of telling the truth” (279), creating opportunities for the Indigenous and non-Indigenous reader to engage with narratives of a real apocalypse on invaded land. The dystopian setting and expectations form a buffer between reader and text (Basu, Broad, and Hintz 4), making the narrative more accessible to the reader without shying away from the embedded trauma, while drawing on dystopian fiction’s balance of despair and optimism (Basu, Broad, and Hintz 2).The stakes and value of dystopian fiction are heightened when engaging with Indigenous narratives and knowledge; as Claire Coleman (a Noongar woman from the south coast of Western Australia) notes, Indigenous Australians live in a post-apocalyptic state as “all Aboriginal and Torres Strait Islander people alive today are the descendants of people who survived an apocalypse” (n.p.). James, quoting Uppinder Mehan, concurs, writing “these narrators are ‘survivors—or the descendants of survivors’ [162], not just of broken dystopian worlds or post-cataclysmic events but of the real historical legacies of slavery, conquest, and oppression” (157). Writing on Indigenous futurisms in dystopian and utopian fiction, Mary Morrison argues “people outside Western hegemonic power structures would likely be well-placed to transform the utopian imagination, to decolonize it” (11), acknowledging the significance in the intersection of genre and lived experience by author and character.Kwaymullina expands on this, noting that for Indigenous authors the tropes of speculative fiction are familiar lived experiences. She writes thatmany of the ideas that populate speculative-fiction books – notions of time travel, astral projection, speaking the languages of animals or trees – are part of Indigenous cultures. One of the aspects of my own novels that is regularly interpreted as being pure fantasy, that of an ancient creation spirit who sung the world into being, is for me simply part of my reality. (“Edges” 27)Kwaymullina affirms Coleman and James in her approach, writing “Indigenous people lived through the end of the world, but we did not end. We survived by holding on to our cultures, our kin, and our sense of what was right in a world gone terribly wrong” (“Edges” 29). The Tribe series demonstrates survivance, with Kwaymullina’s approach forming possibilities for intersubjective dialogues across genre. The concept is reinforced through Ashala’s repeated, joyful cries of hope throughout the text: “I live! We live! We survive!” (197, 200, 279, 391).Sara K. Day, Miranda A. Green-Barteet, and Amy L. Montz note dystopian literature considers possible futures from the outlook and failures of the present (8), arguing “the label ‘dystopia’ typically applies to works that simultaneously imagine futures and consider the present, essentially occupying a liminal space between these times” (Day, Green-Barteet, and Montz 9). This sense of liminality is heightened with the engagement of time from an Indigenous perspective; as Scott writes, “Indigenous dystopian fiction presents not only the crisis of the future but the ongoing crisis of the present time, and that which is still resonant from the past” (73). In “Respect, Relationships, Renewal: Aboriginal Perspectives on the Worlds of Tomorrow”, Kwaymullina notes that linear time can “become a tool of ideology, with colonial characterisations of Indigenous peoples as being of an earlier (less ‘advanced’) time through the use of terms such as ‘primitive’, ‘prehistoric’ and ‘prehistory’” (“Respect” 126).In shifting to a dystopian world where Australia as a colonised or invaded country is no longer recognised, but Country is still alive and read by those who live on it, Kwaymullina recasts the use of linear time as a tool of ideology to reaffirm Coleman’s argument that Indigenous Australians already exist in a post-apocalyptic state. She draws from the past and present and casts it into the future, while simultaneously recognising that all three are linked and circular—events are repeating and being relived. Kwaymullina depicts numerous parallels between the dystopian world and a post-invasion Australia, populating her world with references to detention centres; othering and distinct labelling of a vilified minority deemed a threat or aberrant to the majority colonising community; the name and title of the series’ central villain Chief Administrator Neville Rose in a clear reference to A.O. Neville, WA Chief Protector of Aborigines.At the outset, the government uses labels to separate and denigrate the Other—individuals with Abilities are called Illegals, distinct from Citizens, although they can apply for Exemptions if their Ability is deemed useful and passive. The terminology of Exemption draws deliberate connections to the Exemption Certificate Indigenous Australians could apply for from the Aborigines Protection (Amendment) Act 1943. The text consistently operates in modes of survivance, as Ashala and the Tribe redefine their world through a distinctly Indigenous perspective (Murphy 179). Ashala gains power through the tool used to suppress her by claiming and embracing this status, identifying her friends and herself as the Tribe and choosing a forest name emblematic of the totems that each Tribe member has a particular connection to (e.g. Georgie Spider, Ember Crow, Ashala Wolf). Continual parallels are drawn to Indigenous Knowledge: Ashala’s Ability is Sleepwalking, where she enters a state in dreaming where she can alter reality, a liminal space that suggests connections to the Dreamtime. While the land is no longer called or recognised as Australia, and the tectonic plates have shifted land mass, it remains Country, as recognised in Ashala’s relationship with the Firstwood. The Balance, the inherent harmony between all life, animate and inanimate, is a clear reflection of an Indigenous understanding, positioning it as the mainstream ideology.Kwaymullina weaves Indigenous knowledge through the text as demonstrated through narrative, key thematic concepts, and structure, disrupting the tropes of dystopian fiction in a manner that subverts genre and presents new possibilities for both reader and writer while presenting a shift to Indigenous Futurisms. As an organic by-product of this ideological framework, regressive or gendered tropes are re-envisioned as feminist and ecologically centred, ultimately conveying a sense of hope and survivance. Key tropes of YA dystopian fiction include a female teenager protagonist oppressed by her government, often initially unknowingly so embedded is she in the system, potentially profiting from it in some way. She is often introduced to the reader in a setting that the character initially reads as utopian, but is revealed to be dystopian and authoritarian in its construction. As identified by Ann M.M. Childs, a common dynamic in the genre that reinforces gender roles in heterosexual relationships see the protagonist introduced to the concept of rebellion or dissent through a male love interest already embedded in a resistance movement, at the cost of losing or betraying a female friend (188). Childs notes the protagonist may be resistant to the idea of rebellion, but after falling for the love interest, grows to genuinely care for the cause. Technology is depicted as advanced, alien or dehumanising, and both belongs to and represents the repressive society the protagonist seeks to escape and change. The natural environment is depicted in binary opposition, with characters finding resilience, freedom, and personal agency in a return to nature (McDonough and Wagner 157). Society will have attempted to restrict, destroy, or otherwise mine the natural world, but this attempt for control will inevitably fail or backfire. Initially the environment is displayed as a potentially antagonistic element, wild and dangerous; however, after the character escapes their confining world, it becomes an ally. In her employment of a perspective framed by Indigenous Knowledge, Kwaymullina subverts each of these established tropes, offering an alternative reading of conventions often embedded in the genre. Ashala is introduced as already entrenched in a rebellion that she is both leader and pivotal figure of. Inverting the dynamic outlined by Childs, she is love interest Connor’s motivation for rejecting the government and joining the Tribe: “You are the reason I came here, Ashala Wolf” (Kwaymullina 263). Kwaymullina dismisses Childs’ concern over the removal of female friendship in favour of heterosexual romance by centering Ashala’s relationships with Georgie and Ember as fundamental to Ashala’s well-being, where sistahood is a key paradigm of hope: “I carry my friends with me” (Kwaymullina 39). For Ashala and the Tribe, nature as exemplified through the Firstwood is Country, not only sanctuary but an animate being that Ashala speaks with, asks permission to live within, and offers protection and apology for the harm down to it by humans in the past. The privileging of environment, and reading all animate or inanimate beings as living, extends to challenging the nature/technology dichotomy. Even the static or sterile environments of the detention centres are recognised for their connection to nature in their construction from recycled materials: “Nothing ever truly ends, only transforms” (Kwaymullina 