Journal articles on the topic 'Hilda's C.E'

Numerous orchid species are pollinated by food deception, where rewardless flowers attract foraging pollinators through the mimicry of other flowers or the use of non-specific floral signals. Here we investigate the pollination of Caladenia hildae, a member of a diverse Australian genus containing species pollinated by sexual deception, and species pollinated by food foraging pollinators. Despite eight bee species occurring at the main study site, only food foraging bees of a single species of Hylaeus (Colletidae) were observed to remove and deposit pollen of C. hildae. Spectral reflectance of C. hildae flowers differed from co-flowering rewarding species in terms of both the wavelengths of light reflected, and the pattern of colouration. As such, there was no evidence that C. hildae uses a pollination strategy based on floral mimicry. However, the attraction of only a single bee species at this site suggests that C. hildae may use a deceptive strategy that exploits sensory biases or behaviours that differ between Hylaeus sp. and the remainder of the bee community. While Hylaeus have been recorded visiting orchid flowers in several parts of the world, C. hildae may represent the first documented case of an orchid species specialised on pollination by Hylaeus bees.

Chascolytrum serranum, a new species of C. sect. Hildaea restricted to Serra Geral National Park and surroundings, in Cambará do Sul, Rio Grande do Sul, Brazil, is described and illustrated. The new species is morphologically similar to C. ambiguum and C. juergensii var. angustilemma, but is distinguished from them mainly by having paleas more than 2/3 the length of the lemmas (up to 2/3 the length of the lemmas in C. ambiguum and C. juergensii var. angustilemma), glabrous and smooth lemmas (strigose in C. juergensii var. angustilemma), and puberulous paleas (glabrous in C. ambiguum). The species can be recognized in the field by the purplish and shiny spikelets. It inhabits river banks and, less frequently, swamps.

The rate of leaf unfolding as a function of temperature was determined for Begonia × hiemalis Fotsch under long-day (16 hours of light) conditions before flower initiation. Irradiance was maintained at 280 ± 20 μmol·m–2·s–1 (16.1 mol·m–2·day–l). The two cultivars Hilda and Ballet had similar rates of leaf unfolding in the range from 13 to 28C. The rate increased to a maximum of 0.116 leaves/day at 21C and then decreased at higher temperature. The following quadratic function (where T is the temperature in °C) was selected to describe initial long-day leaf unfolding rate in B. × hiemalis: leaves/day = -0.2083 + 0.03145 × T – 0.0007631 × T2, (r2 = 0.97). The leaf unfolding response to temperature varied for plants of `Hilda' and `Ballet' during short days (10 hours of light) following the initial long-day period. Plants of `Ballet' continued to unfold leaves at a similar rate as under initial long photoperiods, while the leaf unfolding rate for `Hilda' decreased to half the rate observed under long days.

Plants of Achimenes cv Hilda were treated with foliar sprays of Ancymidol, Paclobutrazol and Uniconazole at 3 different concentrations each, and were placed in a greenhouse at 21°C under 2 light levels (0 and 40% light exclusion) for 12 weeks. Reduced light level decreased plant height, number of axillary shoots and flowers. The three growth retardants in any concentration, supressed development of axillary shoots and flowers. Ancymidol at 25 and 50 mg.1-1, Uniconazole at 5 mg.1-1 and Paclobutrazol at 25, 50 or 100 mg.1-1 decreased plant height and number of leaf whorls. Number of rhizomes was reduced by the 3 chemicals at the highest concentration only. Paclobutrazol was most effective than the other 2 growth retardants. Effects of treatments were more pronounced under shade rather than in full sunlight. Days to anthesis was not affected by any of the treatments except by Paclobutrazol at 100 mg.1-1. The use of these growth retardants in concentration and mode of application similar to those used in this study is not recommended for “Hilda” as height retardation significantly reduces number of flowers

The effect of temperature during the initial long day period on morphology and plant dry weight was determined for Begonia × hiemalis `Hilda'. Multistem cuttings were planted in 10 cm pots and grown at 13°, 16°, 19°, 22°, 25° or 28°C. The day length was 16 hours at an irradiance level of 280 ± 20 μmol·m-2s-1. After 21 days, the plants were moved to a greenhouse maintained at 20° ± 2°C and short days of 10 hours at 125 ± 20 μmol·m-2s-1. The plants were grown under short days for 14 days and then moved to a day length of 16 hours. At data collection 21 days later (56 days from planting), plant height averaged 185 mm for plants initially grown at 13°, 16°, 19° or 22°C while pants originally grown at 25° and 28°C were 40 and 78 mm shorter than plants started at lower temperatures. The mean number of shoots was 4 on plants exposed to 16°, 19°, 22° or 25°C during early development and decrease to 3 shoots for plants grown initially at 13° or 28°C. The average flower number on the main shoot was similar for plants first exposed to low and intermediate temperatures but decreased rapidly to 0 for plants with early exposure to 28°C. Plants in treatments with early temperatures of 19° or 22°C had the largest above ground dry weight at an average 460 mg.

