http://hdl.handle.net/10453/35221 Child of Faculty of Arts and Social Sciences 2026-10-15T05:39:05Z http://hdl.handle.net/10453/196516 Title: What’s in a name? Indigenist Standpoint Pedagogy shakes up our settler-colonial academic identities Authors: Wunderlich, N; Jeffries, P; Kilham, S; Ward, W; Peters, A; Allan, C Abstract: We examine our positionalities and standpoint in relation to the gift of ‘Gulbali ngurambang’, a Wiradjuri name for an Australian University research institute, collaboratively exploring how to honour the name’s ethics and philosophy in our individual research practices. Through Wakka Wakka Professor Jay Phillips’ Indigenist Standpoint Pedagogical Framework (ISP), we reflexively critiqued our positionality, agency and individual responsibility for anticolonial practice. We argue that gift giving and receiving provides settler-colonial universities deep challenges and opportunities to enact meaningful change against harmful power and research practices centred on Western Colonial norms. ISP supported us to deconstruct social, cultural, historical, and institutional forces aiding reproduction of colonial knowledges and values, reinforcing cultural dominance and risking tokenism and ‘blakwashing’ when there is an ontological rift in accepting First Nations names that hold philosophical significance. We write from a position of individual vulnerability, critical self-reflection and as a theorised case study to expose the process of ‘doing the work’ of decolonisation as an imperfect, collaborative, open learning process. We hope that other academics are inspired to practice ISP. 2026-01-01T00:00:00Z http://hdl.handle.net/10453/195936 Title: The Living Script. Proposing an Adaptive Practice in Humaira Bilkis’s Things I Could Never Tell My Mother (2022) Authors: Firdaus, I Abstract: This paper examines Bangladeshi filmmaker Humaira Bilkis’s feature film, Things I Could Never Tell My Mother, through genetic criticism and screenwriting theories to propose the concept of the living script: a dynamic narrative framework that evolves in response to real-time discoveries, emotional shifts, and ethical dilemmas. Bilkis’s film exemplifies this process, weaving intergenerational dialogues and confessional sequences to negotiate complex cultural and inter-religious boundaries within Bangladeshi society. By analysing early drafts, directorial notes, and an interview with the filmmaker, the study reveals how Bilkis’s narrative adapts to the contingencies of production. This fluid approach embodies a self-reflexive negotiation between storytelling and cultural discourse, engages with core debates in documentary theory, and offers a symbolic dialogue from a Global South perspective. Ultimately, the concept of the living script provides an adaptive framework for understanding screenwriting as a site of negotiation between intention, collaboration, and reality, particularly in narrative films employing documentary aesthetics. 2025-01-01T00:00:00Z http://hdl.handle.net/10453/195143 Title: Undoing Through Doing: Researching Radical Creative Practice Authors: McIntyre, S Abstract: The closure of art galleries during the Covid-19 pandemic provided an opportunity to study the radical potential of “doing” artistic process, rather than identifying artistic value in the display and reception of artwork product. The study proposed that in orienting life toward doing, artists “undo” or withdraw from standard industrial measurements of productivity. This withdrawal demonstrates radical allocation of labor against capitalism. The resulting PhD, titled Doing, Undoing and the Trickster: Creative Practice as a Tool of Resistance used queer, feminist, and practice-led approaches to study the “doing” of the artistic process. This paper provides a brief overview of the artist-led research I engaged in, which included a series of open studio discussions with artists using object elicitation devices that I made during a residency at the Scottish Sculpture Workshop. 2025-12-01T00:00:00Z http://hdl.handle.net/10453/193189 Title: Where to Begin? Integrating Simulation and Indigenous Knowledges to Create New Approaches Authors: Kutay, C; Menugonda, PK; Lizada, CGB; Leigh, E Editors: Lukosch, H; Freese, M; Meijer, S Abstract: Developing programs using participatory action research can be assisted by considering the delivery as working within Cynefin domains of alternating shared and specialist knowledge. This provides a way of planning and preparing resources for that is a fluid process requiring sensitivity to the aspirations and engagement of other cultures. This paper looks at using this approach for training in game making in remote Aboriginal communities.We consider the resources available for each domain of approach to support the training in ethe respective specialist knowledge. Given the use of AI in creating resources for game making and the open sharing of material which removes many barriers to entry into the area of game making, it is timely to be researching how to engage those with creative ideas in controlling their own game development.The analysis provides a way to monitor the progress of training and to assist in moving from one complex or complicated domain to another with ease, and with awareness of what is suitable and supported at any time. 2025-01-01T00:00:00Z