141). In “Learning to Read the Signs: Law in an Indigenous Reality”, Ambelin Kwaymullina and Blaze Kwaymullina write thatsince everything must interconnect and interrelate to survive, if a pattern is fixed in time, it loses its ability to dynamically connect with other patterns. To be temporally fixed is therefore to be isolated; frozen. In an Indigenous worldview, it is, in fact, an impossibility – for that which cannot move, cannot interact, and that which cannot interact is inanimate. And there is nothing inanimate in country. (200)This can be read as representative of Kwaymullina’s rupture or revision of dystopian tropes and genre. When tropes are read as static or absolute, they run the risk of freezing or limiting the knowledge encoded in these stories. By integrating Indigenous Knowledge, new patterns can emerge and interact, extending to the reader’s own understanding of genre, time, and epistemology. Kwaymullina’s revisioning of dystopian tropes through an embedded and celebrated Indigenous perspective culminates in the successful thematic, narrative, and structural expression of time as a non-linear concept. Kwaymullina and Kwaymullina acknowledge the division between the reductionist and linear perspective of time through a Western worldview in comparison to the non-linear perception from that of an Indigenous Australian worldview. They acknowledge that their expression of time is not to be read as representative of all Indigenous Australians’ perspective of time, but one informed by their own Country and upbringing. Kwaymullina and Kwaymullina write,in an Aboriginal worldview, time—to the extent that it exists at all—is neither linear nor absolute. There are patterns and systems of energy that create and transform, from the ageing process of the human body to the growth and decay of the broader universe. But these processes are not ‘measured’ or even framed in a strictly temporal sense, and certainly not in a linear sense. (199)This is enacted through the narrative structure of The Interrogation of Ashala Wolf. The text is set across four days, yet spans years, shifting through narrative in a non-linear manner and reflecting the Indigenous understanding of time as a circular, evolving concept. These four days act as the containers for the text, as Kwaymullina distinguishes the departure from linear time for the uninitiated reader by including headings and subheadings in chapter titles, marked as “Day One”, “Day Two”, “Day Three”, and “Day Four”, before the final section, “The Escape”. Within these containers, themselves marked linearly, narrative ebbs and flows across time and space, taking Ashala away from the Detention Centre to different moments from her past, spanning years. These ‘flashbacks’ are not presented in a linear fashion; the text revisits and repeats key moments of Ashala’s life out of sequence, providing an immediate focus on these seemingly past moments. This is key in shaping the reader’s understanding of “the patterns and systems of energy that create and transform” (Kwaymullina and Kwaymullina 199)—as Ashala revisits or rediscovers memory through time, perceptions of character, motive, relationships, and key plot points are changed and transformed. Meaning is formed through this relationship of narrative and time in a manner not possible through a linear structure. Over the course of the novel, Ashala and the reader find she’s chosen to give herself false memories to protect the Tribe and complete a master plan to defeat Neville Rose. As such, as the novel begins the reader, aligned with Ashala as narrative focaliser, is positioned to read key points through a flawed perspective. Connor is presented as an enemy and betrayer of the Tribe, while Ashala denies her feelings towards him. The reader is aligned with Ashala’s perspective—she has already fallen in love with Connor, but neither she nor the reader knows it due to the displacement of knowledge through narrative structure and memory. This also speaks to identity formation in the text—Ashala is herself, and not herself until the novel reaches full circle, and she and the reader have experienced multiple points of time. As Ember explains, “it’s not about losing small pieces of information. This stuff shapes your entire understanding of reality” (Kwaymullina 167). If the reader revisits the text with this knowledge, they find further value in exploring the non-linear, circular narrative, finding subtext in characters’ interactions and decisions. The disruption in the non-linear narrative structure is twofold: to reflect the representation of time in an Indigenous epistemology, further rewriting the genre; and to create an intersubjective dialogue. As such, the narrative structure creates a space of invitation to the reader. Rather than positioning Ashala as embedded and aware of her status as a custodian of Indigenous knowledge, the text places her as ingrained in Indigenous epistemology, but unaware of it. In this way, the text effectively invites the reader in, mirroring Ashala’s journey of (re)discovery. The non-Indigenous reader enters the text alongside Ashala, with Indigenous knowledge embedded subtly throughout the text echoed in Kwaymullina’s engagement with dystopian tropes, and integrated Indigenous epistemology. By the time Ashala meets the Serpent, her Grandfather, and has her ancestry explained to her, the reader has already been immersed in Ashala’s own way of thinking, an inherently Indigenous one; for instance, throughout the text, she acknowledges the value and interconnectedness of all beings, human and non-human, animate and inanimate. The text leaves space for the reader to be active in their own construction of meaning and knowledge by never using the terms “Indigenous” or “Aboriginal”, themselves colonial inventions employed to control and label. Instead, the reader is encouraged to engage in the metatextual intersubjective dialogue introduced by Kwaymullina to acknowledge Indigenous epistemology—but by way of her approach, Kwaymullina further encourages the reader to “forget Aborigines” (Healy 219) by centring knowledge in its own right, rather than in direct opposition to Western epistemologies. That is, Kwaymullina disrupts Western perspectives framing of Indigenous knowledge as “other”, altering expectations of the norm as non-Indigenous. As Kwaymullina writes, to conceive of time in a non-linear way is at once a great gift and a great responsibility. The responsibility is that our individual actions matter powerfully, radiating out across relationships and affecting all that might be thought of in a linear sense as past, present and future. But the gift is that the passage of linear time has never moved us so far that we cannot take meaningful action to heal the wounds of colonialism. (“Respect” 126-127)In The Interrogation of Ashala Wolf, Kwaymullina realises this gift and responsibility. By framing structural, conceptual, and narrative time through an Indigenous epistemology, Kwaymullina privileges Indigenous Knowledge and effectively subverts and revises the genre through the rupture of dystopian conventions. Possibilities of hope and healing emerge in the text’s construction of time and genre as spaces of growth and change are emphasised; like Ashala, the reader finds themselves at the end and beginning of the world at once.ReferencesBasu, Balaka, Katherine R. Broad, and Carrie Hintz, eds. Contemporary Dystopian Fiction for Young Adults: Brave New Teenagers. New York: Routledge, 2013. Booker, M. Keith. Dystopian Literature: A Theory and Research Guide. Westport, CT: Greenwood P, 1994. Bradford, Clare, et al. New World Orders in Children’s Literature: Utopian Transformations. New York: Palgrave Macmillan, 2011. Childs, Ann M.M. “The Incompatibility of Female Friendships and Rebellion.” Female Rebellion in Young Adult Dystopian Fiction. Eds. Sara K. Day et al. Farnham: Taylor & Francis, 2014. 187-201.Coleman, Claire G. “Apocalypses Are More than the Stuff of Fiction — First Nations Australians Survived One.” ABC News 8 Dec. 2017. 30 Sep. 2019 <https://www.abc.net.au/news/2017-12-08/first-nations-australians-survived-an-apocalypse-says-author/9224026>.Day, Sara K., Miranda A. Green-Barteet, and Amy L. Montz, eds. Female Rebellion in Young Adult Dystopian Fiction. Farnham: Taylor & Francis, 2014. Green-Barteet, Miranda A., and Meghan Gilbert-Hickey. “Black and Brown Boys in Young Adult Dystopias: Racialized Docility in ‘The Hunger Games Trilogy’ and ‘The Lunar Chronicles Feather Journal.’” Red Feather Journal 8.2 (2017). 30 Sep. 2019 <https://www.redfeatherjournal.org/volume-8-issue-2.html>.Harris, Anita. Future Girl: Young Women in the Twenty-First Century. New York: Routledge, 2004. Healy, Chris. Forgetting Aborigines. Sydney: U of NSW P, 2008.Hintz, Carrie, and Elaine Ostry, eds. Utopian and Dystopian Writing for Children and Young Adults. New York: Routledge, 2003.James, Lynette. “Children of Change, Not Doom: Indigenous Futurist Heroines in YA.” Extrapolation: A Journal of Science Fiction and Fantasy 57.1-2 (2016). 20 Sep. 2019 <https://online.liverpooluniversitypress.co.uk/doi/pdf/10.3828/extr.2016.9>.Kennon, Patricia. “‘Belonging’ in Young Adult Dystopian Fiction: New Communities Created by Children.” Papers: Explorations into Children's Literature 15.2 (2005). 