I’ve included the ASAA citation below. On behalf of the History Department, I’d like to offer Sophie our warm congratulations for such a wonderful achievement.
All best wishes, Mark
John Legge Prize for Best Thesis in Asian Studies (2019)
Winner: Sophie Chao, In the Shadow of the Palms: Plant-Human Relations Among the Marind-Anim, West Papua. (Department of Anthropology, Macquarie University).
In this remarkable thesis, Sophie Chao provides a ground-breaking exploration and analysis of dynamic plant-human-capital relationships in West Papua. The study centres on the devastation wrought by state-sponsored agro-industrial capitalism in the form of oil palm plantations, as experienced and perceived by the Marind-Anim people of Merauke District. Beautifully written, theoretically sophisticated, and deeply empathetic, the study shows how a lethal process of botanical colonization has disrupted existing multispecies networks and reconfigured people’s ways of being in the world. The effects on places, persons, time, and indeed dreams are persuasively explained as interlinked processes of deterritorialization and detemporalization. Rooted in cultural anthropological methods and informed by post-humanist theory, the analytical approach incorporates insights from environmental humanities, science and technology studies, plant science, ethnobotany, political economy and more. The thesis is extremely ambitious in its conceptual and theoretical aims, and required a high degree of political and ethical sensitivity in the associated fieldwork. It has emphatically delivered on all fronts. It seems destined to inform and provoke productive debate over sustainable environmental, economic and social systems, in Indonesia and elsewhere.
Because we may not all get an opportunity to see Miranda before she formally takes up her new post at the University of Otago, I wanted to say a few words before she leaves. It goes without saying that her departure will be a huge loss to the Department, SOPHI and the University.
Miranda started with Warwick Anderson in REGS in August 2012 as one of the first PDRAs in the Laureate program. As Warwick often has said, she proved to be not only a wonderfully engaging and productive colleague and collaborator, she intellectually transformed the program, especially though her ideas about Indigenous racial modernities. It was during this period that she wrote The Land is Our History (2016) and organised a very successful international conference resulting in the co-edited collection Pacific Futures: Past and Present (2018). She worked hard to build programs in Pacific and Indigenous histories in the Department and across the University, a valiant effort she redoubled on taking up a teaching position in the Department in July 2015, where she immediately excelled.
‘The Land Is Our History’ is a superb example of the power of comparative, transnational historical research. It explores indigenous rights movements, from the late 1960s onwards, across three Commonwealth settler states — Canada, Australia and Aotearoa New Zealand. Miranda Johnson draws on a rich array of source material, including legal cases, petitions, interviews and media reports, to create an engaging and path-breaking book.
In 2018, The Land is Our History was awarded the W.K. Hancock Prize of the Australian Historical Association, and it is worth quoting the citation in full:
Miranda Johnson has produced an ambitious, original and imaginative history exploring land, indigeneity, legal rights and activism across three settler-colonial nations. Thinking transnationally, Johnson explores legal and public discourses to draw together a raft of distinctive events and personalities into a vast and coherent canvas. She weaves nation-based histories of indigenous-settler conflict over land into wider networks and power structures, making sense of seemingly disparate developments in indigenous activism. Archival documents and oral accounts highlight the strength and moral authority of indigenous leaders who worked to gain acknowledgement of traditional ownership of land, and to interrupt and influence public debates around national identity. Johnson writes with precision, flow and economy. The work has a compelling argument, convincingly showing the complex and sophisticated ways indigenous activisms functioned to change settler attitudes towards land and indigenous belonging. An exemplary history, The Land Is Our History brings important new insights to a significant topic in both the past and the present.
I’ll always remember co-teaching ‘Frontier Violence in Modern Memory’ with Miranda in 2017. There’s probably no better way to get to know your colleagues! Working closely with Miranda allowed me to see first-hand what a brilliant teacher and scholar she is. I heard nothing but praise and appreciation from students for her teaching and I picked up quite a few tips watching her lectures from the front row.
Miranda’s commitment to her students, the Department and the broader University community is on graphic display in her recent reflection on online teaching, published online in Meanjin.
