In this episode, Dr Diana James shares some of her early experiences of cultural co-creativity an... more In this episode, Dr Diana James shares some of her early experiences of cultural co-creativity and the relationships and learning which laid important foundations for the Songlines: Tracking the Seven Sisters exhibition to take place. She reflects on some of the back-end and relational structures that underpin the work that got presented in the exhibition and shares practical insights about tools and approaches to navigating value and agency across the intercultural and cross institutional spaces of a project like Songlines. Read the full show notes on our website scccp.net/collaboratory/
In this episode of Collaboratory, we explore some of what can enable and constrain collaborative ... more In this episode of Collaboratory, we explore some of what can enable and constrain collaborative practice at organizational, project and individual levels so that we can lay good foundations for co-creation no matter what scale or sector we’re operating in. This episode features guests, Emma Blomkamp, Michelle Halse, Rebecca McNaught, and Antti Pirinen. Read the full show notes on our website scccp.net/collaboratory/
Collaboration, co-creation, co-creativity, collective, co-design, creativity, value creation, hum... more Collaboration, co-creation, co-creativity, collective, co-design, creativity, value creation, human centeredness, co-production… In this episode, we explore some of what people mean when they use “co” words. We also hear a little about the histories of some of the ideas which have shaped our usage of these words and the ideas that they point to. This episode features guests, Stephen Osborne, Emma Blomkamp and Antti Pirinen. Read the full show notes on our website scccp.net/collaboratory/
ANU College of Engineering and Computer Science, 2019
The Reimagine Education CoDesign workshops were open to all interested CECS staff and saw the par... more The Reimagine Education CoDesign workshops were open to all interested CECS staff and saw the participation of 40 diverse staff over the two workshops (26 men, 21 women; 34 academic, 13 professional). Not for further distribution without written permission from ANU College of Engineering and Computer Science ANU College of Engineering & Computer Science 2 Workshop activities The workshops were framed around the overall design challenge: What approaches to teaching and learning will we use in the reimagined College of Engineering and Computer Science? In small groups, participants worked through the following facilitated activities: Activity 1-20 questions Participants asked rapid questions around their group related to the overall design challenge to get them thinking about the varied elements of the topic. This produced a list of at least 20 questions per group that appear in this report as "Questions to consider". Activity 2-Empathy mapping (say/think/feel/do) Participants were first asked to imagine that we are in 2033 and we have Reimagined CECS. They were asked what people will be saying, thinking, feeling, and doing with regards to education at CECS in 2033 and wrote down their collective ideas. They were next asked what people are currently saying (2019), thinking, feeling, and doing about education in CECS. This data appears in this report under the "Current situation" and "Desired future" headings. Activity 3-Gaps and opportunities Looking at their future empathy map and current empathy map, groups were asked to identify the gaps/opportunities to change. They were asked to frame these as design challenges in the classic Design Thinking approach of saying "How might we..." These questions are found at the beginning of each theme and represent areas to explore further in future. Activity 4-Identifying our passions Participants were asked to place three dots next to the "How might we..." statements that they felt particularly passionate about. We have expressed these dots as "# votes" next to each "How might we…" question at the beginning of each theme.
"Everyone knows. Everything's changing – language is changing, lifestyles are changing, ... more "Everyone knows. Everything's changing – language is changing, lifestyles are changing, ideas of respect are changing…" Numaline Mahana – Fieldworker, Tanna. The Vanuatu Cultural Centre is a custom bank, where we archive traditional knowledge for future generations." Jacob Kapere – Men's Fieldworker Facilitator 2011-2017. The Vanuatu Cultural Centre's (VKS) Fieldworker Network is a unique model of sustained indigenous collaborative cultural research and revitalisation spanning more than 4 decades. Iterations of this project, with its network of more than 100 indigenous researchers spread across most of the 83 islands of the Vanuatu archipelago, have undertaken cultural documentation and revitalisation at a scale and scope unparalleled in the Pacific, and perhaps the world. Dr. Maya Haviland and Bradley Riley collaborated with the National Film, Sound and Photo Unit of the Vanuatu Cultural Centre to make this documentary film. The film explores the history and purpose of the VKS' Men and Women's Fieldworker Network in the face of contemporary social, cultural and environmental change. It features contemporary interviews and archival material gathered over many decades by Vanuatu's 'original researchers', the Fieldworkers. The documentary explores the ways in which this unique network continues to harness the cultural commitment and knowledge of volunteer researchers across the country, contributing to local cultural revitalisation in communities, and shapes the core operating logic and collections of the Vanuatu Cultural Centre.