28 Sep. 2019 <http://www.paperschildlit.com/pdfs/Papers_2005_v15no2_p40.pdf>.Kwaymullina, Ambelin. The Interrogation of Ashala Wolf. Newtown: Walker Books Australia, 2012.———. “Edges, Centres and Futures: Reflections on Being an Indigenous Speculative-Fiction Writer.” Kill Your Darlings 18 (2014): 22-33.———. “Respect, Relationships, Renewal: Aboriginal Perspectives on the Worlds of Tomorrow.” Westerly 64.1 (2019): 121-134. Kwaymullina, Ambelin, and Blaze Kwaymullina. “Learning to Read the Signs: Law in an Indigenous Reality.” Journal of Australian Studies 34.2 (2010). 21 Sep. 2019 <https://doi.org/10.1080/14443051003721189>.Mallan, Kerry. “Dystopian Fiction for Young People: Instructive Tales of Resilience.” Psychoanalytic Inquiry 37.1 (2017). 22 Sep. 2019 <https://doi.org/10.1080/07351690.2017.1250586>.McDonough, Megan, and Katherine A. Wagner. “Rebellious Natures: The Role of Nature in Young Adult Dystopian Female Protagonists’ Awakenings and Agency.” Female Rebellion in Young Adult Dystopian Fiction. Eds. Sara K. Day et al. Farnham: Taylor & Francis, 2014. 157-170.Montz, Amy L. “Rebels in Dresses: Distractions of Competitive Girlhood in Young Adult Dystopian Fiction.” Female Rebellion in Young Adult Dystopian Fiction. Eds. Sara K. Day et al. Farnham: Taylor & Francis, 2014. 107-121.Morrison, Mary. “Decolonizing Utopia: Indigenous Knowledge and Dystopian Speculative Fiction.” Dissertation. U of California, 2017.Murphy, Graham J. “For Love of Country: Apocalyptic Survivance in Ambelin Kwaymullina’s Tribe Series.” Extrapolation: A Journal of Science Fiction and Fantasy 57.1-2 (2016). 20 Sep. 2019 <https://online.liverpooluniversitypress.co.uk/doi/pdf/10.3828/extr.2016.10>.Okorafor, Nnedi. “Organic Fantasy.” African Identities 7.2 (2009). 22 Sep. 2019 <https://doi.org/10.1080/14725840902808967>.Scott, Conrad. “(Indigenous) Place and Time as Formal Strategy: Healing Immanent Crisis in the Dystopias of Eden Robinson and Richard Van Camp.” Extrapolation: A Journal of Science Fiction and Fantasy 57.1-2 (2016). 20 Sep. 2019 <https://online.liverpooluniversitypress.co.uk/doi/pdf/10.3828/extr.2016.6>.Sypnowich, Christine. “Lessons from Dystopia: Critique, Hope and Political Education.” Journal of Philosophy of Education 52.4 (2018). 22 Sep. 2019 <https://doi.org/10.1111/1467-9752.12328>.

In recent years ecological thinking has been applied to a range of social, cultural, and aesthetic systems, including performing arts as a living system of policy makers, producers, organisations, artists, and audiences. Ecological thinking is systems-based thinking which allows us to see the performing arts as a complex and protean ecosystem; to explain how elements in this system act and interact; and to evaluate its effects on Australia’s social fabric over time. According to Gallasch, ecological thinking is “what we desperately need for the arts.” It enables us to “defeat the fragmentary and utilitarian view of the arts that dominates, to make connections, to establish overviews of the arts that can be shared and debated” (Gallasch NP). The ecological metaphor has featured in debates about the performing arts in Brisbane, Australia, in the last two or three years. A growing state capital on Australia’s eastern seaboard, Brisbane is proud of its performing arts culture. Its main theatre organisations include the state flagship Queensland Theatre Company; the second major presenter of adapted and new text-based performances La Boite Theatre Company; venues which support local and touring performances such as the Judith Wright Centre for Contemporary Arts and the Brisbane Powerhouse; emerging talent incubator Metro Arts; indigenous companies like Kooemba Jdarra; independent physical theatre and circus companies such as Zen Zen Zo and Circa; and contemporary play-producing company 23rd Productions (cf. Baylis 3). Brisbane aspires to be a cultural capital in Australia, Australasia, and the Asia Pacific (Gill). Compared to Australia’s southern capitals Sydney and Melbourne, however, Brisbane does have a relatively low level of performing arts activity across traditional and contemporary theatre, contemporary performance, musicals, circus, and other genres of performance. It has at times been cast as a piecemeal, potentially unsustainable arts centre prone to losing talent to other states. In 2009, John Baylis took up these issues in Mapping Queensland Theatre, an Arts Queensland-funded survey designed to map practices in Brisbane and in Queensland more broadly, and to provide a platform to support future policy-making. This report excited debate amongst artists who, whilst accepting the tenor of Baylis’s criticisms, also lamented the lack of nuanced detail and contextualised relationships its map of Queensland theatre provided. In this paper we propose a new approach to mapping Brisbane’s and Queensland’s theatre that extends Baylis’s “value chain” into a “value ecology” that provides a more textured picture of players, patterns, relationships, and activity levels. A “value chain” approach emphasises linear relationships and gaps between production, distribution, and consumption in a specific sector of the economy. A “value ecology” approach goes further by examining a complex range of rhizomatic relationships between production, distribution, and consumption infrastructure and how they influence each other within a sector of the economy such as the performing arts. Our approach uses a “value ecology” model adapted from Hearn et al. and Cherbo et al. to map and interpret information from the AusStage performing arts database, the Australian Bureau of Statistics, and other sources such as previews, reviews, and an ongoing local blogosphere debate. Building upon Baylis’s work, our approach produces literal and conceptual maps of Queensland’s performing arts as they change over time, with analysis of support, infrastructure, and relationships amongst government, arts organisations, artists, and audiences. As debate on Mapping Queensland Theatre gives way to more considered reflection, and as Baylis develops a follow-up report, our approach captures snapshots of Queensland’s performing arts before, during, and after such policy interventions. It supports debate about how Queensland artists might manage their own sustainability, their own ability to balance artistic, cultural, and economic factors that influence their work in a way that allows them to survive long term, and allows policy makers, producers, and other players to better understand, articulate, assess, and address criticisms. The Ecological Metaphor In recent years a number of commentators have understood the performing arts as an “ecology,” a system characterised by interacting elements, engagements, flows, blockages, breaks, and breakthroughs whose “health” (synonymous in this context with sustainability) depends on relationships between players within and without the system. Traditionally, performing arts policies in Australia have concentrated on singular elements in a system. They have, as Hunt and Shaw argue, “concentrate[d] on individual companies or an individual artist’s practice rather than the sector as a whole” (5, cf. 43). The focus has been on how to structure, support, and measure the success—the aesthetic and social benefits—of individual training institutions, artists, administrators, and arts organisations. The “health” of singular elements has been taken as a sign of the “health” of the system. An ecologies approach, by contrast, concentrates on engagements, energies, and flows as signs of health, and thus sustainability, in a system. Ecological thinking enables policy makers, practitioners, and scholars to go beyond debate about the presence of activity, the volume of activity, and the fate of individual agents as signs of the health or non-health of a system. In an ecologies context, level of activity is not the only indicator of health, and low activity does not necessarily equate with instability or unsustainability. An ecological approach is critical in Brisbane, and in Queensland more broadly, where attempts to replicate the nature or level of activity in southern capitals are not necessarily the best way to shore up the “health” of our performing arts system in our own unique environment. As the locus of our study Queensland is unique. While Queensland has 20% of Australia’s population (OESR; ABS ‘ Population Projections’), and is regularly recognised as a rapidly growing “lifestyle superstate” which values innovation, creativity, and cultural infrastructure (Cunningham), it is still home to significantly less than 20% of Australia’s performing arts producers, and many talented people continue to migrate to the south to pursue career opportunities (Baylis 4, 28). An ecologies approach can break into oft-cited anxieties about artist, activity, and audience levels in Brisbane, and in Queensland, and create new ideas about what a “healthy” local performing arts sector might look like. This might start to infuse some of the social media commentary that currently tends to emphasise the gaps in the sector. Ecologies are complex systems. So, as Costanza says, when we consider ecosystem health, we must consider the overall performance of the system, including its ability to deal with “external stress” (240) from