It’s a plea for ‘the poetics of in-person classroom teaching, not as a value-added extra for an elite cohort, but as the essence of what we do’. It’s also a reminder of what her students and colleague will miss when she goes.
We need to establish respectful and generative classroom dynamics quickly with and among our students, many of whom do not know each other. These dynamics must be subtly but firmly maintained. How do you draw out the shy ones? Put them in small-groups, often awkward in many of the classrooms we are working in, but achievable if the chairs or tables can be moved around. How do you moderate the domineering over-talker in class? Sit beside them. Make eye contact with everyone during the session, although not too much. Help them be seen. Notice the one who pushes his chair back, angling his body back from the desk, his gaze directed anywhere but here. Bring him back. Watch for the over-anxious, fastidiously taking notes in order to avoid answering questions.
I’m sure that I speak for everyone when I wish Miranda and her family well for their future lives and careers in Aotearoa NZ.
2020 Sydney Research Webinar Series in Higher Education Wednesday 5 August 2020 | 4:00-5:00pm
What do we learn from a history of international students at Australian universities?
To examine this question and others about the social and political economy of international students in Australia since the 1960s, join our second 2020 History of University Life online seminar with panellists Julia Horne, University Historian at the University of Sydney, and Gaby Ramia, Associate Professor in Public Policy at the University of Sydney. We will also hear from international students about their experience in Covid-19 times.
Chaired by Matthew A. M. Thomas, Senior Lecturer in Comparative Education and Sociology at the University of Sydney and co-convenor of History of University Life.
Julia Horne is Associate Professor in the Department of History who works on the history of higher education in Australia from 1850 to the present-day. Her books include Sydney the Making of a Public University (Miegunyah Press, 2012, co-authored with Geoffrey Sherington) and Preserving the Past: The University of Sydney and the Unified National System of Higher Education 1987-96, (Melbourne University Publishing, 2017, co-authored with Stephen Garton). In 1999-2002 she created a substantial archive of in-depth surveys and interviews with international students about their Australian experiences in the 1950s and 1960s (for UNSW Archives).
Gaby Ramia is Associate Professor in Public Policy in the Department of Government and International Relations and Theme Co-Leader, Smart and Working, in the NSW Institute of Public Policy, at The University of Sydney. His books include Governing Social Protection in the Long Term, (Palgrave Macmillan, 2020) and Regulating International Students’ Wellbeing (Policy Press, 2013, co-authored with Simon Marginson and Erlenawati Sawir). Gaby is currently one of three Chief Investigators on an Australian Research Council funded study on international student housing precarity.
Matthew A.M. Thomas is a senior lecturer in comparative education and sociology of education at the University of Sydney. He has worked as a public school teacher in the United States and as an educational researcher, educator, and consultant in Australia, Mali, Nigeria, Indonesia, Tanzania, and Zambia. His research examines educational policies, pedagogical practices, teachers’ lives, and the changing roles of teacher and higher education institutions. Most recently, Matthew is the co-editor of Examining Teach For All (Routledge, 2020) and the Handbook of Theory in Comparative and International Education (Bloomsbury, 2021).
Future seminar dates for your diary in this special series 23 September @4-5pm 14 October @4-5pm 4 November @4-5pm 2 December @4-5pm
These online seminars are brought to you by History of University Life Sydney Research Seminar in Higher Education. History of University Life began in 2008 as a joint forum between the University of Sydney and St Paul’s college to discuss the history and role of universities in Australian life.
Many thanks for the support of St Paul’s College since 2008. And thanks, too, for the wonderful assistance for the 2020 online series provided by the School of Philosophical and Historical Inquiry, University of Sydney.
For more information about the series please email the History of University Life convenors Click here to email.
Registration The Zoom webinar link will be sent as an email and calendar invite on the Monday prior to the event. If you registered for the entire series when you registered for the last seminar, you won’t need to register again. You will receive an invitation to this webinar automatically. New registration? please click here to RSVP Missed the first seminar? If you missed the first seminar, or would like to watch it again, the webinar in this special series is now available online on the SOPHI talks site.