In this thesis I investigate collaborative ethnography through creative arts as a growing global ... more In this thesis I investigate collaborative ethnography through creative arts as a growing global field of practice, based on common influences from anthropology and contemporary art. I seek to understand the nature of this field and to critically examine some of the assumptions that we make as collaborative ethnography/art practitioners about our work as forms of collaboration and social change. Practices of collaborative ethnography through creative arts occur in diverse settings around the world and produce different creative forms such as books, films, photography and theatre. Despite this diversity they share similar ways of working, relationship dynamics and socio-political motivations. I examine the range of social and political agendas that are being furthered using collaborative ethno/art practices and consider the ways in which the motivations of project facilitators shape these agendas and the social relations surrounding projects. The original contribution that this thesis makes is a critical examination of notions of authorship in collaborative ethnographic/arts practice and the flow of benefits from this kind of work over time. I use the recent history of conflict surrounding control of materials from the Archivo Fotogr{u1EA5}fico lnd{u1E2F}gena and the Chiapas Photography Project in Mexico as a major case study. This case illustrates that the social, organisational and economic dynamics surrounding collaborative production, and the reception of resulting works by audiences and markets, shape the ways in which authorship and creativity are being understood within collaborative ethnographic/art projects over time. I argue that although collaborative ethno/art practices are acts of co-creation the nature of co-creativity in these projects is frequently obscured by modernist preoccupations with individual authorship. The complexities and potential of co-creativity as a growing form of contemporary cultural creation risks being obscured and misunderstood by the focus on this concern. Examining the social [...]
This report summarises the activities and data collected at the CoDesign Culture Lab 2019, hosted... more This report summarises the activities and data collected at the CoDesign Culture Lab 2019, hosted by the College of Engineering and Computer Science at the ANU. It presents a summary of the events curated by Dr Maya Haviland and Dan Etheridge to bring together a diverse group of people to co-design approaches to educational reform and innovation related to the disciplines of Engineering and Computer Science. It presents findings of codesign processes undertaken with more that 130 participants, and summarises design criteria co-developed in the CoDesign Culture Lab for use in future educational and organisational development processes by the ANU and its collaborators. The report is written for both participants in the event and the broader public and is a document of the event, its methodologies and outcomes. It has been published online and distributed to participants and their organisations.
This paper explores some of the ways in which ideas of cocreativity have been recently theorized ... more This paper explores some of the ways in which ideas of cocreativity have been recently theorized and enacted across disciplines. Drawing on previous research into co-creative practices and practitioners in the arts and anthropology, and a review of literature across multiple disciplines, it proposes a number of qualities of cultural co-creativity as constellated, positional, situated, mutable, and evolutionary. Using a recent process of co-creative exhibition design in a university teaching context as illustration, the paper outlines recurring themes, issues and potential implications for emergent understandings of co-creativity with particular reference to education and learning.
Jalaris Aboriginal Corporation in Western Australia was established in 1994 to look after the nee... more Jalaris Aboriginal Corporation in Western Australia was established in 1994 to look after the needs of an Aboriginal community. The organisation's most recent project is the ‘Kids Future Club’, an after-school activities program. Jalaris has a history of evaluating their work using a participatory action research approach, but decided to approach evaluation of the Kids Future Club in a slightly different way. This article discusses the reasons for the changed approach, the efforts made to develop culturally appropriate tools for data collection, and the challenges encountered in undertaking evaluation of outcomes for individual children in the context of Jalaris and their Aboriginal community. The tensions between ethical approaches to working within the Aboriginal kinship network and undertaking evaluation that required detailed observation and data collection of individuals proved to be irreconcilable for Jalaris. Lessons learnt from this evaluation process may inform future e...
