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There are currently very few brass bands in schools in Australia, however they were the predominant music ensemble in Australian schools up to the 1970s. The aim of this article is to document the popularity of British-style brass bands in Australia, and the corresponding development of brass bands in schools during the 20th century. The history of the brass band in Australia and its decline is explored, drawing significantly on the historical research of Dr Duncan Bythell, Dr Thomas Fraschillo, Dr Dave Russell, and Dr John Whiteoak. In addition, various primary sources are examined, such as newspaper articles and photographs. British immigration to Australia played a significant role in shaping the brass band movement, which was distinctly male-dominated and had strong links to the military culture of the first half of the 20th century. These societal trends followed into the school brass band setting. The article concludes with an overview of the factors that influenced the shift away from the all-brass ensemble in schools. This research provides a better understanding of the brass band tradition within the context of the school environment in Australia and calls for further research and scholarly inclusion in the literature of music education.

Young children in many parts of the world are spending more time in formal education and care settings. As children have the right to be heard on matters that affect them, their views about the early childhood environments they inhabit, need to be included in the process of placemaking. Early childhood environments have the potential to shape a child's identity, sense of belonging and inclusion. This research sought children's ideas about their early childhood setting, with the view to informing the design of a new inclusive centre. Researching with children aged three-to-five, from a low socio-economic ethnically diverse suburb, multi-modal data were generated in three phases: child-led photo-taking tours; photo elicited interviews; and interview elicited drawing. Findings showed a preference for the outdoors, along with places for hiding, safety, cleanliness and authentic rather than 'fake' resources.

Thermal cameras have shown to have utility in secondary school classrooms and undergraduate courses. In this paper, the author argues for their potential in the primary school classroom and presents a range of activities that can be undertaken with thermal cameras (or supplied images). With limited access in mind, the activities in this paper have been designed to be practiced in 'demonstration mode' with only one thermal camera or even by using a bank of existing photographs made available to teachers and students. Activities can be modified for individual use or for use in small groups if students have one-to-one access to the cameras.

Humans use stories to explain natural processes, to explore alternatives, to resolve issues, and to imagine different possibilities and futures. Stories are a fundamental way people connect to their natural surroundings. But are some stories better for this than others? This study uses an experimental design to explore the impact of three types of stories on perceptions of natural landscapes. Using photographs of four diverse landscapes and four story conditions (no story, a story with a scientific focus, a European human story, and an Indigenous creation story), 733 respondents were exposed to one of 16 conditions and asked to rate landscape perception and preference and intention to visit. Stories, particularly those with a scientific or Indigenous creation focus, enhanced the appeal of the landscapes. Key elements of the stories that may have enhanced respondents' perceptions of, preferences for, and intentions to visit a particular landscape are proposed.

Visual evidence offered by a set of previously unexamined photographic images taken at Stanmore Public School in Sydney, Australia in 1919 informs this paper which considers the images' purpose, construction, content, use, and reception. It endorses arguments that visual evidence combines with other sources to tell a richer history, and that images have potential to reveal history that otherwise might remain hidden. In the first two decades of the twentieth century, Australian educators participated enthusiastically in the worldwide movement for educational reform known as New Education. The state of New South Wales introduced new curricula and fresh methods of teaching. The Department of Education was proud of its achievements, and the photographs taken at Stanmore reflect, affirm, and promote the changes which had taken place during a period when educators were enthusiastic about making New Education available to all children in the state schools and not just to those in small private progressive schools. This situation would shift in the 1920s and 1930s. The photographs, in conjunction with other sources including archival school files, allow an approach to the school experience of small children in the Infants Department at Stanmore. The School, with the support of influential educators, consciously introduced Kindergarten and Montessori methods into newly refurbished classrooms and an expanded playground. The photographs represent both educational achievement and optimism for the future and fit well into a recently argued genre called "the progressive image".