macro-level political, legal, social, cultural, economic, or technological currents that change the broader society this particular sector or ecosystem sits within. In Brisbane, there is a growing population and a desire to pursue a cultural capital tag, but the distinctive geographic, demographic, and behavioural characteristics of Brisbane’s population—and the associated ‘stresses’, conditions, or constraints—mean that striving to replicate patterns of activity seen in Sydney or Melbourne may not be the straightest path to a “healthy” or “sustainable” sector here. The attitudes of the players and the pressures influencing the system are different, so this may be like comparing rainforests with deserts (Costanza), and forgetting that different elements and engagements are in fact “healthy” in different ecosystems. From an ecologies point of view, policy makers and practitioners in Brisbane and in Queensland more broadly might be well advised to stop trying to match Sydney or Melbourne, and to instead acknowledge that a “healthy” ecosystem here may look different, and so generate policy, subsidy, and production systems to support this. An ecological approach can help determine how much activity is in fact necessary to ensure a healthy and sustainable local performing arts sector. It can, in other words, provide a fresh approach that inspires new ideas and strategies for sector sustainability. Brisbane, Baylis and the Blogosphere Debate The ecological metaphor has clearly captured the interest of policy makers as they consider how to make Queensland’s performing arts more sustainable and successful. For Arts Queensland: The view of the sector as a complex and interdependent ‘ecosystem’ is forging new thinking, new practices and new business models. Individual practitioners and organisations are rethinking where they sit within the broader ecology, and what they contribute to the health and vitality of the sector, and how they might address the gaps in services and skills (12). This view informed the commissioning of Mapping Queensland Theatre, an assessment of Queensland’s theatre sector which offers a framework for allocation of resources under the Queensland Arts & Cultural Sector Plan 2010-2013. It also offers a framework for negotiation with funded organisations to ensure “their activities and focus support a harmonious ecology” (Baylis 3) in which all types and levels of practice (emerging, established, touring, and so on) are functioning well and are well represented within the overall mix of activities. Utilising primary and secondary survey sources, Mapping Queensland Theatre seeks: to map individuals, institutions, and organisations who have a stake in developing Queensland’s professional theatre sector; and to apply a “value chain” model of production from supply (training, creation, presentation, and distribution) to demand (audiences) to identify problems and gaps in Queensland’s professional theatre sector and recommend actions to address them. The report is critical of the sector. Baylis argues that “the context for great theatre is not yet in place in Queensland … therefore works of outstandingly high quality will be rare” (28).Whilst acknowledging a lack of ready answers about how much activity is required in a vibrant theatre culture, Baylis argues that “comparisons are possible” (27) and he uses various data sets to compare numbers of new Australian productions in different states. He finds that “despite having 20% of the Australian population, [Queensland] generates a dramatically lower amount of theatre activity” (4, cf. 28). The reason, according to Baylis (20, 23, 25, 29, 32, 40-41, 44), is that there are gaps in the “value chain” of Queensland theatre, specifically in: Support for the current wave of emerging and independent artistsSpace for experimentation Connections between artists, companies, venues and festivals, between and within regional centres, and between Queensland companies and their (inter)national peers Professional development for producers to address the issue of market distributionAudience development “Queensland lacks a critical mass of theatre activity to develop a sustainable theatre culture” (48), and the main gap is in pathways for independent artists. Quality new work does not emerge, energy dissipates, and artists move on. The solution, for Baylis, is to increase support for independent companies (especially via co-productions with mainstage companies), to improve (inter)national touring, and to encourage investment in audience development. Naturally, Queensland’s theatre makers responded to this report. Responses were given, for example, in inaugural speeches by new Queensland Theatre Company director Wesley Enoch and new La Boite Theatre Company director David Berthold, in the media, and in blogosphere commentary on a range of articles on Brisbane performing arts in 2010. The blogosphere debate in particular raged for months and warrants more detailed analysis elsewhere. For the purposes of this paper, though, it is sufficient to note that blogosphere debate about the health of Queensland theatre culture acknowledged many of the deficits Baylis identified and called for: More leadershipMore government supportMore venuesMore diversityMore audience, especially for risky work, and better audience engagementMore jobs and retention of artists Whilst these responses endorse Baylis’s findings and companies have since conceived programs that address Baylis’s criticisms (QTC’s introduction of a Studio Season and La Boite’s introduction of an Indie program in 2010 for example) a sense of frustration also emerged. Some, like former QTC Chair Kate Foy, felt that “what’s really needed in the theatre is a discussion that breaks out from the old themes and encourages fresh ideas—approaches to solving whatever problems are perceived to exist in ‘the system’.” For commentators like Foy the blogosphere debate enacted a kind of ritual rehearsal of an all-too-familiar set of concerns: inadequate and ill-deployed funding, insufficient venues, talent drain, and an impoverished local culture of theatre going. “Value Chains” versus “Value Ecologies” Why did responses to this report demand more artists, more arts organisations, more venues, and more activities? Why did they repeat demands for more government-subsidised venues, platforms, and support rather than drive toward new seed- or non- subsidised initiatives? At one level, this is to do with the report’s claims: it is natural for artists who have been told quality work is “rare” amongst them to point to lack of support to achieve success. At another level, though, this is because—as useful as it has been for local theatre makers—Baylis’s map is premised on a linear chain from training, to first productions, to further developed productions (involving established writers, directors, designers and performers), to opportunities to tour (inter)nationally, etc. It provides a linear image of a local performing arts sector in which there are individuals and institutions with potential, but specific gaps in the production-distribution-consumption chain that make it difficult to deliver work to target markets. It emphasises gaps in the linear pathway towards “stability” of financial, venue, and audience support and thus “sustainability” over a whole career for independent artists and the audiences they attract. Accordingly, asking government to plug the gaps through elements added to the system (venues, co-production platforms, producer hubs, subsidy, and entrepreneurial endeavours) seems like a logical solution. Whilst this is true, it does not tell the whole story. To generate a wider story, we need to consider: What the expected elements in a “healthy” ecosystem would be (e.g. more versus alternative activity);What other aesthetic, cultural, or economic pressures affect the “health” of an ecosystem;Why practices might need to cycle, ebb, and flow over time in a “healthy” ecosystem. A look at the way La Boite works before, during, and after Baylis’s analysis of Brisbane theatre illustrates why attention to these elements is necessary. A long-running company which has made the transition from amateur to professional to being a primary developer of new Australian work in its distinctive in-the-round space, La Boite has recently shifted its strategic position. A focus on text-based Australian plays has given way to adapted, contemporary, and new work in a range of genres; regular co-productions with companies in Brisbane and beyond; and an “Indie” program that offers other companies a venue. This could be read as a response to Baylis’s recommendation: the production-distribution-consumption chain gap for Brisbane’s independents is plugged, the problem is solved, the recommendation has led to the desired result. Such a reading might, though, overlook the range of pressures beyond Brisbane, beyond Queensland, and beyond the Baylis report that drive—and thus help, hinder, or otherwise effect—the shift in La Boite’s program strategies. The fact that La Boite recently lost its Australia Council funding, or that La Boite like all theatre companies needs co-productions to keep its venue running as costs increase, or that La Boite has rebranded to appeal to younger audiences interested in postdramatic, do-it-your-self