The Reimagine Project is a 15 year + agenda
to rethink the disciplines of engineering and
computi... more The Reimagine Project is a 15 year + agenda to rethink the disciplines of engineering and computing, and to change the way we teach, learn and engage with the complex challenges of the 21st century. The 2019 CoDesign Culture Lab brought together over 100 interested students, staff, industry professionals, community partners and overseas representatives in order to reimagine the future of ANU’s College of Engineering and Computer Science. The culmination of a year’s worth of CoDesign engagements, outreach workshops and research, the 3½ day Culture Lab resulted in four key achievements: > Creating new partnership opportunities, within the university and with key external organisations > Establishing a network of ‘Critical Friends’ to help each other assess and improve processes and projects > Modelling approaches to CoDesign and collaboration > Designing criteria to assess future action within the Reimagine project Participants identified eleven key principles that should be followed in the design, evaluation and implementation of the initiatives proposed under the Reimagine investment. These were: 1. fostering genuine collaboration; 2. ensuring effective communication; 3. enacting measured, sustained and genuine progress towards decolonisation, Indigenous reconciliation and equity; 4. creating conditions for creativity to flourish; 5. nourishing and maintaining a vibrant professional community; 6. fostering a strong, vibrant culture of problemfinding, collegiality and respect; 7. recognising the paramount importance of context; 8. building and sustaining links with community and industry; 9. valuing staff and students; 10. supporting and valuing diversity; and, 11. enacting social responsibility. Participants generated bold ideas for improving equity, diversity, teaching and learning, and highlighted both the benefits and challenges of current approaches. They also created detailed design criteria for specific design challenges identified as central to the Reimagine investment. Design criteria envisaged a sustainable, sociallyresponsible institution which provides engaging, accessible and equitable life-long education, underpinned by valued, well-trained and wellsupported teaching and professional staff. The relationships, conversations and criteria established at the CoDesign Culture Lab will continue to generate outcomes beyond the event itself; whether through the application of design criteria in decision making and project implementation as part of the Reimagine investment, through specific collaborative projects and partnerships whose beginnings can be traced to the event, more informal peer networks established and maintained, or ideas discussed in their early stages that get further developed and tested in the future. We are grateful to the many people who have supported, designed, or engaged with the CoDesign Culture Lab. We encourage you to read the following document in detail in order to understand the complexities and wealth of good ideas put forward to guide the future of the Reimagine project.
This paper explores some of the ways in which ideas of co-creativity have been recently theorized... more This paper explores some of the ways in which ideas of co-creativity have been recently theorized and enacted across disciplines. Drawing on previous research into co-creative practices and practitioners in the arts and anthropology, and a review of literature across multiple disciplines, it proposes a number of qualities of cultural co-creativity as constellated, positional, situated, mutable, and evolutionary. Using a recent process of co-creative exhibition design in a university teaching context as illustration, the paper outlines recurring themes, issues and potential implications for emergent understandings of co-creativity with particular reference to education and learning.
Maya Haviland untersucht in ihrem Beitrag, wie in jüngerer Zeit Konzepte der Co-Kreativität in ve... more Maya Haviland untersucht in ihrem Beitrag, wie in jüngerer Zeit Konzepte der Co-Kreativität in verschiedenen Disziplinen theoretisiert und umgesetzt wurden. Dies illustriert sie u. a. im universitären Lehrkontext anhand von Bildungs-und Lernprozessen ...