The purpose of this paper, is to invite health educators to see children as Country--to listen to, learn from and see the child spirit often not observed in academia. We do this by asking, 'What can we as academics and adults learn from Australian Aboriginal children's talk about culture?' To do this, we examine photos taken by Aboriginal children on what culture means to them. We also draw on interview data of the children speaking about their chosen photos. The data reported on in this paper is drawn from a multi-community (co-created) pre-test/post-test feasibility study (ACTRN12619001224112) of the 'Strong Culture, Healthy Lifestyles' afterschool cultural activity programme held on Yuin Country. In focusing on the children's spirit, perspectives, talk and photos about the place of culture in their lives, we aim to look, listen, and see Country [Harrison, M. D., & McConchie, P. (2009). "My People's Dreaming: An Aboriginal Elder speaks on life, land, spirit and forgiveness." Finch Publishing; McKnight, A. (2017). "Singing up Country in academia: Teacher education academics and preservice teachers' experience with Yuin Country" [PhD thesis]., University of Wollongong.]. In observing the photographs, it seems that care and connection are important dimensions to the place of culture in the lives of the children. For some of the children, there is a sense of pride and wonder in what they already know about the importance of family; what they learnt from the programme led by their own community members, the mentors; and the re-triggering of learning through Country. This demonstrates the power of learning/knowing/living/talking about/engaging with culture and Country through cultural programs such as the 'Strong Culture, Healthy Lifestyle programme'. It also demonstrates the importance of nourishing the curiosity of spirit in/with the children, through their (and your own) cultural journey with culture and Country.

Play is a place of diverse meaning-making for young children and often central to family life. This paper reports on a family study in which the authors analyse Author One's family photos of young children's play across four generations. The photo analysis shows continuity and transformations in the types of play activities the young children engaged with across the generations. A facet of this study is gaining insights into how these familial photos operate in the cultural sphere of family, community and broader socio-political contexts with the analysis set against the seven rhetorics of play espoused by play historian Sutton-Smith. The study explores how young children's play lasts and transitions across four generations in line with early childhood education ideologies of the times.

This paper explores two concepts. Firstly, it explores how child-led photography was effectively used by as a research methodology with young children, aged three and four. Twenty children at two Australian preschools were given the opportunity to express how they experienced place at their early childhood educational. Each child was given a disposable camera and asked to take photographs. The use of this child-led photography as a methodological approach had substantial benefits: it offered children the opportunity to participate, express themselves, and share their place stories through the camera lens. Secondly, the photographs revealed that it was relationships within the preschool space that were most important to the children and in particular those with the outdoors, other children, nature, and adults. The disposable cameras acted as vehicles for children to exercise agency and action as well as deregulate their decisions within their place.

In 1990 Kress and Van Leeuwen's "Reading Images" began a conversation based upon the practice of teaching image-orientated texts in Australian classrooms. Since then, however, little of this important conversation has been translated into meaningful pedagogical change for the teaching of kineikonic (moving image) texts in Australia. From state-run primary schools to national postgraduate film education institutions, the primary tool used to initiate students into the potential to create meaning through film -- the shot-type list -- has remained relatively unchanged. This article proposes an updated pedagogical tool -- identified as the 'Meaning Model' -- which draws from contemporary discourses around how films make meaning in seeking to bring understandings of the kineikonic mode into the classroom, in a practical and accessible way.

In this article, the authors experiment with data-ing as a methodology, and wonder how three researchers?--?two in Oslo (Norway) and one in Melbourne (Australia)?--?can come closer to-with the research material by following and buggy-walking a young wayfarer in urban spaces and places. The ideas of not knowing and experimenting, making-with urban landscapes, transportation, materials, sounds, surfaces, bodily movements, minor gestures, and haptic engagement, transform their thinking about data-ing as research-creation while traveling and walking the city with a buggy and a young wayfarer's adventure. Their experimental method uses smartphones and digital technology, and the methodological contours in this article are attuned to and engage in and with multiple surfaces of an urban city landscape. Lines and threads transform into traces and create surfaces, and lines transforming into threads dissolve surfaces. The authors create city maps and investigate what digital tools, social media, and a chat service can generate and unfold when wayfaring locally and talking and writing across continents. Their project follows two layers?--?doing data-ing as research-creation and wayfaring. To do data-ing as collective open-ended productions among researchers invites one to ask what happened and what might occur temporally in cities as minor gestures here and there. The bodily movement offered by an urban wayfarer invites the authors to speculate with what the phenomenon of an investigator, an artist, a maker, a runner, or an activist can unfold in the moments to come.

This article examines Australians at War: Primary Schools Education Resource and what it teaches students. This resource, for grades 4-6 students, has as its learning outcomes: knowledge of Australia's involvement in various conflicts; students' empathising with the experiences of war; the use of a variety of sources about war; engaging with people about war and their experiences of war; and reflecting on Australia's wartime involvement in the development of identity and heritage. The article first locates the teaching approaches used in the resource within the research on history teaching and the political and public debates on what we should teach students about war. It then proceeds to examine Australians at War and its use of photographs, paintings and diaries to determine what is taught to students about war. The article exposes the difficulties and tensions inherent in teaching primary school students about armed conflict and the interest groups who want to shape what is taught. The article illustrates how Australians at War often presents a sanitised version of the horrors of war when compared to the realities portrayed on television and the internet.