Abstract New compression leaf material of Ceratozamia (Zamiaceae) has been recognised in the European Cenozoic. A leaflet of Ceratozamia floersheimensis (Engelhardt) Kvaček was recovered among unidentified material from the Oligocene of Trbovlje, former Trifail, Slovenia, housed in old collections of the Austrian Geological Survey, Vienna. It is similar in morphology and epidermal anatomy to other specimens previously studied from the lower Oligocene of Flörsheim, Germany and Budapest, Hungary. A fragmentary leaflet assigned to C. hofmannii Ettingsh. was recovered in the uppermost part of the Most Formation (Most Basin in North Bohemia, Czech Republic) and dated by magnetostratigraphy and cyclostratigraphy to CHRON C5Cn.3n, that is, the latest early Miocene. It yielded excellently preserved epidermal structures, permitting confirmation of the generic affinity and a more precise comparison with this lower Miocene species previously known from Austria (Münzenberg, Leoben Basin) and re-investigated earlier. Both the Oligocene and Miocene populations of Ceratozamia are based on isolated disarticulated leaflets matching some living representatives in the size and slender form of the leaflets. Such ceratozamias thrive today in extratropical areas near the present limits of distribution of the genus along the Sierra Madre Orientale in north-eastern Mexico, in particular C. microstrobila Vovides & J.D. Rees and others of the C. latifolia complex, as well as C. hildae G.P. Landry & M.C. Wilson (“bamboo cycad”). The occurrence of Ceratozamia suggests subtropical to warm-temperate, almost frostless climate and a high amount of precipitation. The accompanied fossil vegetation of both species corresponds well with the temperature regime. While the Oligocene species in Hungary probably thrived under sub-humid conditions, the remaining occurrences of fossil Ceratozamia were connected with humid evergreen to mixed-mesophytic forests.

The Capsalinae Baird, 1853 (Monogenea: Capsalidae) is revised based on a thorough review of original descriptions and examination of type museum material, where available, to validate species. A total of 262 type and voucher specimens was studied representing apparently 42 of the 60 currently described capsaline species. A combination of characters that should be independent of variation due to specimen preparation techniques was chosen to discriminate species. These characters include the presence/absence of papillae on the ventral surface of the haptor, the presence/absence and the morphology of haptoral accessory sclerites and the presence/absence of dorsomarginal body sclerites and their morphology and distribution. We consider that only 36 of the 60 nominal capsaline species are valid. We could find no support for Caballerocotyla Price, 1960 and therefore we synonymise it with Capsala Bosc, 1811. Under the current concept we recognise 22 species of Capsala, 7 species of Capsaloides Price, 1938, 3 species of Nasicola Yamaguti, 1968 and 4 species of Tristoma Cuvier, 1817. The following Capsala species are considered valid: C. albsmithi (Dollfus, 1962) n. comb.; C. biparasitica (Goto, 1894) Price, 1938; C. caballeroi Winter, 1955; C. foliacea (Goto, 1894) Price, 1938; C. gouri Chauhan, 1951; C. gregalis (Wagner & Carter, 1967) n. comb.; C. interrupta (Monticelli, 1891) Johnston, 1929; C. katsuwoni (Ishii, 1936) Price, 1938; C. laevis (Verrill, 1875) Johnston, 1929; C. maccallumi Price, 1939; C. magronum (Ishii, 1936) Price, 1938; C. manteri Price, 1951; C. manteriaffinis (Mamaev, 1968) n. comb.; C. martinierei Bosc, 1811; C. notosinense (Mamaev, 1968) n. comb.; C. nozawae (Goto, 1894) Price, 1938; C. onchidiocotyle (Setti, 1899) Johnston, 1929; C. ovalis (Goto, 1894) Price, 1938; C. paucispinosa (Mamaev, 1968) n. comb.; C. pelamydis (Taschenberg, 1878) Price, 1938; C. poeyi (Pérez-Vigueras, 1935) Price, 1938; C. pricei Hildago-Escalente, 1950. We consider the following Capsaloides species valid: C. cornutus (Verrill, 1875) Price, 1938; C. cristatus Yamaguti, 1968; C. hoffmannae Lamothe-Argumedo, 1996; C. magnaspinosus Price, 1939; C. nairagi Yamaguti, 1968; C. perugiai (Setti, 1898) Price, 1938; C. sinuatus (Goto, 1894) Price, 1938. The following Nasicola species are deemed valid: N. brasiliensis Kohn, Baptista-Farias, Santos & Gibson, 2004; N. hogansi Wheeler & Beverley-Burton, 1987; N. klawei Stunkard, 1962. Presently, we consider the following Tristoma species valid: T. adcoccineum Yamaguti, 1968; T. adintegrum Yamaguti, 1968; T. coccineum Cuvier, 1817; T. integrum Diesing, 1850. A list of new and re-established synonyms is provided. The status of each species is discussed in detail and a key to all capsaline species that we consider valid is presented. The following 5 capsaline species are considered to be species inquirendae: Caballerocotyla phillippina Velasquez, 1982; Capsala megacotyle (Linstow, 1906) Johnston, 1929; Tristoma fuhrmanni Guiart, 1938; T. levinsenii Monticelli, 1891; T. uncinatum Monticelli, 1889. The importance of careful character selection to discriminate between capsaline species and the need for studies of live parasites to obtain additional characters based on reproductive structures is addressed. Hostspecificity in the Capsalinae is also discussed.