Jalaris Aboriginal Corporation, Neighborhood Story Project, Side by Side Community Projects , 2008
This is a collaborative ethnography project with the Jalaris Aboriginal Corporation and Maya Havi... more This is a collaborative ethnography project with the Jalaris Aboriginal Corporation and Maya Haviland's Side By Side Community Projects. We worked with an intergenerational group of Aboriginal women from Saltwater, Freshwater, and Desert countries around the Kimberley in Western Australia on a book about their experiences with education. The book includes creative nonfiction stories, in-depth interviews, and black and white portraiture and archival images.
In this episode, Dr Diana James shares some of her early experiences of cultural co-creativity an... more In this episode, Dr Diana James shares some of her early experiences of cultural co-creativity and the relationships and learning which laid important foundations for the Songlines: Tracking the Seven Sisters exhibition to take place. She reflects on some of the back-end and relational structures that underpin the work that got presented in the exhibition and shares practical insights about tools and approaches to navigating value and agency across the intercultural and cross institutional spaces of a project like Songlines. Read the full show notes on our website scccp.net/collaboratory/
In this episode of Collaboratory, we explore some of what can enable and constrain collaborative ... more In this episode of Collaboratory, we explore some of what can enable and constrain collaborative practice at organizational, project and individual levels so that we can lay good foundations for co-creation no matter what scale or sector we’re operating in. This episode features guests, Emma Blomkamp, Michelle Halse, Rebecca McNaught, and Antti Pirinen. Read the full show notes on our website scccp.net/collaboratory/
Collaboration, co-creation, co-creativity, collective, co-design, creativity, value creation, hum... more Collaboration, co-creation, co-creativity, collective, co-design, creativity, value creation, human centeredness, co-production… In this episode, we explore some of what people mean when they use “co” words. We also hear a little about the histories of some of the ideas which have shaped our usage of these words and the ideas that they point to. This episode features guests, Stephen Osborne, Emma Blomkamp and Antti Pirinen. Read the full show notes on our website scccp.net/collaboratory/
ANU College of Engineering and Computer Science, 2019
The Reimagine Education CoDesign workshops were open to all interested CECS staff and saw the par... more The Reimagine Education CoDesign workshops were open to all interested CECS staff and saw the participation of 40 diverse staff over the two workshops (26 men, 21 women; 34 academic, 13 professional). Not for further distribution without written permission from ANU College of Engineering and Computer Science ANU College of Engineering & Computer Science 2 Workshop activities The workshops were framed around the overall design challenge: What approaches to teaching and learning will we use in the reimagined College of Engineering and Computer Science? In small groups, participants worked through the following facilitated activities: Activity 1-20 questions Participants asked rapid questions around their group related to the overall design challenge to get them thinking about the varied elements of the topic. This produced a list of at least 20 questions per group that appear in this report as "Questions to consider". Activity 2-Empathy mapping (say/think/feel/do) Participants were first asked to imagine that we are in 2033 and we have Reimagined CECS. They were asked what people will be saying, thinking, feeling, and doing with regards to education at CECS in 2033 and wrote down their collective ideas. They were next asked what people are currently saying (2019), thinking, feeling, and doing about education in CECS. This data appears in this report under the "Current situation" and "Desired future" headings. Activity 3-Gaps and opportunities Looking at their future empathy map and current empathy map, groups were asked to identify the gaps/opportunities to change. They were asked to frame these as design challenges in the classic Design Thinking approach of saying "How might we..." These questions are found at the beginning of each theme and represent areas to explore further in future. Activity 4-Identifying our passions Participants were asked to place three dots next to the "How might we..." statements that they felt particularly passionate about. We have expressed these dots as "# votes" next to each "How might we…" question at the beginning of each theme.