Citizen science is a research collaboration between scientists and volunteers who provide data for education, conservation, and environmental protection. Volunteers, often the locals in the area, provide data on species occurrence while researchers perform distribution mapping or other data analysis. Social networking sites including Facebook, Twitter, and Flickr can be used as platforms for the public to share their photos of species and for scientists to aid in identification. In this article, we show how social media groups can be used to generate data on species distribution of myxomycetes.

The transition from school to university is challenging and a greater knowledge of the first-year student experience will enable staff to better support their students. University- and government-run student surveys fail to capture the depth and breadth of the first-year experience and so qualitative research is needed to get a more nuanced and holistic understanding of students' lives. The study described in this article used a photo elicitation method. We asked students to choose four images that represented their first year at university. The data -- the chosen photographs and the students' explanations of their choices -- were thematically analysed, focusing in particular on the diverse metaphors students used to depict three dimensions of their experiences: life, university and learning. The findings highlight the dual nature of the transition to university -- learning to be a university student and learning to be an adult -- as well as the challenges and stresses of that process. The lack of agency that students felt is evident. The students likened their journey to a rollercoaster and talked of not being able to keep up with the fast-moving curriculum. They depicted themselves as passive acquirers of knowledge. The findings offer new ways for staff to understand the challenges that potentially disrupt student engagement in the first year. Both students and staff could benefit from recognising the metaphors in their thinking and, potentially, seeking new metaphors that might reveal different and more positive ways of experiencing the first year in higher education.

This article reports on the findings of a quantitative online survey investigating Australian fathers' perspectives on communicating with their children about relationships and sexuality. A diverse sample of 612 Australian fathers of children aged 3 to 12 years completed the "Sex Ed Dads" survey, sharing their views on sexuality education and their role within it. Here, we discuss the relationships and sexuality-related outcomes fathers say they will value for their children during the teen years. We argue that contrary to assumptions perpetuated by the media, the outcomes Australian fathers value most reflect modern and holistic understandings of relationships and sexuality. The study found that fathers' top priorities for their teenage children were their capacity to avoid violent relationships, understand consent, and recognise and report sexual abuse, while their lowest priorities were delaying sex until marriage, and avoiding pornography. A slightly elevated level of concern for daughters compared to sons was evident in the data, and religious status was the socio-demographic characteristic responsible for most of the significant differences found. The findings offer insights for media, as well as schools, resource developers, and sexuality education providers seeking to support the increased engagement of fathers in sexuality education.

This article explores how selfies and shelfies on the digital platforms Instagram and TikTok contribute to the dynamics of intermediation for Australian teen readers by presenting two contrasting case studies. The first features Australian Bookstagrammer @BookBookOwl whose social media accounts feature aspirational content in which identity construction is attached to her expertise as a bookstagrammer and book lover. The second is the TikTok account of @hana.might.read who frequently posts using the #booktok hashtag and whose posts are personal and reader-identity focused. The article aims to explore selfie and shelfie practices as examples of social media posts that potentially mediate book and reading culture for Australian teenagers. The article investigates how the examples exist as social media entertainment [Cunningham and Craig 2019. "Social Media Entertainment: The New Intersection of Hollywood and Silicon Valley." New York: New York University Press] which incorporate and rely on traits of micro-celebrity [Abidin 2018. "Internet Celebrity: Understanding Fame Online." Bingley: Emerald Publishing], performativity [Butler 1990. "Gender Trouble." New York: Routledge] and relational labour [Baym 2018. "Playing to the Crowd: Musicians, Audiences, and the Intimate Work of Connection." New York: New York University Press] as a key ingredient of their success.

The ability to think critically and creatively are essential graduate attributes for science students yet many science graduates lack these skills and may struggle to gain employment. As undergraduate science educators, we are aiming to improve critical thinking, creativity and the promotion of deeper learning in our students. We have designed and implemented an innovative and creative approach to assessment to engage students with laboratory practicals, which are a core component of the biomedical sciences at Monash University. Through the introduction of an innovative approach to assessment using small group student produced videos, we aim to improve skills in theoretical understanding, data analysis and presentation. This paper details the design of instructional guidelines for small group student produced video assessment, the implementation of the video assessment into 2nd and 3rd year biochemistry laboratory practical classes and the generation of research outcomes and evaluation of this novel assessment technique. Observation of student behaviour during the laboratory classes found students were filming/photographing their experiments and appeared far more engaged with the actual experiments than in previous years. In addition, many student videos demonstrated high levels of creativity and critical thinking. The student produced video assessment did provide an opportunity for creative and critical thinking in students but there are still aspects to be improved.