or junkyard style aesthetics. These factors all influence what La Boite might do to sustain itself, and more importantly, what its long-term impact on Brisbane’s theatre ecology will be. To grasp what is happening here, and get beyond repetitive responses to anxieties about Brisbane’s theatre ecology, detail is required not simply on whether programs like La Boite’s “plugged the gap” for independent artists, but on how they had both predicted and unpredicted effects, and how other factors influenced the effects. What is needed is to extend mapping from a “value chain” to a full ”value ecology”? This is something Hearn et al. have called for. A value chain suggests a “single linear process with one stage leading to the next” (5). It ignores the environment and other external enablers and disregards a product’s relationship to other systems or products. In response they prefer a “value creating ecology” in which the “constellation of firms are [sic] dynamic and value flow is multi-directional and works through clusters of networks” (6). Whilst Hearn et al. emphasise “firms” or companies in their value creating ecology, a range of elements—government, arts organisations, artists, audiences, and the media as well as the aesthetic, social, and economic forces that influence them—needs to be mapped in the value creating ecology of the performing arts. Cherbo et al. provide a system of elements or components which, adapted for a local context like Brisbane or Queensland, can better form the basis of a value ecology approach to the way a specific performing arts community works, adapts, changes, breaks down, or breaks through over time. Figure 1 – Performing Arts Sector Map (adapted from Cherbo et. al. 14) Here, the performing arts sector is understood in terms of core artistic workers, companies, a constellation of generic and sector specific support systems, and wider social contexts (Cherbo et al. 15). Together, the shift from “value chain” to “value ecology” that Hearn et al. advocate, and the constellation of ecology elements that Cherbo et al. emphasise, bring a more detailed, dynamic range of relations into play. These include “upstream” production infrastructure (education, suppliers, sponsors), “downstream” distribution infrastructure (venues, outlets, agents), and overall public infrastructure. As a framework for mapping “value ecology” this model offers a more nuanced perspective on production, distribution, and consumption elements in an ecology. It allows for analysis of impact of interventions in dozens of different areas, from dozens of perspectives, and thus provides a more detailed picture of players, relationships, and results to support both practice and policy making around practice. An Aus-e-Stage Value Ecology To provide the more detailed, dynamic image of local theatre culture that a value ecology approach demands—to show players, relations between players, and context in all their complexity—we use the Aus-e-Stage Mapping Service, an online application that maps data about artists, arts organisations, and audiences across cityscapes/landscapes. We use Aus-e-Stage with data drawn from three sources: the AusStage database of over 50,000 entries on Australian performing arts venues, productions, artists, and reviews; the Australian Bureau of Statistics (ABS) data on population; and the Local Government Area (LGA) maps the ABS uses to cluster populations. Figure 2 – Using AusStage Interface Figure 3 – AusStage data on theatre venues laid over ABS Local Government Area Map Figure 4 – Using Aus-e-Stage / AusStage to zoom in on Australia, Queensland, Brisbane and La Boite Theatre Company, and generate a list of productions, dates and details Aus-e-Stage produces not just single maps, but a sequential series of snapshots of production ecologies, which visually track who does what when, where, with whom, and for whom. Its sequences can show: The way artists, companies, venues, and audiences relate to each other;The way artists’ relationship to companies, venues, and audiences changes over time;The way “external stressors” changes such as policy, industrial, or population changes affect the elements, roles, and relationships in the ecology from that point forward. Though it can be used in combination with other data sources such as interviews, the advantage of AusStage data is that maps of moving ecologies of practice are based not on descriptions coloured by memory but clear, accurate program, preview, and review data. This allows it to show how factors in the environment—population, policy, infrastructure, or program shifts—effect the ecology, effect players in the ecology, and prompt players to adapt their type, level, or intensity of practice. It extends Baylis’s value chain into a full value ecology that shows the detail on how an ecology works, going beyond demands that government plug perceived gaps and moving towards data- and history- based decisions, ideas and innovation based on what works in Brisbane’s performing arts ecology. Our Aus-e-Stage mapping shows this approach can do a number of useful things. It can create sequences showing breaks, blockages, and absences in an individual or company’s effort to move from emerging to established (e.g. in a sudden burst of activity followed by nothing). It can create sequences showing an individual or company’s moves to other parts of Australia (e.g. to tour or to pursue more permanent work). It can show surprising spaces, relations, and sources of support artists use to further their career (e.g. use of an amateur theatre outside the city such as Brisbane Arts Theatre). It can capture data about venues, programs, or co-production networks that are more or less effective in opening up new opportunities for artists (e.g. moving small-scale experiments in Metro Arts’ “Independents” program to full scale independent productions in La Boite’s “Indie” program, its mainstage program, other mainstage programs, and beyond). It can link to program information, documentation, or commentary to compare anticipated and actual effects. It can lay the map dates and movements across significant policy, infrastructure, or production climate shifts. In the example below, for instance, Aus-e-Stage represents the tour of La Boite’s popular production of a new Australian work Zig Zag Street, based on the Brisbane-focused novel by Nick Earls about a single, twentysomething man’s struggles with life, love, and work. Figure 5 – Zig Zag Street Tour Map In the example below, Aus-e-Stage represents the movements not of a play but of a performer—in this case Christopher Sommers—who has been able to balance employment with new work incubator Metro Arts, mainstage and indie producer La Boite, and stage theatre company QTC with his role with independent theatre company 23rd Productions to create something more protean, more portfolio-based or boundary-less than a traditional linear career trajectory. Figure 6 – Christopher Sommers Network Map and Travel Map This value of this approach, and this technology, is clear. Which independents participate in La Boite Indie (or QTC’s “Studio” or “Greenroom” new work programs, or Metro’s emerging work programs, or others)? What benefits does it bring for artists, for independent companies, or for mainstage companies like La Boite? Is this a launching pad leading to ongoing, sustainable production practices? What do artists, audiences or others say about these launching pads in previews, programs, or reviews? Using Aus-e-Stage as part of a value ecology approach answers these questions. It provides a more detailed picture of what happens, what effect it has on local theatre ecology, and exactly which influences enabled this effect: precisely the data needed to generate informed debate, ideas, and decision making. Conclusion Our ecological approach provides images of a local performing arts ecology in action, drawing out filtered data on different players, relationships, and influencing factors, and thus extending examination of Brisbane’s and Queensland’s performing arts sector into useful new areas. It offers three main advances—first, it adopts a value ecology approach (Hearn et al.), second, it adapts this value ecology approach to include not just companies by all up- and down- stream players, supporters and infrastructure (Cherbo et. al.), and, thirdly, it uses the wealth of data available via Aus-e-Stage maps to fill out and filter images of local theatre ecology. It allows us to develop detailed, meaningful data to support discussion, debate, and development of ideas that is less likely to get bogged down in old, outdated, or inaccurate assumptions about how the sector works. Indeed, our data lends itself to additional analysis in a number of ways, from economic analysis of how shifts in policy influence productivity to sociological analysis of the way practitioners or practices acquire status and cultural capital (Bourdieu) in the field. Whilst descriptions offered here demonstrate the potential of this approach, this is by no means a finished exercise. Indeed, because this approach is about analysing how elements, roles, and relationships in an ecology shift over time, it is an ever-unfinished exercise. As Fortin and Dale argue, ecological studies of this sort are necessarily iterative, with each iteration providing new insights and raising further questions into processes and patterns (3). Given the number of local performing arts producers who have changed their practices significantly since Baylis’s Mapping Queensland Theatre report, and the fact that Baylis is producing a follow-up report, the next step will be to use this approach and the Aus-e-Stage technology that supports it to trace how ongoing shifts impact on Brisbane’s ambitions to become a cultural capital. This process is underway, and promises to open still more new perspectives by understanding anxieties about local theatre culture in terms of ecologies and exploring them cartographically. References Arts Queensland. Queensland Arts & Cultural Sector Plan 2010-2013. Brisbane: Arts Queensland, 2010. Australian Bureau of Statistics. “Population Projections, Australia, 2006 to 2101.” Canberra: ABS (2008). 