More Conversations with Queer Young People: To Be Read Aloud

Abstract

Thanks to all who gave their time to be on the reference group -they are listed below.Thanks to Anya Latham for transcription and for proofing the text.Thanks to the youth workers who supported this project and facilitated contact with young people. I'd particularly like to acknowledge and thank the 10 young people who shared their stories. I'd like to thank RMIT for providing funding through an 'Emerging Researcher Grant' as this has meant that this project has been able to happen and that the 'Workbook' has been able to be published.

“This course made me feel guilty to be an Australian”

“…While occupying this complex and contradictory space is unsettling the tensions provoked could also be productive as they announce that a further observational space has opened up. People are aware of the contradictory spaces they straddle from a somewhere else – and it is from this space of somewhere else-ness that new possibilities might become apparent (Gee, 2003, 2005; Crowhurst, 2009, pp. 19-24).…”

“…Julie goes on to highlight that “negative capability” also encompasses or enables the capacity to critically engage with and revise contexts. That it might take time to move from a thinking space that is here, to a thinking space that is a somewhere else (Crowhurst, 2009, p. 24; Vygotsky, 1978). All the while though there is an acknowledgement of tensions and the impossibility of avoiding them in educative spaces.…”

Translations-Generations: Representing and Producing Migration Generations Through Arts-Based Research

“…Furthermore, its presentation and its meanings are reliant in part on the audience and the singers, for 'a karaoke video is…not a piece of finished "work" until someone sings to it' (Fornäs 1998 For those audience members who participated in performing the karaoke there was also an additional affect, produced by the embodied, sensuous knowing of singing or speaking the words of interviewees embedded in the songs. This affect has been explored in an education and training context by Michael Crowhurst (2009), who has found that speaking the words of marginalised research participants generates an embodied connection to their stories. During some performances, this affect extended beyond those who took to the microphone to include those who, from their seats, sang along to each of the songs, joining in on remembered lyrics and experiencing the disruption of familiar songs with interviewees' narratives.…”