Exposing pre-service teachers to international professional experiences through a short-term visiting programme serves to challenge their understandings of good quality practice through disturbing assumptions and expectations previously formed through experiences in their own country/culture. Much of the research in international study focuses on pre-service teachers preparing to teach in primary, secondary or language classes. In this study we present the perceptions of pre-service early childhood students who underwent a short-term international experience. In particular we explore the ways in which their experiences impacted on their understandings of quality early childhood service provision. In the increasingly neoliberal Australian early childhood sector externally imposed standards define quality and this is enacted in relatively homogeneous ways in practice, opportunities to observe practice arising from different understandings serves to challenge thinking, potentially leading to different world views (Piaget's accommodation).

This article posits that when children are encouraged to aspire, they can become aware of a new world of choices and opportunities. Children should be supported to aspire in all areas of their lives. Of interest is children's capacity to aspire to attend tertiary education. Literature shows that children cannot aspire to attend higher education when they have no knowledge of the opportunities nor realise its purpose. To support this argument, we discuss a project involving primary school students from areas that have been identified as having a low socio-economic status. The results show that as a consequence of students participating in the My Tertiary Eductaion (MyTED) program they developed the capacity to aspire to attend tertiary education.

Courses: Visual Rhetoric, Visual Communication, Multiplatform Journalism, Advertising, Journalism, Public Relations. Objective: This unit activity requires that students analyze and produce imagery with the help of semiotic theory. Students will: (1) learn to connect theory with practice holistically by simultaneously practicing visual analysis and synthesis; (2) practice visual rhetoric, a key skill for professionals from media and related sectors; and (3) understand the basics of visual storytelling.

This lesson plan describes the application of a photo essay technique for landscape interpretation in an interdisciplinary instructor-led international field course. This lesson is, in practice, a field-based exercise or learning activity that asks students to engage in three foundational approaches to place-based landscape reading: observation/documentation, interpretation, and analysis. By situating the photo essay as a scholarly product, students are moved beyond the position of tourist or visitor in a new landscape, particularly in a study abroad context, and engage them as scholarly participant-observers whose photo essays document not only the physical environment but also their interpretation and reading of that location as a complex landscape. This exercise was designed and implemented in a 21-day undergraduate and graduate field course in southeast Queensland, Australia. "Exploring Queensland's Human and Physical Landscapes" brings University of Wyoming graduate and undergraduate students to the heart of the complex physical environments and cultural landscapes of Brisbane, the Sunshine Coast, Noosa, Fraser Island, and Lady Elliot Island. Co-taught by faculty with backgrounds in geographical science and environmental studies, the students engaged in high-impact practices in field-based and international education, including experiential, place-based and relational learning in unique environments; field journaling; individualized research topics and student-led discussions; interaction with local experts and residents; exploration of students' perceptions and biases; and critical analysis through photo essays. The audience for this lesson is primarily postsecondary learners, but it could be adapted to an instructor-led field course at the high school level.

Researcher identity has been widely studied as central to doctoral education. However, little is known about students' emic conceptualization of what represents researcher identity based on their lived experience. Using a sample of 24 Chinese doctoral students in Australia, this study adopts volunteer-employed photography (VEP) to facilitate the participants' delineation of their researcher identity. Findings reveal that researcher identity is indexed at three levels: belonging as being, doing as becoming, and limited limitlessness. It presents itself as a complex formulating process in which dichotomous, yet mutually constitutive, forces collide and merge. This study concretizes perceptions about the notion of researcher identity through photographs and corresponding revelatory dialogues in relation to people, objects, feelings, phenomena, and relationships. Some insights on visual research methodology are also discussed.

This study addresses the issue of international education through a human development lens. Using a group of Chinese doctoral students in Australia as a case study, it adopts volunteer-employed photography (VEP) to tease out the negative and positive forces that influence students' developmental trajectories during their doctoral education. Analyzing within the framework of Bronfenbrenner's bioecological systems theory, this study reveals that these forces, which transcend the academic sphere, exert varying influences via interactions between individuals and their environment. International doctoral study follows a developmental trajectory that is co-shaped by personal characteristics and the multilayered bioecological system that individuals negotiate and manage day-to-day. This article concludes with practical suggestions for stakeholders involved in this trajectory regarding the optimization of doctoral education.