"Everyone knows. Everything's changing – language is changing, lifestyles are changing, ... more "Everyone knows. Everything's changing – language is changing, lifestyles are changing, ideas of respect are changing…" Numaline Mahana – Fieldworker, Tanna. The Vanuatu Cultural Centre is a custom bank, where we archive traditional knowledge for future generations." Jacob Kapere – Men's Fieldworker Facilitator 2011-2017. The Vanuatu Cultural Centre's (VKS) Fieldworker Network is a unique model of sustained indigenous collaborative cultural research and revitalisation spanning more than 4 decades. Iterations of this project, with its network of more than 100 indigenous researchers spread across most of the 83 islands of the Vanuatu archipelago, have undertaken cultural documentation and revitalisation at a scale and scope unparalleled in the Pacific, and perhaps the world. Dr. Maya Haviland and Bradley Riley collaborated with the National Film, Sound and Photo Unit of the Vanuatu Cultural Centre to make this documentary film. The film explores the history and purpose of the VKS' Men and Women's Fieldworker Network in the face of contemporary social, cultural and environmental change. It features contemporary interviews and archival material gathered over many decades by Vanuatu's 'original researchers', the Fieldworkers. The documentary explores the ways in which this unique network continues to harness the cultural commitment and knowledge of volunteer researchers across the country, contributing to local cultural revitalisation in communities, and shapes the core operating logic and collections of the Vanuatu Cultural Centre.
In this thesis I investigate collaborative ethnography through creative arts as a growing global ... more In this thesis I investigate collaborative ethnography through creative arts as a growing global field of practice, based on common influences from anthropology and contemporary art. I seek to understand the nature of this field and to critically examine some of the assumptions that we make as collaborative ethnography/art practitioners about our work as forms of collaboration and social change. Practices of collaborative ethnography through creative arts occur in diverse settings around the world and produce different creative forms such as books, films, photography and theatre. Despite this diversity they share similar ways of working, relationship dynamics and socio-political motivations. I examine the range of social and political agendas that are being furthered using collaborative ethno/art practices and consider the ways in which the motivations of project facilitators shape these agendas and the social relations surrounding projects. The original contribution that this thesis makes is a critical examination of notions of authorship in collaborative ethnographic/arts practice and the flow of benefits from this kind of work over time. I use the recent history of conflict surrounding control of materials from the Archivo Fotogr{u1EA5}fico lnd{u1E2F}gena and the Chiapas Photography Project in Mexico as a major case study. This case illustrates that the social, organisational and economic dynamics surrounding collaborative production, and the reception of resulting works by audiences and markets, shape the ways in which authorship and creativity are being understood within collaborative ethnographic/art projects over time. I argue that although collaborative ethno/art practices are acts of co-creation the nature of co-creativity in these projects is frequently obscured by modernist preoccupations with individual authorship. The complexities and potential of co-creativity as a growing form of contemporary cultural creation risks being obscured and misunderstood by the focus on this concern. Examining the social [...]
This report summarises the activities and data collected at the CoDesign Culture Lab 2019, hosted... more This report summarises the activities and data collected at the CoDesign Culture Lab 2019, hosted by the College of Engineering and Computer Science at the ANU. It presents a summary of the events curated by Dr Maya Haviland and Dan Etheridge to bring together a diverse group of people to co-design approaches to educational reform and innovation related to the disciplines of Engineering and Computer Science. It presents findings of codesign processes undertaken with more that 130 participants, and summarises design criteria co-developed in the CoDesign Culture Lab for use in future educational and organisational development processes by the ANU and its collaborators. The report is written for both participants in the event and the broader public and is a document of the event, its methodologies and outcomes. It has been published online and distributed to participants and their organisations.
This paper explores some of the ways in which ideas of cocreativity have been recently theorized ... more This paper explores some of the ways in which ideas of cocreativity have been recently theorized and enacted across disciplines. Drawing on previous research into co-creative practices and practitioners in the arts and anthropology, and a review of literature across multiple disciplines, it proposes a number of qualities of cultural co-creativity as constellated, positional, situated, mutable, and evolutionary. Using a recent process of co-creative exhibition design in a university teaching context as illustration, the paper outlines recurring themes, issues and potential implications for emergent understandings of co-creativity with particular reference to education and learning.