20 June 2011 ‹http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/3222.0Main+Features12006%20to%202101?OpenDocument›. ——-. “Regional Population Growth, Australia, 2008-2009: Queensland.” Canberra: ABS (2010). 20 June 2011 ‹http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3218.0Main%20Features62008-09?opendocument&tabname=Summary&prodno=3218.0&issue=2008-09&num=&view=›. Baylis, John. Mapping Queensland Theatre. Brisbane: Arts Queensland, 2009. Bourdieu, Pierre. “The Forms of Capital.” Handbook of Theory and Research for the Sociology of Education. Ed. John G. Richardson. New York: Greenwood, 1986.241-58. Cherbo, Joni M., Harold Vogel, and Margaret Jane Wyszomirski. “Towards an Arts and Creative Sector.” Understanding the Arts and Creative Sector in the United States. Ed. Joni M. Cherbo, Ruth A. Stewart and Margaret J. Wyszomirski. New Brunswick: Rutgers University Press, 2008. 32-60. Costanza, Robert. “Toward an Operational Definition of Ecosystem Health”. Ecosystem Health: New Goals for Environmental Management. Eds. Robert Costanza, Bryan G. Norton and Benjamin D. Haskell. Washington: Island Press, 1992. 239-56. Cunningham, Stuart. “Keeping Artistic Tempers Balanced.” The Courier Mail, 4 August (2010). 20 June 2012 ‹http://www.couriermail.com.au/news/opinion/keeping-artistic-tempers-balanced/story-e6frerc6-1225901295328›. Gallasch, Keith. “The ABC and the Arts: The Arts Ecologically.” RealTime 61 (2004). 20 June 2011 ‹http://www.realtimearts.net/article/61/7436›. Gill, Raymond. “Is Brisbane Australia’s New Cultural Capital?” Sydney Morning Herald, 16 October (2010). 20 June 2011 ‹http://www.smh.com.au/entertainment/art-and-design/is-brisbane-australias-new-cultural-capital-20101015-16np5.html›. Fortin, Marie-Josée and Dale, Mark R.T. Spatial Analysis: A Guide for Ecologists. Cambridge: Cambridge University Press, 2005. Foy, Kate. “Is There Anything Right with the Theatre?” Groundling. 10 January (2010). 20 June 2011 ‹http://katefoy.com/2010/01/is-there-anything-right-with-the-theatre/›. Hearn, Gregory N., Simon C. Roodhouse, and Julie M. Blakey. ‘From Value Chain to Value Creating Ecology: Implications for Creative Industries Development Policy.’ International Journal of Cultural Policy 13 (2007). 20 June 2011 ‹http://eprints.qut.edu.au/15026/›. Hunt, Cathy and Phyllida Shaw. A Sustainable Arts Sector: What Will It Take? Strawberry Hills: Currency House, 2007. Knell, John. Theatre’s New Rules of Evolution. Available from Intelligence Agency, 2008. Office of Economic and Statistical Research. “Information Brief: Australian Demographic Statistics June Quarter 2009.” Canberra: OESR (2010). 20 June 2012 ‹http://www.oesr.qld.gov.au/queensland-by-theme/demography/briefs/aust-demographic-stats/aust-demographic-stats-200906.pdf›.

IntroductionCulinary education in Ireland has long been influenced by culinary education being delivered in catering colleges in the United Kingdom (UK). Institutionalised culinary education started in Britain through the sponsorship of guild conglomerates (Lawson and Silver). The City & Guilds of London Institute for the Advancement of Technical Education opened its central institution in 1884. Culinary education in Ireland began in Kevin Street Technical School in the late 1880s. This consisted of evening courses in plain cookery. Dublin’s leading chefs and waiters of the time participated in developing courses in French culinary classics and these courses ran in Parnell Square Vocational School from 1926 (Mac Con Iomaire “The Changing”). St Mary’s College of Domestic Science was purpose built and opened in 1941 in Cathal Brugha Street. This was renamed the Dublin College of Catering in the 1950s. The Council for Education, Recruitment and Training for the Hotel Industry (CERT) was set up in 1963 and ran cookery courses using the City & Guilds of London examinations as its benchmark. In 1982, when the National Craft Curriculum Certification Board (NCCCB) was established, CERT began carrying out their own examinations. This allowed Irish catering education to set its own standards, establish its own criteria and award its own certificates, roles which were previously carried out by City & Guilds of London (Corr). CERT awarded its first certificates in professional cookery in 1989. The training role of CERT was taken over by Fáilte Ireland, the State tourism board, in 2003. Changing Trends in Cookery and Culinary Textbooks at DIT The Dublin College of Catering which became part of the Dublin Institute of Technology (DIT) is the flagship of catering education in Ireland (Mac Con Iomaire “The Changing”). The first DIT culinary award, was introduced in 1984 Certificate in Diet Cookery, later renamed Higher Certificate in Health and Nutrition for the Culinary Arts. On the 19th of July 1992 the Dublin Institute of Technology Act was enacted into law. This Act enabled DIT to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State (Ireland 1992). In 1998, DIT was granted degree awarding powers by the Irish state, enabling it to make major awards at Higher Certificate, Ordinary Bachelor Degree, Honors Bachelor Degree, Masters and PhD levels (Levels six to ten in the National Framework of Qualifications), as well as a range of minor, special purpose and supplemental awards (National NQAI). It was not until 1999, when a primary degree in Culinary Arts was sanctioned by the Department of Education in Ireland (Duff, The Story), that a more diverse range of textbooks was recommended based on a new liberal/vocational educational philosophy. DITs School of Culinary Arts currently offers: Higher Certificates Health and Nutrition for the Culinary Arts; Higher Certificate in Culinary Arts (Professional Culinary Practice); BSc (Ord) in Baking and Pastry Arts Management; BA (Hons) in Culinary Arts; BSc (Hons) Bar Management and Entrepreneurship; BSc (Hons) in Culinary Entrepreneurship; and, MSc in Culinary Innovation and Food Product Development. From 1942 to 1970, haute cuisine, or classical French cuisine was the most influential cooking trend in Irish cuisine and this is reflected in the culinary textbooks of that era. Haute cuisine has been influenced by many influential writers/chefs such as Francois La Varenne, Antoine Carême, Auguste Escoffier, Ferand Point, Paul Bocuse, Anton Mosiman, Albert and Michel Roux to name but a few. The period from 1947 to 1974 can be viewed as a “golden age” of haute cuisine in Ireland, as more award-winning world-class restaurants traded in Dublin during this period than at any other time in history (Mac Con Iomaire “The Changing”). Hotels and restaurants were run in the Escoffier partie system style which is a system of hierarchy among kitchen staff and areas of the kitchens specialising in cooking particular parts of the menu i.e sauces (saucier), fish (poissonnier), larder (garde manger), vegetable (legumier) and pastry (patissier). In the late 1960s, Escoffier-styled restaurants were considered overstaffed and were no longer financially viable. Restaurants began to be run by chef-proprietors, using plate rather than silver service. Nouvelle cuisine began in the 1970s and this became a modern form of haute cuisine (Gillespie). The rise in chef-proprietor run restaurants in Ireland reflected the same characteristics of the nouvelle cuisine movement. Culinary textbooks such as Practical Professional Cookery, La Technique, The Complete Guide to Modern Cooking, The Art of the Garde Mange and Patisserie interpreted nouvelle cuisine techniques and plated dishes. In 1977, the DIT began delivering courses in City & Guilds Advanced Kitchen & Larder 706/3 and Pastry 706/3, the only college in Ireland to do so at the time. Many graduates from these courses became the future Irish culinary lecturers, chef-proprietors, and culinary leaders. The next two decades saw a rise in fusion cooking, nouvelle cuisine, and a return to French classical cooking. Numerous Irish chefs were returning to Ireland having worked with Michelin starred chefs and opening new restaurants in the vein of classical French cooking, such as Kevin Thornton (Wine Epergne & Thorntons). These chefs were, in turn, influencing culinary training in DIT with a return to classical French cooking. New Classical French culinary textbooks such as New Classical Cuisine, The Modern Patisserie, The French Professional Pastry Series and Advanced Practical Cookery were being used in DIT In the last 15 years, science in cooking has become the current trend in culinary education in DIT. This is acknowledged by the increased number of culinary science textbooks and modules in molecular gastronomy offered in DIT. This also coincided with the launch of the BA (Hons) in Culinary Arts in DIT moving culinary education from a technical to a liberal education. Books such as The Science of Cooking, On Food and Cooking, The Fat Duck Cookbook and Modern Gastronomy now appear on recommended textbooks for culinary students.For the purpose of this article, practical classes held at DIT will be broken down as follows: hot kitchen class, larder classes, and pastry classes. These classes had recommended textbooks for each area. These can be broken down into three sections: hot kitche, larder, and pastry. This table identifies that the textbooks used in culinary education at DIT reflected the trends in cookery at the time they were being used. Hot Kitchen Larder Pastry Le Guide Culinaire. 