The importance of imagination in understanding sustainability has often been overlooked. This paper examines acts of imagining in teaching and learning that elicit and enable the emotive experience of empathy. I frame ways of thinking about imagination and empathy through theoretical perspectives of otherness. I report on research findings into the nature of imagination in environmental education contexts in Australia, explored through interviews with educators and participant observation. Analysis pays attention to how teachers and students imagine and empathize in order to more fully understand. The importance of being able to imagine other places, times, and perspectives in environmental education emerged strongly. In this paper I highlight how feeling empathy involves actively imagining the other, and how the relations between self and others can become contiguous through empathic and imaginative ways of understanding.

Access to wild nature may be beneficial for human health and well-being (Gill 2014). Time in wild nature has been found to have unique benefits for children with Autism Spectrum Conditions (ASC), although research on access to wild nature for children with ASC is scarce (Blakesley et al. 2013). Parents of children with ASC have unique insights into their children's lives (Harte 2009). Using a qualitative method this small scale study included three parents of children with ASC aged between five and 10 recruited from an Australian online support group. Data were collected using the participatory method of Photovoice. Parents took photographs of their children in wild nature, with their children's assent, and shared their perspectives with the other parent participants. Interviews with individual participants were conducted using Facebook private messaging. Data were analysed with participation from the parents using thematic analysis. The three parents reported that time in wild nature supported their children's deep interests, helped them adapt to change, supported their creative and imaginative play, and calmed them. Reported barriers included being too busy with therapy appointments, balancing the needs of siblings with ASC, sensory challenges, and the exhaustion of daily life. Parents also reported that the Photovoice methodology helped them gain insight into their own perspectives. This small scale study adds some support to the research around wild nature and children with ASC, and speaks to the benefits of the Photovoice approach.

Increased attention to urban diversity as a site of study has fostered the recent development of linguistic landscape studies. To date, however, much of the research in this area has concerned the use and spread of English to the exclusion of other global languages. In a case study situated in Box Hill, a large suburb of Melbourne, we adopted a layered approach to investigate the role of Chinese language in Australia. Our data set consisted of hundreds of photographs of street signage in one square block area of the shopping district. Results of our analyses show that signage portrays a variety of code preferences and semiotic choices that in turn reveal insights into the identities, ideologies, and strategies that help to structure the urban environment. As demonstrated in our study, such complexity requires a renewed and situated understanding of key principles of linguistic landscape research (Ben-Rafael & Ben-Rafael, 2015).

Background: Time insufficiency is frequently cited as a reason for poor dietary habits. This does not adequately explain the variations in how time is perceived as a factor in healthy eating. Aims: This study placed the eating behaviors of rural Australian women within the contexts of their stories to understand the factors that influenced healthy eating and how rural communities could enhance their health and well-being. Method: A three-phase sequential multimode narrative inquiry was used within four communities in rural Queensland, Australia. Each phase used a different mode of data collection: photo elicitation focus groups, narrative interviews, participatory workshops. Data were thematically analyzed iteratively to inform subsequent phases. Results. Nine final themes were identified. This article explored the theme of time and two contrasting perceptions of time sufficiency regarding healthy eating within a rural context during a drought. Discussion: Exploration of "time as a commodity" and "time as a duty" allowed a deeper understanding of time as a social and environmental determinant of health. Conclusion: Time's influence on healthy eating is much more than the minutes it takes to prepare a meal. To fully appreciate its impact, time should be considered as a social and environmental determinant of health.

In recent policies, it is assumed that communities welcome the inclusion of young people with intellectual disability. However, little is known about perspectives of young people themselves. This article reports on research that sought to address this gap. Young people with intellectual disability living in three Australian small town communities participated in pictorial mapping and photo-rich methods to explore belonging and exclusion and links between these. Young people's feelings of comfort and safety with local spaces and people were important for their sense of belonging. Emplaced relationships with family and some friends were key to strong belonging, as were positive attachments to disability support workers and spaces. Social exclusion, either from particular places or more generally, was keenly felt. Young people's confidence, willingness to enter social spaces and relationships were magnified by ways that systems responded to their impairment, at worst fracturing their sense of feeling welcome and included.