Jalaris Aboriginal Corporation in Western Australia was established in 1994 to look after the nee... more Jalaris Aboriginal Corporation in Western Australia was established in 1994 to look after the needs of an Aboriginal community. The organisation's most recent project is the ‘Kids Future Club’, an after-school activities program. Jalaris has a history of evaluating their work using a participatory action research approach, but decided to approach evaluation of the Kids Future Club in a slightly different way. This article discusses the reasons for the changed approach, the efforts made to develop culturally appropriate tools for data collection, and the challenges encountered in undertaking evaluation of outcomes for individual children in the context of Jalaris and their Aboriginal community. The tensions between ethical approaches to working within the Aboriginal kinship network and undertaking evaluation that required detailed observation and data collection of individuals proved to be irreconcilable for Jalaris. Lessons learnt from this evaluation process may inform future e...
The Reimagine Project is a 15 year + agenda
to rethink the disciplines of engineering and
computi... more The Reimagine Project is a 15 year + agenda to rethink the disciplines of engineering and computing, and to change the way we teach, learn and engage with the complex challenges of the 21st century. The 2019 CoDesign Culture Lab brought together over 100 interested students, staff, industry professionals, community partners and overseas representatives in order to reimagine the future of ANU’s College of Engineering and Computer Science. The culmination of a year’s worth of CoDesign engagements, outreach workshops and research, the 3½ day Culture Lab resulted in four key achievements: > Creating new partnership opportunities, within the university and with key external organisations > Establishing a network of ‘Critical Friends’ to help each other assess and improve processes and projects > Modelling approaches to CoDesign and collaboration > Designing criteria to assess future action within the Reimagine project Participants identified eleven key principles that should be followed in the design, evaluation and implementation of the initiatives proposed under the Reimagine investment. These were: 1. fostering genuine collaboration; 2. ensuring effective communication; 3. enacting measured, sustained and genuine progress towards decolonisation, Indigenous reconciliation and equity; 4. creating conditions for creativity to flourish; 5. nourishing and maintaining a vibrant professional community; 6. fostering a strong, vibrant culture of problemfinding, collegiality and respect; 7. recognising the paramount importance of context; 8. building and sustaining links with community and industry; 9. valuing staff and students; 10. supporting and valuing diversity; and, 11. enacting social responsibility. Participants generated bold ideas for improving equity, diversity, teaching and learning, and highlighted both the benefits and challenges of current approaches. They also created detailed design criteria for specific design challenges identified as central to the Reimagine investment. Design criteria envisaged a sustainable, sociallyresponsible institution which provides engaging, accessible and equitable life-long education, underpinned by valued, well-trained and wellsupported teaching and professional staff. The relationships, conversations and criteria established at the CoDesign Culture Lab will continue to generate outcomes beyond the event itself; whether through the application of design criteria in decision making and project implementation as part of the Reimagine investment, through specific collaborative projects and partnerships whose beginnings can be traced to the event, more informal peer networks established and maintained, or ideas discussed in their early stages that get further developed and tested in the future. We are grateful to the many people who have supported, designed, or engaged with the CoDesign Culture Lab. We encourage you to read the following document in detail in order to understand the complexities and wealth of good ideas put forward to guide the future of the Reimagine project.
This paper explores some of the ways in which ideas of co-creativity have been recently theorized... more This paper explores some of the ways in which ideas of co-creativity have been recently theorized and enacted across disciplines. Drawing on previous research into co-creative practices and practitioners in the arts and anthropology, and a review of literature across multiple disciplines, it proposes a number of qualities of cultural co-creativity as constellated, positional, situated, mutable, and evolutionary. Using a recent process of co-creative exhibition design in a university teaching context as illustration, the paper outlines recurring themes, issues and potential implications for emergent understandings of co-creativity with particular reference to education and learning.
Maya Haviland untersucht in ihrem Beitrag, wie in jüngerer Zeit Konzepte der Co-Kreativität in ve... more Maya Haviland untersucht in ihrem Beitrag, wie in jüngerer Zeit Konzepte der Co-Kreativität in verschiedenen Disziplinen theoretisiert und umgesetzt wurden. Dies illustriert sie u. a. im universitären Lehrkontext anhand von Bildungs-und Lernprozessen ...