HUL on Social Media Please use the hashtag #UniKeeper for your social media posts. You can follow the History of University Life on Twitter @HULseminar.
History of University Life II Sydney Research Seminar in Higher Education
You can now listen to and watch a recording of the full session above, here.
On Wednesday 24 June 2020, History of University Life* held its first live online seminar with an audience of 90 people. Professors Ariadne Vromen (ANU) and Susan Goodwin (University of Sydney) joined a panel with University Historian Julia Horne to discuss the importance of public investment in our public universities.
Just days before, the Commonwealth Minister of Education Dan Tehan announced far-reaching changes to HECS fees and university funding for teaching. The announcement prompted the panel to focus even more sharply on what exactly needs to be reformed and why.
Ariadne Vromen argued that we owe young people citizenship, employment and economic security. Ariadne explained that “the individual and social costs of young people’s exclusion from employment and education are profound and long-lasting”. We need as a nation, Ariadne said, to acknowledge that responsibility to create jobs lies with governments, industry and businesses. The government’s idea of “job ready” graduates subverts that greater responsibility.
Susan Goodwin unveiled UniKeeper, the social democratic plan to support public higher education. This plan has 3 planks: more affordable public higher education places; universal income support payments for higher education students and a proper plan to fund the public sector higher education teaching and research workforce.
Only 1 out of 3 university students receive any form of student income support and 82% of university students depend on paid employment to support them while they study.
This last figure is not surprising since Australia’s mass higher education is now one of the largest systems in the world (on the basis of population parity). Susan explained how “in Australia, young people’s citizenship is denied and eroded by enforced financial dependency on families.”
The questions flowed thick and fast. What do young people think? Should student income support be means-tested? How is higher education a public good? Who should lead the discussion on how to reshape higher education? Is ‘job ready’ a useful term in the discussion of higher education? These and more questions will be explored in the rest of this series. See SOPHI Events for further details.
* History of University Life II Sydney Research Seminar in Higher Education. History of University Life began in 2008 as a joint forum between the University of Sydney and St Paul’s college to discuss the history and role of universities in Australian life.
University Education as a Pathway to Employment was held as an online seminar on Wednesday 24 June 2020. Follow the link above for further details about this event including information on the panellists and to sign up for future webinars in this series.
This year we had to adapt to the virtual circumstances of the pandemic, so we celebrated both our Prize and Scholarship winners by holding the Award Ceremony as a Zoom webinar.
The fabulous SOPHI team, working with Tiffany Brittan from FASS, worked incredibly hard to come up with what we believe was a positive, engaging and fun event for our students, their families, and our donors. It was also a pioneering effort for the Faculty, as it was one of the first fully online Prizes night.
Over 135 people joined together to celebrate the extraordinary achievements of our students across the School, including many of our wonderful History students.
The full program, including the award winners from each of the Departments of Archaeology, Classics and Ancient History, Philosophy, Gender and Cultural Studies, and the Scholarships awarded in International and Global Studies, can be found here. The full details of the History prizes listed below, are on pp. 17-19.
Many congratulations to all our Prize and Scholarship Winners.
AE (Tony) Cahill History Prize
Aisling Society of Sydney Prize for an essay on Irish or Irish-Australian History
Australasian Pioneers’ Club Scholarship
Charles Brunsdon Fletcher Prize for Pacific History
Charles Trimby Burfitt Prize for the Study of Australian History Prior to 1900
George Arnold Wood Memorial Prize for History I
George Arnold Wood Memorial Prize for History II
GS Caird Scholarship in History II
Helen Newbon Bennett Memorial Prize for Senior History
History Department Prizes – For an outstanding essay on a subject relating to social justice and/or social inclusion
History Department Prizes – For outstanding work in HSTY3901
History Department Prizes – For outstanding work in HSTY3902
History Department Prizes – For outstanding work in HSTY3903
Isabel M King Memorial Prize for History III
J H M Nolan Memorial Prize for Proficiency in History
The recent decision by the High Court on the ‘palace letters’ – correspondence between Governor-General John Kerr and Queen Elizabeth II and her staff at the time of the dismissal by the Governor-General of Gough Whitlam as Australian Prime Minister in 1975 – has again focussed interest on relations between Australians and the monarchy. Though a referendum on a republic was defeated in 1999, largely because of disagreement about the mode of election of a non-royal Australian Head of State, the issue of the republic remains a live topic in political debate. Meanwhile, the British royal family remains constantly in the news, from reports about Harry and Meghan’s flight to the United States to accusations of sexual misconduct by Prince Andrew.