Snapchat, released in 2011, is embedded in the youth culture of advanced capitalist societies. Theorising Snapchat from a socio-material ontology, we explore the application's capacity to evoke the gendered politics of networked affect. Dipping into the conceptual toolbox of Deleuzoguattarian philosophy, we map how affect is distributed through bodies and objects (mobile technologies, the Snapchat application and human bodies) in socio-material assemblages. Conversations with principals and parents support this new material examination of the agency of this technology. Snapchat is inherent in the creative flows of affect that influence bodies, relations, and politics -- at home, school, and across the online worlds of youth peer communications. The technology, when enfolded in schooling assemblages, is an agentic object that mobilises moral panics associated with childhood innocence, slut shaming and the commodification of girl' bodies.

This article presents installation as a professional learning site for early childhood teachers to visualise relationships between key events, people and places influencing their professional identity journeys. Aesthetic processes of collecting, creating and representing the ways teachers see their evolving identities offer opportunities to reveal connections and influences that impact identity development. This investigation of teachers' unfolding stories provoked the methodological design of seven 'aesthetic frames' for uncovering and sharing what was revealed about self-as-teacher. Contributions from six early childhood teachers were shared with the primary researcher over a period of 14 weeks before being assembled and viewed collectively in a final focus group as installation. Selected frames are offered in this article as storied forms of visual narrative that present participating teachers with opportunities for critical reflection. As an arts-informed research process, installation provided teachers with a uniquely aesthetic model for understanding and transforming their identity journeys. The immediacy of lived teaching experience captured through image and text also prompting teachers to see with refreshed perspective, new ways for expressing and evaluating pedagogy-practice connections.

This paper focuses on an Australian university short-term study abroad programme in India part-funded by the Australian Government New Colombo Plan -- an initiative that facilitates transformative people-to-people encounters. Our chief interest is extending our reach, through photo diaries and interviews, to understand how participants' experiences are transformative, how their knowledge production practices contribute towards constructions of global citizenship, and where opportunities to shape future participants' learning may exist. We explore decolonial possibilities for short-term study abroad under New Colombo, contextualising our inquiries historically while exploring the concepts of global citizenship and decoloniality -- ideas that provide a framework for analysis. Although short-term ventures are problematic for enabling two-way benefits, we contemplate how such programmes may still offer space for moving toward decoloniality.

In this article I examine the possibilities of reparation in an era of privatisation and de-industrialisation. I examine the effect of a recent project Sunshine Memory Space, a space, designed to evoke memories of a de-industrialised urban Melbourne suburb Sunshine. This project offered the opportunity for the effects of industrial change to be publically represented, remembered and valued. I offer an analysis of the significance of relational localised curatorial work.

This paper aims to contribute to conversations around child participation within early childhood settings in Australia. Ethnographic approach was used for this study to explore child participatory workshops in Early Childhood Centers. The center in which this study took place was chosen as one of the sites of analysis for a broader PhD research project. Data were collected at the Early Childhood site using a variety of collection tools deemed child friendly amongst educators who conducted participatory workshops. By examining the pedagogical actions of the center, this paper explores six of their practices which support child participation. The findings provide practical applications of examples of practices which may be adopted by early childhood educators.

This article reports on the evaluation of one topic in an enrichment program designed for children in their early years of learning. The program is responsive to an increased understanding of the benefits for very young children of programs that not only take advantage of the sensitive periods for learning but that also assist parents to a take a proactive approach to their children's early learning (Australian Prime Minister's Science, Engineering and Innovation Council, 2009). The program being evaluated was delivered to a group of pre-preparatory students in five sessions over a period of two weeks. Data were collected using questionnaires, photographic and film recordings and field notes to ascertain the effectiveness of the program with regard to students demonstrating increased interest in the topic, in this case flowers, as well as to provide basic concepts of the topic. The term "brain file" is introduced to encompass evidence of both interest and a basic concept or understanding. The findings reveal that participation in the enrichment program had a positive impact on students' interest in flowers. The instruction received through the enrichment program curriculum increased students' basic concept of flowers. In addition, the enrichment program had a positive impact on parental involvement in the learning process as measured by parent feedback. This research points to the potential of young children to develop brain files, which incorporate the notion of increased interest in and greater understanding of the topic. An enrichment program based on the principle of providing young children with starting points for learning has the potential to make a unique and valuable contribution to early learning.