Dr. Alberto Rodríguez. UPEL-IPBDr. Enrique Reyes. UPEL-IPB Dr. Henry Mujica. UPEL-IPB Dr. Luis Paradas. UPEL-IPB Dr. Manuel Ramírez. UPEL-IPB Dr. Marcos Flores. UPEL-IPB Dra. Adilia Flores. UPEL-IPB Dra. Ana Cecilia Reyes. UPEL-IPB Dra. Ana Hilda Castellón. UPEL-IPB Dra. Any Montero. UPEL-IPB Dra. Francia Becerra. UPEL-IPB Dra. Ismeray Paez.UPEL-IPB Dra. Lexy Mujica.UPEL-IPB Dra. María Lourdes Piñero. UPEL-IPB Dra. Mary Carmen Guedez. UPEL-IPB Dra. Milexa Sequera.PEL-IPB Dra. Yaridem Mendoza. UPEL-IPB Dra. Yarines Perdomo. UPEL-IPB Dra. Zaida Salazar.UPEL-IPB Msc. Patricia Quiroga. UPEL-IPB Prof. José Antonio Ladino. UPEL-IPB Profª. Elvia Monsalve. UPEL-IPB Profª. Francis González. UPEL-IPB Profª. Giuliana Farci.UPEL-IPB Profª. Liliam Alvarado. UPEL-IPB Profª. Adlih C. González. UPEL-IPCProf. Jesús Aranguren. UPEL-IPCProfª. Catalina Betancourt. UPEL-IPCDr. Amilcar Arenas. UPEL-IPMACAROProfª. Ana C. Bolívar. UPEL-IPREMProfª. Zoraida Paredes. UPEL-MARACAYMsc. David González. UCLADr. Wilmer Chávez. UCLADra. Beatriz Veracoechea. UCLADr. José Rafael Prado.ULADra. Dayli Quiva. UNERMBDr. José Ortiz.UC Dra. Omaira Oñate. UCProfª. Rhadis G. de García. UCProfª. Yvel Palacios. UCDr. José A. Sánchez C. UDOLcdo. Samir El Hamra. UCProf. Antonio Vera. Luz-Punto FijoProf. José G. Olivero L. LUZ-Punto FijoProfª. María Carrera. LUZ-Punto FijoProfª. Marimily Segura. Universidad José Antonio PáezDr. Kleeder Bracho. Ministerio del Poder Popular para la EducaciónDr. José de Carvalho. Universidad de San Paulo-BrasilDr. Alejandro Díaz M. Universidad de Concepción -ChileDr. Napoleón Murcia.Universidad de Caldas. Manizales ColombiaDr. Oscar R. Ayala A. Universidad Autónoma Tomás Frías (Potosí, Bolivia)Dr. René Pedroza Flores. Universidad Autónoma del Estado de México (UAEM)Dra. Cristina López. Centro Universitario del Sur Universidad de GuadalajaraDra. Lorena Cruz. Universidad Nacional de Cuyo – ArgentinaDra. María S. Loutayf. Facultad de Ciencias Exactas de la UNAS- ArgentinaDra. Norma I. González A. Universidad Autónoma del Estado de México (UAEM)Ing. Edgar Serna. Instituto Tecnológico Metropolitano-Medellín ColombiaLcda. Marjorie Rodríguez. Universidad del Norte. Barranquilla ColombiaLcdo. Luis Humacata.Universidad Nacional de Luján – ArgentinaProf. Carlos M. Tamayo. Universidad Técnica de Ambato. EcuadorProf. Jorge H. Aristizábal Z.Universidad del Quindío. Colombia Prof. Juan Jesús Velasco. Universidad Autónoma del Estado de México (UAEM)Prof. Luis Puga. Universidad Tecnológica Equinoccial- EcuadorDr. Alberto RodríguezDr. Enrique ReyesDr. Henry MujicaDr. Luis ParadasDr. Manuel RamírezDr. Marcos FloresDra. Adilia FloresDra. Ana Cecilia ReyesDra. Ana Hilda CastellónDra. Any MonteroDra. Francia BecerraDra. Ismeray PáezDra. Lexy MujicaDra. María Lourdes PiñeroDra. Mary Carmen GuedezDra. Milexa SequeraDra. Sandra FloresDra. Yaridem MendozaDra. Yarines PerdomoDra. Zaida SalazarMsc. Patricia QuirogaProf. José Antonio LadinoProfª. Elvia MonsalveProfª. Francis GonzálezProfª. GiulianaFarciProfª. Liliam Alvarado