Jalaris Aboriginal Corporation, Neighborhood Story Project, Side by Side Community Projects , 2008
This is a collaborative ethnography project with the Jalaris Aboriginal Corporation and Maya Havi... more This is a collaborative ethnography project with the Jalaris Aboriginal Corporation and Maya Haviland's Side By Side Community Projects. We worked with an intergenerational group of Aboriginal women from Saltwater, Freshwater, and Desert countries around the Kimberley in Western Australia on a book about their experiences with education. The book includes creative nonfiction stories, in-depth interviews, and black and white portraiture and archival images.
This paper explores some of the ways in which ideas of co-creativity have been recently theorize... more This paper explores some of the ways in which ideas of co-creativity have been recently theorized and enacted across disciplines. Drawing on previous research into co-creative practices and practitioners in the arts and anthropology, and a review of literature across multiple disciplines, it proposes a number of qualities of cultural co-creativity as constellated, positional, situated, mutable, and evolutionary. Using a recent process of co-creative exhibition design in a university teaching context as illustration, the paper outlines recurring themes, issues and potential implications for emergent understandings of co-creativity with particular reference to education and learning.
A new wave of community arts projects has opened up exciting areas of cross-cultural creativity i... more A new wave of community arts projects has opened up exciting areas of cross-cultural creativity in recent years. These collaborations of local people, arts facilitators, anthropologists and supporting organisations represent a flourishing new form of arts-based collaborative anthropology that aims to document the stories and cultures of local people using creative art forms. Often focusing on social and cultural agendas, from education and health promotion to advocacy and cultural heritage preservation, participants bring together methods historically linked to anthropology with those from the arts and community development. Side by Side? – The Challenge of Co-creativity investigates these creative projects as sites of significant cultural creation and potential social change. Through the exploration of a range of diverse collaborations, the common threads and historical contexts in this domain of cultural creativity are examined. The role that creative arts collaborations can have in disrupting existing hierarchies of social power and knowledge creation is analysed, as are the potential futures, historical and cultural implications of these co-creative practices. Drawing on the experiences and reflections of over 30 facilitators from more than 7 countries, and written by an experienced collaborative arts practitioner and researcher, this exciting forthcoming book will play a defining role in the emerging critical discourse on collaborative art and collaborative anthropology. It is essential reading for collaborative anthropologists, arts facilitators and others who aim to collaborate cross-culturally, as well as students of Art, Anthropology, and related subjects. " This is a timely, creative, and exciting discussion of the possibilities for collaboration that are thrown up when anthropology and various contemporary art practices collide in cross-cultural contexts. Haviland's definition of 'art-based collaborative anthropology' should serve as a paradigm for much of the new kinds of work emerging in this field. It is also a work of real passion and engagement that presents a compelling argument for considering the essential co-creativity of anthropology, and the role that both anthropology and art-practices can play in documenting cultures. As such it is essential reading for anyone interested in working cross-culturally."
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Papers by Maya Haviland
to rethink the disciplines of engineering and
computing, and to change the way we teach,
learn and engage with the complex challenges of
the 21st century. The 2019 CoDesign Culture Lab
brought together over 100 interested students,
staff, industry professionals, community partners
and overseas representatives in order to reimagine
the future of ANU’s College of Engineering
and Computer Science. The culmination of a
year’s worth of CoDesign engagements, outreach
workshops and research, the 3½ day Culture Lab
resulted in four key achievements:
> Creating new partnership opportunities,
within the university and with key external
organisations
> Establishing a network of ‘Critical Friends’ to
help each other assess and improve processes
and projects
> Modelling approaches to CoDesign and
collaboration
> Designing criteria to assess future action within
the Reimagine project
Participants identified eleven key principles that
should be followed in the design, evaluation and
implementation of the initiatives proposed under
the Reimagine investment. These were:
1. fostering genuine collaboration;
2. ensuring effective communication;
3. enacting measured, sustained and genuine
progress towards decolonisation, Indigenous
reconciliation and equity;
4. creating conditions for creativity to flourish;
5. nourishing and maintaining a vibrant
professional community;
6. fostering a strong, vibrant culture of problemfinding,
collegiality and respect;
7. recognising the paramount importance of
context;
8. building and sustaining links with community
and industry;
9. valuing staff and students;
10. supporting and valuing diversity; and,
11. enacting social responsibility.