Technology has not only changed the work practice of designers but also how design is taught and learned. The emergence of digital technology has made computer labs a central learning space for design students. Since this change, studio-based learning in its traditional sense appears to be in decline in higher education institutions. This is in spite of the fact that characteristics of the studio have been identified as supporting interaction, active learning, and social engagement. These, however, are also characteristics connected to the use of Web 2.0 technologies such as Facebook, Flickr, and Skype. Could these services be utilized to revitalize studio culture in a contemporary sense? How can new technologies be used to facilitate interactions between students inherent to traditional studio culture? These questions were explored in practice by documenting student reactions to using Flickr and Skype during a five week project requiring collaboration between first year creative arts students at two geographically distant institutions in Australia. Findings provide a better understanding of how to expand the studio idea into the digital environment, in particular regarding the challenging task of offering the media design major fully online in the near future.

This article discusses the practical and ethical challenges and benefits of using social media and video-based research methods -- also known as Photovoice -- to investigate contemporary Communication Design education. The two visual research methods discussed include the social media mobile application Snapchat® and participant-generated GoPro® video filming. The investigation focused on understanding students' on-the-ground, lived experiences of studio learning within two distinctive higher education case study settings in the United Kingdom and Australia. This study employed Participatory Action Research (PAR) as an inquiry process and incorporated a methodological framework involving a combination of narrative inquiry, visual Participatory Design (PD) and visual ethnography. The findings of this study revealed the impact of specialised studio and classroom-based Technology Enhanced Learning (TEL) on student learning and engagement as the participants expressed differing responses to their own learning and community of practice at each site. The choice of arts-based educational research methods used for this study allowed the relationships between place, lived experience, and community to be explored. Students, in effect, became investigators of their own practice through engagement in a rigorous set of visual methods, which placed the tools directly into their hands.

'Vulnerability' is a key concept used to understand the ethical implications of conducting refugee-focused research. This case study illustrates the need to follow Luna's (2009) call for a shift from a 'labels' to a 'layers' approach to vulnerability by analysing how two university ethics committees responded to issues of informed consent in two similar refugee research projects using the PhotoVoice method. The following commentary argues that, when driven by a research governance regime, ethics review risks viewing refugees through a static label of vulnerability, negatively affecting research viability and data quality. In contrast, a layers approach opens space for understanding the potential for vulnerability amongst refugee research participants while supporting PhotoVoice's goals of empowerment and facilitating agency. The case study highlights the need for national-level ethics statements that encourage a more flexible approach within research institutions.

Young children seem to begin to develop a sense of historical consciousness and associated belonging to a wider collective identity prior to the commencement of formal schooling. Historical consciousness is a capacity to differentiate and also make connections between the past, present and future that contributes to a growing understanding of one's own life and identity in the context of a historical past. The responses of 24 young children aged from 3 to 7 years visiting a small social history museum were analysed through photo-elicitation and parent reports. It would seem that the museum experience assisted in the development of foundational concepts of historical consciousness. Growth of a sense of historical identity was evident for some children, related to a sense of belonging to the 'we' of contemporary times in contrast to the 'they' of the past. The role of language to support young children's understanding and thinking is highlighted by this research.

This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst using visual images (photos). The methodology is supported by using Bennett's developmental continuum for intercultural sensitivity and draws on sociocultural theories to consider how these DEC preservice teachers' histories and situational contexts are relevant in understanding the development of intercultural communication. Mixed methods include a comparative analysis of student-produced visual multiliteracy images (photographs) generated in Australia and Vietnam, during 2015 and 2016, annotations on those photos and interviews with two cohorts of students (n = 27) six months after their experiences in Vietnam. Analysis is reinforced with Sorrells' intercultural praxis framework to understand students' capacity to use inquiry, framing, positioning, and dialogue processes as a result of their study tour to Vietnam. The paper outlines and reinforces the importance of being explicit in developing intercultural sensitivity in dynamic teaching contexts and illustrates the increasing awareness of intercultural communication with these DEC students.

This article is a call to literacy teachers and researchers to embrace the possibility of attending more consciously to the senses in digital media production. Literacy practices do not occur only in the mind, but involve the sensoriality, embodiment, co-presence, and movement of bodies. This paper theorises the sensorial and embodied dimension of children's filmmaking about place in two communities in Australia. The films were created by pre-teen Indigenous and non-Indigenous children in Logan, Queensland, and by Indigenous teenagers at the Warralong campus of the Strelley Community School in remote Western Australia. The films were created through engagement in cross-curricular units that sensitised the students' experience of local places, gathering corporeal information through their sensing bodies as they interacted with the local ecology. The analysis highlights how the sensorial and bodily nature of literacy practice through documentary filmmaking was central to the children's formation and representation of knowledge, because knowledge and literacy practices are not only acquired through the mind, but are also reliant on embodiment, sensoriality, co-presence, and kinesics of the body in place.