The genetics of the ability of tomato pollen to germinate and grow in vitro under low temperature was investigated in two crosses namely “Resista” × “Hilda” and “Resista” × “Monita”. In each cross the following generations were utilised: F1, F2, BC1 and BC2, and their reciprocals, along with the parents. Pollen was placed on microscope slides having cavities filled with a liquid nutrient medium (water, 10% sucrose and 50 ppm boric acid) and allowed to germinate and grow for six hours at 15° C and then killed with acetocarmine. Germination rates and pollen tube length were determined and analyses on a genetic model allowing only for additive and dominance gene effects. For pollen germination rate both additive and dominance gene effects were significant while for tube length only the additive effects were. Dominance was towards lower rates of germination. At least three genes control pollen germination rates while seven or more are involved in pollen tube length determination.

<p>Nas últimas décadas as metrópoles passaram por profundas transformações urbanas. As novas tecnologias da informação e comunicação e o novo enfoque de governança baseado na ampla liberalização econômica impulsionou diversos e significativos efeitos no espaço metropolitano e uma progressiva e generalizada ampliação mundial do espaço de acumulação, tornando as grandes aglomerações urbanas "nós" de uma rede global. O presente artigo discute os efeitos da globalização sobre as metrópoles latino americanas analisando seus impactos no processo contemporâneo de metropolização. Busca-se avaliar a generalidade capitalista e suas particularidades, identificando semelhanças e diferenças nas transformações físicas das metrópoles da América Latina. Adota-se a revisão bibliográfica como processo metodológico fundamentando-se a discussão em autores da geografia (Capel, Janoshcka, Borsdorf, Hildago) e do urbanismo (Pradilla Cobos, Mattos). Sob a ótica deste fenômeno capitalista são discutidos as principais tendências identificadas nessas transformações urbanas: a) decomposição produtiva e de mudanças nos padrões de mobilidade; b) surgimento de uma nova forma urbana difusa e fragmentada; c) existência de novos comportamentos locacionais de empresas e famílias formando ilhas urbanas; d) mudanças na estrutura metropolitana tendendo ao policentrismo; e) existência de um sistema econômico e urbano fortemente baseado em redes; f) contrastes morfológicos; g) importância do reforço de identidades; h) instrumentos de planejamento; e i) dinâmicas dos movimentos sociais. Defende-se que as metrópoles atuais Latino Americanas seguem as determinações do padrão neoliberal de acumulação, porém a esses se juntam particularidades características da região. </p>