1921. Le Guide Culinaire. 1921. The International Confectioner. 1968. Le Repertoire De La Cuisine. 1914. The Larder Chef, Classical Food Preparation and Presentation. 1969. Patisserie. 1971. All in the Cooking, Books 1&2. 1943 The Art of the Garde Manger. 1973. The Modern Patissier. 1986 Larousse Gastronomique. 1961. New Classic Cuisine. 1989. Professional French Pastry Series. 1987. Practical Cookery. 1962. The Curious Cook. 1990. Complete Pastrywork Techniques. 1991. Practical Professional Cookery. 1972. On Food and Cooking. The Science and Lore of the Kitchen. 1991. On Food and Cooking: The Science and Lore of the Kitchen. 1991 La Technique. 1976. Advanced Practical Cookery. 1995. Desserts: A Lifelong Passion. 1994. Escoffier: The Complete Guide to the Art of Modern Cookery. 1979. The Science of Cooking. 2000. Culinary Artistry. Dornenburg, 1996. Professional Cookery: The Process Approach. 1985. Garde Manger, The Art and Craft of the Cold Kitchen. 2004. Grande Finales: The Art of the Plated Dessert. 1997. On Food and Cooking: The Science and Lore of the Kitchen. 1991. The Science of Cooking. 2000. Fat Duck Cookbook. 2009. Modern Gastronomy. 2010. Tab.1. DIT Culinary Textbooks.1942–1960 During the first half of the 20th century, senior staff working in Dublin hotels, restaurants and clubs were predominately foreign born and trained. The two decades following World War II could be viewed as the “golden age” of haute cuisine in Dublin as many award-wining restaurants traded in the city at this time (Mac Con Iomaire “The Emergence”). Culinary education in DIT in 1942 saw the use of Escoffier’s Le Guide Culinaire as the defining textbook (Bowe). This was first published in 1903 and translated into English in 1907. In 1979 Cracknell and Kaufmann published a more comprehensive and update edited version under the title The Complete Guide to the Art of Modern Cookery by Escoffier for use in culinary colleges. This demonstrated that Escoffier’s work had withstood the test of the decades and was still relevant. Le Repertoire de La Cuisine by Louis Saulnier, a student of Escoffier, presented the fundamentals of French classical cookery. Le Repertoire was inspired by the work of Escoffier and contains thousands of classical recipes presented in a brief format that can be clearly understood by chefs and cooks. Le Repertoire remains an important part of any DIT culinary student’s textbook list. All in the Cooking by Josephine Marnell, Nora Breathnach, Ann Mairtin and Mor Murnaghan (1946) was one of the first cookbooks to be published in Ireland (Cashmann). This book was a domestic science cooking book written by lecturers in the Cathal Brugha Street College. There is a combination of classical French recipes and Irish recipes throughout the book. 1960s It was not until the 1960s that reference book Larousse Gastronomique and new textbooks such as Practical Cookery, The Larder Chef and International Confectionary made their way into DIT culinary education. These books still focused on classical French cooking but used lighter sauces and reflected more modern cooking equipment and techniques. Also, this period was the first time that specific books for larder and pastry work were introduced into the DIT culinary education system (Bowe). Larousse Gastronomique, which used Le Guide Culinaire as a basis (James), was first published in 1938 and translated into English in 1961. Practical Cookery, which is still used in DIT culinary education, is now in its 12th edition. Each edition has built on the previous, however, there is now criticism that some of the content is dated (Richards). Practical Cookery has established itself as a key textbook in culinary education both in Ireland and England. Practical Cookery recipes were laid out in easy to follow steps and food commodities were discussed briefly. The Larder Chef was first published in 1969 and is currently in its 4th edition. This book focuses on classical French larder techniques, butchery and fishmongery but recognises current trends and fashions in food presentation. The International Confectioner is no longer in print but is still used as a reference for basic recipes in pastry classes (Campbell). The Modern Patissier demonstrated more updated techniques and methods than were used in The International Confectioner. The Modern Patissier is still used as a reference book in DIT. 1970s The 1970s saw the decline in haute cuisine in Ireland, as it was in the process of being replaced by nouvelle cuisine. Irish chefs were being influenced by the works of chefs such as Paul Boucuse, Roger Verge, Michel Guerard, Raymond Olivier, Jean & Pierre Troisgros, Alain Senderens, Jacques Maniere, Jean Delaveine and Michel Guerard who advanced the uncomplicated natural presentation in food. Henri Gault claims that it was his manifesto published in October 1973 in Gault-Millau magazine which unleashed the movement called La Nouvelle Cuisine Française (Gault). In nouvelle cuisine, dishes in Carème and Escoffier’s style were rejected as over-rich and complicated. The principles underpinning this new movement focused on the freshness of ingredients, and lightness and harmony in all components and accompaniments, as well as basic and simple cooking methods and types of presentation. This was not, however, a complete overthrowing of the past, but a moving forward in the long-term process of cuisine development, utilising the very best from each evolution (Cousins). Books such as Practical Professional Cookery, The Art of the Garde Manger and Patisserie reflected this new lighter approach to cookery. Patisserie was first published in 1971, is now in its second edition, and continues to be used in DIT culinary education. This book became an essential textbook in pastrywork, and covers the entire syllabus of City & Guilds and CERT (now Fáilte Ireland). Patisserie covered all basic pastry recipes and techniques, while the second edition (in 1993) included new modern recipes, modern pastry equipment, commodities, and food hygiene regulations reflecting the changing catering environment. The Art of the Garde Manger is an American book highlighting the artistry, creativity, and cooking sensitivity need to be a successful Garde Manger (the larder chef who prepares cold preparation in a partie system kitchen). It reflected the dynamic changes occurring in the culinary world but recognised the importance of understanding basic French culinary principles. It is no longer used in DIT culinary education. La Technique is a guide to classical French preparation (Escoffier’s methods and techniques) using detailed pictures and notes. This book remains a very useful guide and reference for culinary students. Practical Professional Cookery also became an important textbook as it was written with the student and chef/lecturer in mind, as it provides a wider range of recipes and detailed information to assist in understanding the tasks at hand. It is based on classical French cooking and compliments Practical Cookery as a textbook, however, its recipes are for ten portions as opposed to four portions in Practical Cookery. Again this book was written with the City & Guilds examinations in mind. 1980s During the mid-1980s, many young Irish chefs and waiters emigrated. They returned in the late-1980s and early-1990s having gained vast experience of nouvelle and fusion cuisine in London, Paris, New York, California and elsewhere (Mac Con Iomaire, “The Changing”). These energetic, well-trained professionals began opening chef-proprietor restaurants around Dublin, providing invaluable training and positions for up-and-coming young chefs, waiters and culinary college graduates. The 1980s saw a return to French classical cookery textbook such as Professional Cookery: The Process Approach, New Classic Cuisine and the Professional French Pastry series, because educators saw the need for students to learn the basics of French cookery. Professional Cookery: The Process Approach was written by Daniel Stevenson who was, at the time, a senior lecturer in Food and Beverage Operations at Oxford Polytechnic in England. Again, this book was written for students with an emphasis on the cookery techniques and the practices of professional cookery. The Complete Guide to Modern Cooking by Escoffier continued to be used. This book is used by