"They throw Spears" was written as part of the research for my PhD at the University of Sydney. The study was conducted in two primary schools: one in a remote area in the Northern Territory (NT) and one in an urban setting in Tasmania. It was conducted in 2009 and investigated Indigenous and non-Indigenous student, non-Indigenous teacher, non- Indigenous principal and Indigenous Teaching Assistant attitudes towards Reconciliation. The theories of Lev Vygotsky and Kieren Egan and the writing of Karen Martin informed the study. The article focuses on the importance of the contribution of the two Indigenous Teaching Assistants involved in the research and explores their role in its success. It concentrates on Marlene Primary School in Katherine in the Northern Territory. At the time that the research was conducted, the school population was over 90% students Indigenous. I used an arts-informed research methodology and the writing includes narratives written in the first person. I gathered the research data through semi-structured individual and group interviews, student definitions, song lyrics, t-shirt designs, digital recordings, video footage, sketches, collographs, photographs and researcher observations. This approach enabled my personal story to be told. The article also features an image I created to symbolise the spirit of the research. The image is a block printed collograph and depicts the spears that the Indigenous Teaching Assistant (Arthur) used in his classes with the students.

A significant body of literacy and language research over the last two decades has been informed by a sociocultural perspective and an associated qualitative design, which are often seen as valuable and appropriate for researching literacy. As an emergent researcher, whose understanding of language education was mostly informed by individualistic psychology and linguistics, I encountered a significant challenge in designing a project for my Masters research undertaken in Australia in which I aimed at examining international students' technology use in English as a second language (ESL) and their challenges. Researching the experiences with technology, which might be so unique and personal, required a major shift in the way I viewed the world and thought about literacy and technology. Informed by autoethnography, this paper is written in a form of a narrative in which I draw on my educational and teaching experiences in the USSR and, after its collapse, in the newly independent country Belarus, to explore the origins of my early positivist views on language teaching and technology use. I discuss how these understandings have been challenged and changed through a major epistemological shift during my Masters research and how this shift has influenced the research methodology of my current doctoral study. Some reflections about the value of autoethnography to explore research experiences are discussed. Finally, I argue that such reflective practice may help emerging scholars to understand who they are, how they are positioned and what their goals as researchers are. (Contains 2 footnotes.)

This paper presents findings from research conducted in two primary schools in South Australia with New Arrivals Programs (NAPs). The paper considers findings derived from a content analysis of photo elicitation data and a thematic analysis of focus group data in order to elaborate some of the ways in which the uses of, and assumptions about, space and place within the schools negatively impact upon students in NAPs. Specifically, the findings suggest that students in NAPs photographed a less diverse range of school spaces than did students not in NAPs, and that in focus groups students not in NAPs were explicit in stating that they saw school spaces as territory to be claimed. Importantly, the findings suggest that students in NAPs wished that they could roam more freely within school spaces, were they able to do so. The paper concludes with suggestions that may assist schools with NAPs to ensure that school spaces better meet the needs of all students.

In this article, the authors present an approach to developing open-ended problems through capturing contextualised mathematics in photographs. They draw upon their research with the Problem Posing Research Project, a collaborative venture between an Australian and a Canadian university to broaden pre-service teachers pedagogical practices in the development of problem posing (see Bragg & Nicol, 2008; Nicol & Bragg, 2009). Based on their research findings and their personal engagement with open-ended problem photos, the authors argue that while the process of developing open-ended problem photos is not without its challenges, it can ultimately enhance an educator's ability to connect with mathematics in ways that open possibilities for seeing mathematics differently. They contend that through creating open-ended problem photos, teachers and students will see mathematics through a new lens. (Contains 4 figures.)

The purpose of this review is to expand understanding of the ways culturally, ethnically, and racially diverse youth have begun to reimagine urban and rural spaces using digital storytelling and photovoice, two methods that often fall under the broad field of youth participatory action research. To explain the conditions under which these methods favor movement toward socially just ideas and actions, we also build on and extend research in critical youth empowerment to call attention to the relational nature of the kind of work that positions youth as coresearchers and democratically engaged citizens. Of importance are the availability of safe, nurturing spaces that foster youth engagement, the quality of relationships between youth and adults, and the extent to which decisions and actions remain in the hands of youth. Finally, this review considers the implications for further research and what it could mean to reimagine schools and communities as spaces where youth have a voice as civically engaged citizens.