The occurrence of organic-walled microfossils is reported for the first time from the Neoproterozoic Port Nolloth Group, Gariep Belt (southern Namibia). Acritarchs assigned to Bavlinella faveolata occur in the Hilda Subgroup below the younger of two glaciogenic diamictite units (Numees Formation) within the Port Nolloth Group. The microfossil assemblage in the overlying upper Holgat Formation, above the Numees Formation, is characterized by low diversity (six species), dominance of Soldadophycus bossii, and absence of acanthomorphic or large sphaeromorphic acritarchs. The agglutinated foraminifer Titanotheca also occurs in the Holgat Formation. Combined with available chemostratigraphic data and Pb–Pb ages, this microfossil assemblage indicates an upper Ediacaran age of around 555 Ma for the Holgat Formation. Virtually identical microfossil assemblages, negative-to-positive δ13 C trends,87Sr/86Sr values between 0.7080 and 0.7085, as well as Pb–Pb carbonate ages, make it possible to correlate the Holgat Formation with the Buschmannsklippe Formation (Witvlei Group, central Namibia), the Kombuis Member (Cango Caves Group, southern South Africa) and the uppermost Polanco to lowermost Cerro Espuelitas Formation (Arroyo del Soldado Group, Uruguay). Based on these data, the underlying Numees Formation, the age of which has been only loosely constrained so far and subject to considerable debate, can now be assigned to the c. 580 Ma Gaskiers or the possibly younger (< 570 Ma) Moelv glacial event. The Numees glacial event may be represented in the uppermost Nooitgedagt Member (Cango Caves Group, South Africa) and the lower Barriga Negra formations (Arroyo del Soldado Group, Uruguay), characterized by a negative δ13C excursion and a strong sea-level drop. If this correlation is confirmed, lack of glacial deposits there might have implications for the palaeogeographic extent of upper Ediacaran glaciations. Our preliminary studies show that acritarch biostratigraphy can make a significant contribution to unravelling the stratigraphy of Neoproterozoic glacial deposits, especially when combined with C and Sr isotopic data.

Field-grown mustard greens, Brassica juncea, were used to validate several observations of a greenhouse study which reported nutrient changes in mustard greens grown, in part, under ambient and reduced light. The cultivar Florida Broadleaf was transplanted into a Hildago sandy clay soil near Weslaco, Texas (26° 08' Lat.) on 6 Nov 2003. Greens were fertigated with 30 kg·ha-1 of N on 1 Dec. Plants 14 days before harvest were grown under the following four light regimes: (1) continuous ambient light; (2) 7 days of 50% shade then 7 days of ambient light; (3) 7 days of ambient light then 7 days of 50% shade; and (4) 14 days of 50% shade. Cumulative solar light was 28.9 and 19.4 kW/m2 during the first and second 7 days, respectively. Measured cumulative light, as PPFD, for treatments 1-4 were 108, 67, 78, and 44 mm·m-2·s-1, respectively. Plants were harvested at 0800, 1100, and 1400 h on 2 Jan. 2004. Shade during the last 7 days generally evoked the greatest responses. Increased shade duration did not significantly effect the agronomic performance, but did increase leaf total carotenoids, chlorophylls, water content, and reduced total ascorbate levels. As time of daylight progressed, sample plant weight and average leaf weight decreased in shaded plants only. Free ascorbic acid, chlorophyll a:b ratio, and the chlorophyll to carotenoid ratio decreased with time of day. Cumulative sunlight, as PPFD, was significantly correlated with total ascorbate (fresh weight basis), chlorophyll a:b ratio, and plant weight (P < 0.06) and negatively correlated with chlorophylls and total carotenoids (dry weight basis). Thus, cloudy weather prior to harvest can reduce leaf Vitamin C and alter leaf greenness

