Andrew Miller
Dr Andrew Miller is a Senior Lecturer in multi-literacies at Flinders University. He is also the current staff-elected President of the Flinders Branch of the National Tertiary Education Union (NTEU). He is the author of Raging Against the Mass-Schooling Machine: An Autoethnography of a Beginning Teacher (2017). Andrew’s research interests include critical pedagogies, multi-literacies, academic activism, autoethnography, arts-based inquiry, and critical and creative approaches to research. His work challenges the prose-centrism of traditional research by incorporating images and design into its meaning-making process. Andrew supports the expansion of the term writing to include non-verbal and graphic elements as readily as it currently embraces words and prose. Andrew has published critical and creative work in Wet Ink, TEXT, Creative Approaches to Research, English in Australia, Liminalities, and New Writing: The International Journal for the Practice and Theory of Creative Writing. Contact: andrew.miller@flinders.edu.au
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and how we write prose (including how we arrange texts on the page).
By combining elements of a/r/tography, applied grammatology, autoethnography, and creative non-fiction, I have created a graphic memoir bricolage to explore the death of my mother and the difficulties of narrating it. By combining words and images—design and content—I have come some way to articulating the challenges of this process.
In Moonscapes and Mallee Scrub I have turned to the visual to tell the story of my mother's mysterious death in 1974. This text draws upon multimodal elements and a range of different texts to form a 'graphic-memoir-bricolage' designed for online viewing. The resulting 'visual-verbal' text explores both the events that took place and the difficulties of depicting reflections on earlier reflections in the telling of that story. What results is a complex multimodal text that raises as many questions as it offers answers. But this, in the end, is the nature of memory and memoir - at least for this author!
‘explicitness’ and ‘honesty’ – even ‘perversity’ and ‘courage’ – to call education at all levels as it is. This paper responds to Boomer’s call to critical arms and critical perversity by imagining as a means to
enacting. After all, as Boomer (1988) suggests, ‘Making out is a forerunner to making changes’ (p. 69). And who better to start this habit-shattering praxis than Boomer himself.
AND PRACTICES THAT SHAPED AND DEFINED ME, J HOPE TO INTERRUPT MY CONDITIONING IN ORDER TO AVOID REVISITING MY UNHAPPY SCHOOL EXPERIENCES UPON FUTURE STUDENTS, I AM
TRYING TO INFORM MY FUTURE TEACHING THEORIES AND PRACTICES THROUGH THE STORIES AND VOICES OF YESTERYEAR, AND TO BREAK THE CYCLE OF SOCIAL REPRODUCTION AND DOMINATION. I VIEW EDUCATION AS THE PRACTICE OF FREEDOM AND TRANSFORMATION-NOT OBEDIENCE AND DOMESTICATION. THIS ARTICLE USES
AUTOETHNOGRAPHY AS A BEGINNING POINT IN THE DECONSTRUCTION AND RECONSTRUCTION OF MY DEVELOPING PROFESSIONAL IDENTITY.
Raging against the Mass Schooling Machine is a compelling autoethnographic account of one beginning teacher’s struggle to transform his future teaching identity by unpacking the bruising encounters that shaped him as a student. This is a must-read book for all teachers wishing to ‘teach against the grain.’
The journey from student to teacher involves almost two decades of junior, primary, secondary, and tertiary education. Few of us critique this journey to see what emotional legacies and taken-for-granted assumptions we carry from one identity to the other. If we remain unconscious of the social and cultural discourses and practices that have shaped and defined us as students and teachers, we may unwittingly reproduce the inequalities, prejudices, and traumas we experienced or observed while growing up, or resort to transmission teaching and authoritarian control because this is the formula of schooling most of us know.
Empowering education relies on teachers resisting these toxic scripts and becoming agents of change.
Visit Sense Publishers at:
http://tinyurl.com/zr6dtge
Talks
The incessant attacks on academic freedom by corporate and neoliberal forces must be resisted. NTEU Flinders Branch President, Dr Andrew Miller, outlines what's at stake and what staff can do to protect their rights. What's happening at Flinders University is also happening at universities across the globe. Staff and students must defend the democratic principles of the university before it's too late. Please share this video and help save our universities.
and how we write prose (including how we arrange texts on the page).
By combining elements of a/r/tography, applied grammatology, autoethnography, and creative non-fiction, I have created a graphic memoir bricolage to explore the death of my mother and the difficulties of narrating it. By combining words and images—design and content—I have come some way to articulating the challenges of this process.
In Moonscapes and Mallee Scrub I have turned to the visual to tell the story of my mother's mysterious death in 1974. This text draws upon multimodal elements and a range of different texts to form a 'graphic-memoir-bricolage' designed for online viewing. The resulting 'visual-verbal' text explores both the events that took place and the difficulties of depicting reflections on earlier reflections in the telling of that story. What results is a complex multimodal text that raises as many questions as it offers answers. But this, in the end, is the nature of memory and memoir - at least for this author!
‘explicitness’ and ‘honesty’ – even ‘perversity’ and ‘courage’ – to call education at all levels as it is. This paper responds to Boomer’s call to critical arms and critical perversity by imagining as a means to
enacting. After all, as Boomer (1988) suggests, ‘Making out is a forerunner to making changes’ (p. 69). And who better to start this habit-shattering praxis than Boomer himself.
AND PRACTICES THAT SHAPED AND DEFINED ME, J HOPE TO INTERRUPT MY CONDITIONING IN ORDER TO AVOID REVISITING MY UNHAPPY SCHOOL EXPERIENCES UPON FUTURE STUDENTS, I AM
TRYING TO INFORM MY FUTURE TEACHING THEORIES AND PRACTICES THROUGH THE STORIES AND VOICES OF YESTERYEAR, AND TO BREAK THE CYCLE OF SOCIAL REPRODUCTION AND DOMINATION. I VIEW EDUCATION AS THE PRACTICE OF FREEDOM AND TRANSFORMATION-NOT OBEDIENCE AND DOMESTICATION. THIS ARTICLE USES
AUTOETHNOGRAPHY AS A BEGINNING POINT IN THE DECONSTRUCTION AND RECONSTRUCTION OF MY DEVELOPING PROFESSIONAL IDENTITY.
Raging against the Mass Schooling Machine is a compelling autoethnographic account of one beginning teacher’s struggle to transform his future teaching identity by unpacking the bruising encounters that shaped him as a student. This is a must-read book for all teachers wishing to ‘teach against the grain.’
The journey from student to teacher involves almost two decades of junior, primary, secondary, and tertiary education. Few of us critique this journey to see what emotional legacies and taken-for-granted assumptions we carry from one identity to the other. If we remain unconscious of the social and cultural discourses and practices that have shaped and defined us as students and teachers, we may unwittingly reproduce the inequalities, prejudices, and traumas we experienced or observed while growing up, or resort to transmission teaching and authoritarian control because this is the formula of schooling most of us know.
Empowering education relies on teachers resisting these toxic scripts and becoming agents of change.
Visit Sense Publishers at:
http://tinyurl.com/zr6dtge
The incessant attacks on academic freedom by corporate and neoliberal forces must be resisted. NTEU Flinders Branch President, Dr Andrew Miller, outlines what's at stake and what staff can do to protect their rights. What's happening at Flinders University is also happening at universities across the globe. Staff and students must defend the democratic principles of the university before it's too late. Please share this video and help save our universities.