cooks and chefs as a reference for ingredients in dishes rather than a recipe book, as it does not go into detail in the methods as it is assumed the cook/chef would have the required experience to know the method of production. Le Guide Culinaire was only used on advanced City & Guilds courses in DIT during this decade (Bowe). New Classic Cuisine by the classically French trained chefs, Albert and Michel Roux (Gayot), is a classical French cuisine cookbook used as a reference by DIT culinary educators at the time because of the influence the Roux brothers were having over the English fine dining scene. The Professional French Pastry Series is a range of four volumes of pastry books: Vol. 1 Doughs, Batters and Meringues; Vol. 2 Creams, Confections and Finished Desserts; Vol. 3 Petit Four, Chocolate, Frozen Desserts and Sugar Work; and Vol. 4 Decorations, Borders and Letters, Marzipan, Modern Desserts. These books about classical French pastry making were used on the advanced pastry courses at DIT as learners needed a basic knowledge of pastry making to use them. 1990s Ireland in the late 1990s became a very prosperous and thriving European nation; the phenomena that became known as the “celtic tiger” was in full swing (Mac Con Iomaire “The Changing”). The Irish dining public were being treated to a resurgence of traditional Irish cuisine using fresh wholesome food (Hughes). The Irish population was considered more well-educated and well travelled than previous generations and culinary students were now becoming interested in the science of cooking. In 1996, the BA (Hons) in Culinary Arts program at DIT was first mooted (Hegarty). Finally, in 1999, a primary degree in Culinary Arts was sanctioned by the Department of Education underpinned by a new liberal/vocational philosophy in education (Duff). Teaching culinary arts in the past had been through a vocational education focus whereby students were taught skills for industry which were narrow, restrictive, and constraining, without the necessary knowledge to articulate the acquired skill. The reading list for culinary students reflected this new liberal education in culinary arts as Harold McGee’s books The Curious Cook and On Food and Cooking: The Science and Lore of the Kitchen explored and explained the science of cooking. On Food and Cooking: The Science and Lore of the Kitchen proposed that “science can make cooking more interesting by connecting it with the basic workings of the natural world” (Vega 373). Advanced Practical Cookery was written for City & Guilds students. In DIT this book was used by advanced culinary students sitting Fáilte Ireland examinations, and the second year of the new BA (Hons) in Culinary Arts. Culinary Artistry encouraged chefs to explore the creative process of culinary composition as it explored the intersection of food, imagination, and taste (Dornenburg). This book encouraged chefs to develop their own style of cuisine using fresh seasonal ingredients, and was used for advanced students but is no longer a set text. Chefs were being encouraged to show their artistic traits, and none more so than pastry chefs. Grande Finale: The Art of Plated Desserts encouraged advanced students to identify different “schools” of pastry in relation to the world of art and design. The concept of the recipes used in this book were built on the original spectacular pieces montées created by Antoine Carême. 2000–2013 After nouvelle cuisine, recent developments have included interest in various fusion cuisines, such as Asia-Pacific, and in molecular gastronomy. Molecular gastronomists strive to find perfect recipes using scientific methods of investigation (Blanck). Hervè This experimentation with recipes and his introduction to Nicholos Kurti led them to create a food discipline they called “molecular gastronomy”. In 1998, a number of creative chefs began experimenting with the incorporation of ingredients and techniques normally used in mass food production in order to arrive at previously unattainable culinary creations. This “new cooking” (Vega 373) required a knowledge of chemical reactions and physico-chemical phenomena in relation to food, as well as specialist tools, which were created by these early explorers. It has been suggested that molecular gastronomy is “science-based cooking” (Vega 375) and that this concept refers to conscious application of the principles and tools from food science and other disciplines for the development of new dishes particularly in the context of classical cuisine (Vega). The Science of Cooking assists students in understanding the chemistry and physics of cooking. This book takes traditional French techniques and recipes and refutes some of the claims and methods used in traditional recipes. Garde Manger: The Art and Craft of the Cold Kitchen is used for the advanced larder modules at DIT. This book builds on basic skills in the Larder Chef book. Molecular gastronomy as a subject area was developed in 2009 in DIT, the first of its kind in Ireland. The Fat Duck Cookbook and Modern Gastronomy underpin the theoretical aspects of the module. This module is taught to 4th year BA (Hons) in Culinary Arts students who already have three years experience in culinary education and the culinary industry, and also to MSc Culinary Innovation and Food Product Development students. Conclusion Escoffier, the master of French classical cuisine, still influences culinary textbooks to this day. His basic approach to cooking is considered essential to teaching culinary students, allowing them to embrace the core skills and competencies required to work in the professional environment. Teaching of culinary arts at DIT has moved vocational education to a more liberal basis, and it is imperative that the chosen textbooks reflect this development. This liberal education gives the students a broader understanding of cooking, hospitality management, food science, gastronomy, health and safety, oenology, and food product development. To date there is no practical culinary textbook written specifically for Irish culinary education, particularly within this new liberal/vocational paradigm. There is clearly a need for a new textbook which combines the best of Escoffier’s classical French techniques with the more modern molecular gastronomy techniques popularised by Ferran Adria. References Adria, Ferran. Modern Gastronomy A to Z: A Scientific and Gastronomic Lexicon. London: CRC P, 2010. Barker, William. The Modern Patissier. London: Hutchinson, 1974. Barham, Peter. The Science of Cooking. Berlin: Springer-Verlag, 2000. Bilheux, Roland, Alain Escoffier, Daniel Herve, and Jean-Maire Pouradier. Special and Decorative Breads. New York: Van Nostrand Reinhold, 1987. Blanck, J. "Molecular Gastronomy: Overview of a Controversial Food Science Discipline." Journal of Agricultural and Food Information 8.3 (2007): 77-85. Blumenthal, Heston. The Fat Duck Cookbook. London: Bloomsbury, 2001. Bode, Willi, and M.J. Leto. The Larder Chef. Oxford: Butter-Heinemann, 1969. Bowe, James. Personal Communication with Author. Dublin. 7 Apr. 2013. Boyle, Tish, and Timothy Moriarty. Grand Finales, The Art of the Plated Dessert. New York: John Wiley, 1997. Campbell, Anthony. Personal Communication with Author. Dublin, 10 Apr. 2013. Cashman, Dorothy. "An Exploratory Study of Irish Cookbooks." Unpublished M.Sc Thesis. Dublin: Dublin Institute of Technology, 2009. Ceserani, Victor, Ronald Kinton, and David Foskett. Practical Cookery. London: Hodder & Stoughton Educational, 1962. Ceserani, Victor, and David Foskett. Advanced Practical Cookery. London: Hodder & Stoughton Educational, 1995. Corr, Frank. Hotels in Ireland. Dublin: Jemma, 1987. Cousins, John, Kevin Gorman, and Marc Stierand. "Molecular Gastronomy: Cuisine Innovation or Modern Day Alchemy?" International Journal of Hospitality Management 22.3 (2009): 399–415. Cracknell, Harry Louis, and Ronald Kaufmann. Practical Professional Cookery. London: MacMillan, 1972. Cracknell, Harry Louis, and Ronald Kaufmann. Escoffier: The Complete Guide to the Art of Modern Cookery. New York: John Wiley, 1979. Dornenburg, Andrew, and Karen Page. Culinary Artistry. New York: John Wiley, 1996. Duff, Tom, Joseph Hegarty, and Matt Hussey. The Story of the Dublin Institute of Technology. Dublin: Blackhall, 2000. Escoffier, Auguste. Le Guide Culinaire. France: Flammarion, 1921. Escoffier, Auguste. The Complete Guide to the Art of Modern Cookery. Ed. Crachnell, Harry, and Ronald Kaufmann. New York: John Wiley, 1986. Gault, Henri. 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Sonnenschmidt, Fredric, and John Nicholas. The Art of the Garde Manger. New York: Van Nostrand Reinhold, 1973. Spang, Rebecca. The Invention of the Restaurant: Paris and Modern Gastronomic Culture. Cambridge: Harvard UP, 2000. Stevenson, Daniel. Professional Cookery the Process Approach. London: Hutchinson, 1985. The Culinary Institute of America. Garde Manger: The Art and Craft of the Cold Kitchen. Hoboken: New Jersey, 2004. Vega, Cesar, and Job, Ubbink. "Molecular Gastronomy: A Food Fad or Science Supporting Innovation Cuisine?". Trends in Food Science & Technology 19 (2008): 372-82. Wilfred, Fance, and Michael Small. The New International Confectioner: Confectionary, Cakes, Pastries, Desserts, Ices and Savouries. 1968.