MODELOS AGROMETEOROLÓGICOS PARA PREVISÃO DA PRODUÇÃO DE MILHO EM MATO GROSSO DO SUL MARCO AURÉLIO ARGENTA MOCINHO JUNIOR1; WILLIAN PEREIRA CENTURION1; ARTHUR FERREIRA SOUZA PRADO1; GUILHERME BOTEGA TORSONI2; LUCAS EDUARDO DE OLIVEIRA APARECIDO2 E CICERO TEIXEIRA SILVA COSTA2 1Estudante do curso de Engenharia Agronômica do IFMS campus Naviraí. Laboratório de Engenharia Agrícola, Rua Hilda, 203, Naviraí - MS. CEP. 79950-000, E-mail: marcoaurelio18@live.com 2Docentes do IFMS campus Naviraí. Rua Hilda,203, Naviraí-MS. CEP. 79950-000, E-mail: cicero.costa@ifms.edu.br 1 RESUMO O milho representa um dos principais cereais cultivado e consumido no mundo, em virtude do seu alto potencial produtivo, composição química e valor nutritivo. No entanto, a sua produção é altamente dependente do clima. Objetivou-se estimar a produção do milho por meio da calibração de modelos estatísticos para o Estado de Mato Grosso do Sul - MS. As cidades estudadas foram Chapadão do Sul, Costa Rica, Ponta Porã e Sidrolândia. As variáveis climáticas utilizadas foram temperatura do ar, a precipitação pluvial, evapotranspiração potencial, déficit e o excesso hídrico no período de 2003 - 2017 entre fevereiro e maio. Os modelos foram calibrados e comparados pelos métodos KNN e RANDOM. A acurácia e a precisão dos modelos foram analisadas pelo erro percentual médio e pelo coeficiente de determinação ajustado, respectivamente. As variáveis que mais influenciaram na produção do milho foram o déficit hídrico e a temperatura do ar. É possível estimar a produção do milho com regressões lineares múltiplas utilizando variáveis climáticas. Chapadão do Sul e Costa Rica apresentam altos índices de déficit hídrico, enquanto Ponta Porã e Sidrolândia baixos déficits. O modelo mais acurado para estimar a produção do milho nas cidades foi o método RANDOM. Keywords: Clima; Produtividade; Modelagem. MOCINHO, M. A. A.; CENTURION, W. P; PRADO, A. F. S; TORSONI, G. B; APARECIDO, L. E. O; COSTA, C. T. S AGROMETEOROLOGICAL MODELS FOR FORECASTING MAIZE PRODUCTION IN MATO GROSSO DO SUL 2 ABSTRACT Corn represents one of the main cereals cultivated and consumed in the world, due to its high productive potential, chemical composition and nutritional value. However, its production is highly climate dependent. The objective of this study was to estimate maize yield by calibrating statistical models for the state of Mato Grosso do Sul - MS. The cities studied were Chapadão do Sul, Costa Rica, Ponta Porã and Sidrolândia. The climatic variables used were air temperature, rainfall, potential evapotranspiration, deficit and excess water from 2003 to 2017 between February and May. The models were calibrated and compared by the KNN and RANDOM methods. The accuracy and precision of the models were analyzed by the mean percentage error and the adjusted determination coefficient, respectively. The variables that most influenced corn production were water deficit and air temperature. It is possible to estimate corn yield with multiple linear regressions using climate variables. Chapadão do Sul and Costa Rica have high levels of water deficit, while Ponta Porã and Sidrolândia have low deficits. The most accurate model for estimating maize yield in cities was the RANDOM method. Keywords: Climate; Yield; Modeling.

Es difícil mencionar a todas las personas que me ayudaron terminar este trabajo, pero no quiero que se lo publique sin agradecerles cordialmente. En primer lugar debo mucho al interés extraordinario del Dr. Pablo Macera, Director del Seminario de Historia Rural Andina, quien no solamente dio los primeros pasos en entusiasmarme para este problema, sino también hizo un viaje para presentarnos a los pacopampinos y facilitarnos el trabajo de campo allí. Por su intervención se consiguió fondos de la UNMSM para esta y la segunda temporada; él se encargó de todo el trabajo administrativo y mostró constantemente su interés en la continuación de los análisis y excavaciones. A él se debe también la presentación de este trabajo como uno de los muchos más que se podrán realizar para entrar más concretamente en la problemática de la facie norteña del Formativo y quizá para la comprensión de todo este proceso socio-cultural. Especial mención merece también el estudiantado y la hospitalidad que nos ofrecieron los amigos de Pacopampa. Ellos nos ayudaron, hasta donde podían, con sus consejos y facilidades necesarias; ellos participaron en las excavaciones y prospecciones. Entre los muchos que deberían figurar acá sólo quiero mencionar a don Críspulo Tapia, a don Asunción Peralta (quien frecuentemente nos acompañó en los recorridos), a don Félix Hurtado, el alcalde quien nos cedió una amplia habitación; don Tomás Pérez, el guardián de las ruinas, quien nos ayudó en muchos sentidos, siendo su participación en las excavaciones de gran valor, y don Polo Valderrama Culca, el propietario de Pandanche, quien mostró gran hospitalidad y comprensión para nuestros trabajos. Todos ellos nos crearon un ambiente muy agradable y dieron realmente sentido a nuestra labor en el campo, satisfacción de la cual no siempre gozamos. En Lima debo mucho al Dr. Ramiro Matos Mendieta, quien me ofreció su gabinete para el análisis y me cedió el tiempo necesario para ocuparme del material excavado bajo su proyecto de Junín. Análisis o recomendaciones y consejos hicieron las siguientes personas: el Dr. Macedo analizó el material óseo humano, el Dr. Guillén se ocupó de la muestra de plantas actuales (allí intervino el estudiante Víctor Chang) recuperadas en la primera temporada, el Dr. Dricot hizo algunas anotaciones acerca del crá- neo de T. 9, la Srta. Hilda Vidal se encargó de todo el material óseo humano, el Sr. Edgar Bauer, de la Universidad Católica, identificó algunos moluscos y caracoles terrestres, el Dr. Lumbreras consiguió posibilidades para la datación de algunas muestras de c-14 y la Srta. Iris Bracamonte dibujó la mayoría de las láminas.

Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementation, and evaluation). Data collection techniques in this study were based on the results of expert validation tests, media practicality tests, and media effectiveness tests on children aged 5-6 years in Kindergarten. The results showed that the validity test of developing interactive media for children's English learning through the TPR method by media expert was declared valid with the result of 93%. The validity test on the material aspect shows the result is 98%. In the language aspect, the language expert gave the results of the feasibility of the language used in the media with a value of 96%. Likewise, with the practicality test, the results showed that the media had an average value of practicality with a percentage of 94%. The most important result in media development is determined by the results of the effectiveness test, and this media gets an average percentage score of 77.8% on the media tested on children. Therefore, interactive media for children's English learning through the Total Physical Response method deserves to be used as interactive and quality learning media that is practical and effective for early childhood. Intervention in introducing how to develop interactive media for learning English to teachers can be carried out in further research. Keywords: Early Childhood, English Learning Media, Total Physical Response (TPR) method References: Amri, S. (2013). 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Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. 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In this article I discuss a story told by the South Australian Ngarrindjeri Aboriginal elder, Aunty Hilda Wilson (nee Varcoe), about the time when, at not quite sixteen, she was sent from the Point Pearce Aboriginal Station to work in the Adelaide Hills, some 500 kilometres away, as a housekeeper for “one of Adelaide’s leading doctors”. Her secondment was part of a widespread practice in early and mid-twentieth century Australia of placing young Aboriginal women “of marriageable age” from missions and government reserves into domestic service. Consciously deploying Indigenous storytelling practices as pedagogy, Hilda Wilson recounted this episode in a number of distinct ways during the late 1990s and early 2000s. Across these iterations, each building on the other, she exhibited a personal resilience in her subjectivity, embedded in Indigenous knowledge systems of relationality, kin and work, which informed her agency and determination in a challenging situation in which she was both caring for a white socially-privileged family of five, while simultaneously grappling with the injustices of a state system of segregated indentured labour. Kirmayer and colleagues propose that “notions of resilience emerging from developmental psychology and psychiatry in recent years address the distinctive cultures, geographic and social settings, and histories of adversity of indigenous peoples”. Resilience is understood here as an ability to actively engage with traumatic change, involving the capacity to absorb stress and to transform in order to cope with it (Luthar et al.). Further to this, in an Indigenous context, Marion Kickett has found the capacity for resilience to be supported by three key factors: family connections, culture and belonging as well as notions of identity and history. In exploring the layers of this autobiographical story, I employ this extended psychological notion of resilience in both a domestic ambit as well as the broader social context for Indigenous people surviving a system of external domination. Additionally I consider the resilience Aunty Hilda demonstrates at a pivotal interlude between girlhood and womanhood within the trajectory of her overall long and productive life, and within an intergenerational history of resistance and accommodation. What is especially important about her storytelling is its refusal to be contained by the imaginary of the settler nation and its generic Aboriginal-female subject. She refuses victimhood while at the same time illuminating the mechanisms of injustice, hinting also at possibilities for alternative and more equitable relationships of family and work across cultural divides. Considered through this prism, resilience is, I suggest, also a quality firmly connected to ideas of Aboriginal cultural-sovereignty and standpoint and to, what Victoria Grieves has identified as, the Aboriginal knowledge value of sharing (25, 28, 45). Storytelling as Pedagogy The story I discuss was verbally recounted in a manner that Westphalen describes as “a continuation of Dreaming Stories”, functioning to educate and connect people and country (13-14). As MacGill et al. note, “the critical and transformative aspects of decolonising pedagogies emerge from storytelling and involve the gift of narrative and the enactment of reciprocity that occurs between the listener and the storyteller.” Hilda told me that as a child she was taught not to ask questions when listening to the stories of an Elder, and her own children were raised in this manner. Hilda's oldest daughter described this as a process involving patience, intrigue and surprise (Elva Wanganeen). Narratives unfold through nuance and repetition in a complexity of layers that can generate multiple levels of meaning over time. Circularity and recursivity underlie this pedagogy through which mnemonic devices are built so that stories become