With a total of 45 chapters and 919 pages, these three volumes include contributions by Aldrich and McCreery, as well as by the Department’s Professor Mark McKenna and Dr Jim Masselos (a now retired member and current Honorary Reader), as well as a cohort of scholars who have studied history at the University of Sydney – Jean Gelman Taylor, Matt Fitzpatrick, Susie Protschky, Emmanuelle Guenot and Bruce Baskerville. Contributions to the volumes have come from specialists at several Australian universities and also from institutions in New Zealand, the United Kingdom, France, Belgium, the Netherlands, Italy, Portugal, the United States, Canada, India, Myanmar, Singapore, Hong Kong and Indonesia.
In addition, Aldrich and McCreery have edited a special issue of the Royal Studies Journal on visits to the Dominions of Australia, Canada, New Zealand and South Africa by British royals in the twentieth century. They have also engaged in individual work on modern monarchy, including Aldrich’s Banished Potentates: Dethroning and exiling indigenous monarchs under British and French colonial rule, 1815-1955 (2018). McCreery is currently completing a major study of the world tour of Prince Albert, Queen Victoria’s son, in the 1860s and 1870s. They have organised three conferences at the University of Sydney on monarchy and colonialism, with SOPHI financial support. Along with Dr Falko Schnike, Aldrich and McCreery organised an international conference on ‘Global Royal Families’, for which SOPHI provided partial funding, that was held at the German Historical Institute in London in January 2020 and that will also lead to publications. In first semester of this year, they taught an honours seminar on ‘modern monarchy’ in the Department of History.
For Aldrich and McCreery, monarchy is often wrongly seen only as an anachronism in the twenty-first century world, or just as a theme for series such as ‘The Crown’ and tabloid news stories. However, several dozen countries around the world, including Australia, still have a monarch as a head of state, and in some countries, the sovereign rules as well as reigns, even wielding absolute power. Even in ‘constitutional monarchies’, hereditary sovereigns have ‘reserve powers’ (including the power to dismiss prime ministers directly or through their vice-regal representatives), even if they are rarely exercised, and other constitutional prerogatives. They are frequently seen as symbols of historical continuity and national unity, and as exemplars of national values. Many have enormous wealth, grand palaces and priceless collections of art, and they are at the centre of a large group of aristocrats, courtiers, providores, military personal and servants. They are celebrities, their private lives the subject of almost unbounded public curiosity.
Monarchy is one of the oldest and most widespread forms of government in the world, and in recent years there has been a renewed current systematic scholarly research on the subject to which Aldrich and McCreery and their collaborators have made a major contribution. They have provided new Australian perspectives on monarchy and, with new materials and approaches, have discovered the key role played by the crown and sovereigns – both indigenous and foreign – in the processes of colonialism and decolonisation. Through their publications, they have investigated monarchy across the world, including in Australia and the Commonwealth, and revealed the potency of the crown as institution and symbol, and of individual royals as key actors in international affairs. In undertaking this work, they have also positioned the Department of History at Sydney as a leading centre for studies in modern monarchy and as a link in an international network of scholars examining the cultural, social and political history of an institution that continues to retain relevance – and also to provoke debate – in current affairs.
Despite the demands of the rapid shift to online teaching and new child care responsibilities, academic staff in the Department of History, University of Sydney, have been applying their expertise to help us understand the Covid-19 pandemic and its implications. Historians are revealing the social, cultural and political dimensions of the disease outbreak, especially in relation to racism and inequality, as well as illuminating its impact on international relations, economies, human rights and university learning.
