Recent dialogues in geography and the social sciences have reminded researchers of the extent to which academic and policy knowledges are socially and spatially embedded – that is, they circulate through formal and informal systems of publishing, exchange, commodification and cultural influence. Academic and policy knowledges are, in short, very much a part of the creative economy. In light of this, our paper surveys knowledges of the creative economy itself, as reflected in a geography of industry reports and government policy statements in selected Asian countries. Using a post‐positivist framework adapted from diffusion theory, we critically interpret the circulation, mutation and adaptation of knowledges of the creative economy, claims to its significance, areas of emphases and notable silences.

The Blue Mountains region of New South Wales, including the World Heritage listed Blue Mountains National Park, is arguably one of Australia's most highly valued and iconic wilderness areas. Common to this region are upland swamps (formally ‘temperate highland peat swamps on sandstone’), which play a vital hydrological role at the headwaters of the river catchments, as well as providing the habitat for an array of flora and fauna species. This paper involves an interdisciplinary examination into the need and potential for adaptive management in the Blue Mountains. It uses geomorphic (physical) knowledge of swamp condition and social data about the volunteers who rehabilitate them. Research involved using the River Styles river condition framework across 47 swamps and questionnaires and interviews with local rehabilitation volunteers. It is proposed that there is a need and a potential to combine geomorphic understanding with further engagement of community volunteers in order to enable an interdisciplinary approach to adaptive management. Such an approach could result in the effective environmental management of upland swamps in the Blue Mountains.

As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work-Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to “disrupt” (deFreitas 2007) the text and “move beyond the diary” (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design.

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