Participants generated bold ideas for improving
equity, diversity, teaching and learning, and
highlighted both the benefits and challenges of
current approaches. They also created detailed
design criteria for specific design challenges
identified as central to the Reimagine investment.
Design criteria envisaged a sustainable, sociallyresponsible
institution which provides engaging,
accessible and equitable life-long education,
underpinned by valued, well-trained and wellsupported
teaching and professional staff.
The relationships, conversations and criteria
established at the CoDesign Culture Lab will
continue to generate outcomes beyond the
event itself; whether through the application of
design criteria in decision making and project
implementation as part of the Reimagine
investment, through specific collaborative projects
and partnerships whose beginnings can be
traced to the event, more informal peer networks
established and maintained, or ideas discussed in
their early stages that get further developed and
tested in the future.
We are grateful to the many people who have
supported, designed, or engaged with the
CoDesign Culture Lab. We encourage you to
read the following document in detail in order
to understand the complexities and wealth of
good ideas put forward to guide the future of the
Reimagine project.
to rethink the disciplines of engineering and
computing, and to change the way we teach,
learn and engage with the complex challenges of
the 21st century. The 2019 CoDesign Culture Lab
brought together over 100 interested students,
staff, industry professionals, community partners
and overseas representatives in order to reimagine
the future of ANU’s College of Engineering
and Computer Science. The culmination of a
year’s worth of CoDesign engagements, outreach
workshops and research, the 3½ day Culture Lab
resulted in four key achievements:
> Creating new partnership opportunities,
within the university and with key external
organisations
> Establishing a network of ‘Critical Friends’ to
help each other assess and improve processes
and projects
> Modelling approaches to CoDesign and
collaboration
> Designing criteria to assess future action within
the Reimagine project
Participants identified eleven key principles that
should be followed in the design, evaluation and
implementation of the initiatives proposed under
the Reimagine investment. These were:
1. fostering genuine collaboration;
2. ensuring effective communication;
3. enacting measured, sustained and genuine
progress towards decolonisation, Indigenous
reconciliation and equity;
4. creating conditions for creativity to flourish;
5. nourishing and maintaining a vibrant
professional community;
6. fostering a strong, vibrant culture of problemfinding,
collegiality and respect;
7. recognising the paramount importance of
context;
8. building and sustaining links with community
and industry;
9. valuing staff and students;
10. supporting and valuing diversity; and,
11. enacting social responsibility.
Participants generated bold ideas for improving
equity, diversity, teaching and learning, and
highlighted both the benefits and challenges of
current approaches. They also created detailed
design criteria for specific design challenges
identified as central to the Reimagine investment.
Design criteria envisaged a sustainable, sociallyresponsible
institution which provides engaging,
accessible and equitable life-long education,
underpinned by valued, well-trained and wellsupported
teaching and professional staff.
The relationships, conversations and criteria
established at the CoDesign Culture Lab will
continue to generate outcomes beyond the
event itself; whether through the application of
design criteria in decision making and project
implementation as part of the Reimagine
investment, through specific collaborative projects
and partnerships whose beginnings can be
traced to the event, more informal peer networks
established and maintained, or ideas discussed in
their early stages that get further developed and
tested in the future.
We are grateful to the many people who have
supported, designed, or engaged with the
CoDesign Culture Lab. We encourage you to
read the following document in detail in order
to understand the complexities and wealth of
good ideas put forward to guide the future of the
Reimagine project.