In a similar cultural vein, Warwick Anderson has written on how to have philosophy in a pandemic, why the iconic Australian beach was re-imagined as a special space of contamination, and what the controversies over mask wearing mean for ‘face work’ in a time of Covid-19, particularly in the United States. Isis, the leading history of science journal, commissioned him to take a ‘second look’ at Charles Rosenberg’s The Cholera Years (1962) in the light of the pandemic, and he is writing an essay review for Public Books of three forthcoming epidemic histories. Additionally, he spoke with Christopher Lydon on U.S. National Public Radio’s Open Source–along with Jim Kim, former president of the World Bank–about national responses to Covid-19.
Others in History are explaining the pandemic’s implications for governance and international relations. Glenda Sluga looks closely at how the Coronascene has licensed xenophobia and nationalism, with dire consequences for international order. She has spoken widely on global aspects of the response to the pandemic and the recovery from it. In numerous articles, James Curran urges Australia not to use the excuse of Covid-19 to erect permanent walls against the rest of the world. He explores the pandemic’s impact on our relations with China and the United States. Marco Duranti is working with data scientists to conduct ‘text mining’ in order to illuminate what reactions to the new coronavirus might mean for human rights
Within the University sector itself, Julia Horne is writing on how Covid-19 has exposed Australian universities’ reliance on international students. While Miranda Johnson reflects thoughtfully on the pedagogical meanings of the shift toward online learning. Postgraduate student Robin M. Eames and undergraduate (and University disability officer) Margot Beavon-Collin have written a statement on behalf of the University of Sydney Disabilities Collective, explaining how epidemic diseases such as Covid-19 historically have disproportionately affected those with disabilities. Frances Clarke is helping history students create and curate materials, especially oral histories, for the Fisher Library’s new Covid-19 archive. And postgraduate student Hollie Pich has analysed such archive work—Covid history in the making, or capturing the pandemic for posterity—in the Guardian.
Finally, for some upcoming analysis and discussion about different aspects of the relationship between Universities and the current crisis, please join us online for the History of University Life seminar, starting with a discussion about what would it take to have a university-led recovery in the post-Covid world. Chaired by Julia Horne, University Historian at the University of Sydney and co-convenor of History of University Life, an invitation and full program details can be found here.
Sydney historians are entering the Coronasphere through diverse routes, but with the common goal to employ the methods and insights of the humanities and social sciences to better understand and engage with our global predicament.
The prize is awarded annually to “the book judged to be the most distinguished contribution to the history of Australia or New Zealand or to the history of colonisation published in the previous year”.
This is a wonderful achievement as evidenced by the judges’ comments below. Well done Jamie!
Chair, Department of History
James Dunk, Bedlam at Botany Bay, New South, 2019
It’s the history of New South Wales, but not as we know it. The names are familiar, as are the events – Macarthurs, Wentworths, Blaxland, Bligh, rebellion, inquiries, select committees – but by paying close attention to the ‘strong personalities’, ‘eccentricities’ and ‘unfortunate endings’, Dunk puts us in the mirror house, where all that was familiar now feels strange and illuminating of quite a different colony. This is more than a collective biography, a history of whitefella madness, or the bureaucratic and jurisdictional journey to self-government. Dunk’s book reminds us that there is nothing inevitable about how things turn out: this is a rare feat in history-writing.
Feeling a bit lost as Uni starts? Worried about how to manage your workload? Nervous about speaking up in tutorials? Anxious about assessments? Unsure of who to ask for advice?
We are here to help!
This year, the Faculty of Arts and Social Sciences (FASS) has introduced a new peer mentoring program, “Communities of Support”, designed to offer you guidance and support as you as you navigate your first full year of university study.
Communities of Support offers all FASS first years regular mentoring sessions with senior undergraduate students who have volunteered to provide you the benefit of their experience, enthusiasm, and encouragement as you settle in to life at university. By participating in the program, you will learn a lot about how University works, what skills, strategies, and ‘life-hacks’ might help you to do well in your studies, and be guaranteed the support of a university peer who is invested in your general welfare and wellbeing.You will also get the chance to meet other first year students in a friendly and supportive environment.
Mentoring sessions begin in Week 3 of Semester 1 and will take place in small groups for one hour per week. (Semester 2 mentoring will take place fortnightly.) The day and time of your session will be scheduled according to your availability.
Once you have registered, we will be in touch with the time, day, and location of your first mentoring session and contact details for your assigned mentor.
Thanks in advance for your participation. We hope you find the experience rewarding, and please do feel free to contact our CoS Project Officer, Mr Simon Wyatt-Spratt if you have any questions (firstname.lastname@example.org).
DrKierynMcKay | LINK Project Manager
Department of English | The University of Sydney
________________________________ Room S353 | John Woolley Building A20 | The University of Sydney | NSW | 2006
The Faculty of Arts and Social Sciences at the University of Sydney would like to invite you to become a volunteer mentor for a new Faculty-wide first year mentoring program in 2020. Entitled “Communities of Support”, this extended mentoring program aims to address student transition, support, and retention issues among some of our most underrepresented cohorts as they enter and undertake their first year of study. We also hope to contribute to student well-being and satisfaction by encouraging stronger communities among our FASS student cohort.
About the Communities of Support (CoS) Program
Transitioning to life at University can be challenging. How do change your timetable? How do you keep on top of your workload while working a part-time job? How do you prepare for exams or undertake research for your assessments? How do you make new friends in a Faculty as big and as broad as FASS? First year students are often overwhelmed by the difficult task of adjusting to the many new experiences they encounter in their first year of study. Those students who are among the first in their family to attend university or who come from low-socioeconomic backgrounds are also less likely to have members of their family or community who can provide effective support as they transition to higher education. We would like to do more to help.
The FASS Communities of Support Mentoring Program offers extended peer support to first year students across their first year of study. Open to all FASS first year undergraduates but designed to cater specifically to those of low-socioeconomic backgrounds and/or first in family, the program offers weekly mentoring throughout Semester 1, fortnightly mentoring in Semester 2, and follows a structured schedule of topics that progress in-step with the first year experience.
As a Communities of Support (CoS) Mentor, you would be helping to enrich the first year experience for our ‘mentee’ program participants. As a second year, third year (or beyond!), you have already learned a lot about how life at University works, and what skills, strategies, and ‘life-hacks’ help you to do well in your studies. We be thrilled if you could offer your general knowledge, experience, and your support to those who are just starting out at University.
Mentoring is a very rewarding experience, and your involvement in the CoS program will help to develop your leadership capacity, communication skills, and your own cultural competencies in working with diverse student groups. We also hope that the program will offer a stronger sense of community for all of our Mentors and Fellows across the Faculty. Finally, allvolunteer mentorswill receive will receive a $100 shopping voucher on completion of the program.
If you are willing to participate as a CoS Mentor, you will be matched with 2-4 first year participants who will become your ‘mentee group’ across the year. We will provide you with mentoring training, as well as a calendar of topics and relevant ‘talking points’ to help guide your mentoring sessions. You will also be paired with a postgraduate CoS Leadership Fellow who you will meet with once a month to consult on your progress, ask questions, and who will offer you general support. Please note that your time commitment to the project will involve one hour per week throughout Semester 1 and one hour per fortnight throughout Semester 2 for your small group mentoring sessions, and one additional hour per month for coffee catch-ups with your allocated Fellow. All mentoring sessions and Fellows coffees will be arranged according to your availability.
CoS Mentor Registration
All FASS students who are second-year undergraduates and above are invited to apply to become a volunteer CoS Mentor. We particularly encourage students who are themselves E12 scholarship recipients, are among the first generation in your family to go to University, are from diverse cultural backgrounds, come from a regional/rural area, and/or belong to other under-represented cohorts at the University. Please note that if you have already signed up for an existing mentoring program, you can still enrol for this program, but we expect you to honour your original commitment as well.