re-membered and inscribed on the body of the listener. When a perceived level of knowledge-transference has occurred, a narrator may elect to elaborate further, adding another detail that will often transform the story’s social, cultural, moral or political context. Such carefully chosen additional detail, however, might re-contextualise all that has gone before. As well as being embodied, stories are also emplaced, and thus most appropriately told in the Country where events occurred. (Here I use the Aboriginal English term “Country” which encompasses home, clan estate, and the powerful complex of spiritual, animate and inanimate forces that bind people and place.) Hilda Wilson’s following account of her first job as a housekeeper for “one of Adelaide’s leading doctors”, Dr Frank Swann, provides an illustration of how she expertly uses traditional narrative forms of incrementally structured knowledge transmission within a cross-cultural setting to tell a story that expresses practices of resilience as resistance and transformation at its core. A “White Doctor” Story: The First Layer Aunty Hilda first told me this story when we were winding along the South Eastern Freeway through the Adelaide hills between Murray Bridge and Mount Barker, in 1997, on our way home to Adelaide from a trip to Camp Coorong, the Ngarrindjeri cultural education centre co-founded by her granddaughter. She was then 86 years old. Ahead of us, the profile of Mt Lofty rose out of the plains and into view. The highest peak in the Mount Lofty ranges, Yurrebilla, as it is known to Kaurna Aboriginal people, or Mt Lofty, has been an affluent enclave of white settlement for Adelaide’s moneyed elite since early colonial times. Being in place, or in view of place, provided the appropriate opportunity for her to tell me the story. It belongs to a group of stories that during our initial period of working together changed little over time until one day two years later she an added contextual detail which turned it inside out. Hilda described the doctor’s spacious hill-top residence, and her responsibilities of caring for Dr Swann’s invalid wife (“an hysteric who couldn't do anything for herself”), their twin teenage boys (who attended private college in the city) along with another son and younger daughter living at home (pers. com. Hilda Wilson). Recalling the exhilaration of looking down over the sparkling lights of Adelaide at night from this position of apparent “privilege” on the summit, she related this undeniably as a success story, justifiably taking great pride in her achievements as a teenager, capable of stepping into the place of the non-Indigenous doctor's wife in running the large and demanding household. Successfully undertaking a wide range of duties employed in the care of a family, including the disabled mother, she is an active participant crucial to the lives of all in the household, including to the work of the doctor and the twin boys in private education. Hilda recalled that Mrs Swann was unable to eat without her assistance. As the oldest daughter of a large family Hilda had previously assisted in caring for her younger siblings. Told in this way, her account collapses social distinctions, delineating a shared social and physical space, drawing its analytic frame from an Indigenous ethos of subjectivity, relationality, reciprocity and care. Moreover Hilda’s narrative of domestic service demonstrates an assertion of agency that resists colonial and patriarchal hegemony and inverts the master/mistress-servant relationship, one she firmly eschews in favour of the self-affirming role of the lady of the house. (It stands in contrast to the abuse found in other accounts for example Read, Tucker, Kartinyeri. Often the key difference was a continuity of family connections and ongoing family support.) Indeed the home transformed into a largely feminised and cross-culturalised space in which she had considerable agency and responsibility when the doctor was absent. Hilda told me this story several times in much the same way during our frequent encounters over the next two years. Each telling revealed further details that fleshed a perspective gained from what Patricia Hill Collins terms an “epistemic privilege” via her “outsider-within status” of working within a white household, lending an understanding of its social mechanisms (12-15). She also stressed the extent of her duty of care in upholding the family’s well-being, despite the work at times being too burdensome. The Second Version: Coming to Terms with Intersecting Oppressions Later, as our relationship developed and deepened, when I began to record her life-narrative as part of my doctoral work, she added an unexpected detail that altered its context completely: It was all right except I slept outside in a tin shed and it was very cold at night. Mount Lofty, by far the coldest part of Adelaide, frequently experiences winter maximum temperatures of two or three degrees and often light snowfalls. This skilful reframing draws on Indigenous storytelling pedagogy and is expressly used to invite reflexivity, opening questions that move the listener from the personal to the public realm in which domestic service and the hegemony of the home are pivotal in coming to terms with the overlapping historical oppressions of class, gender, race and nation. Suddenly we witness her subjectivity starkly shift from one self-defined and allied with an equal power relationship – or even of dependency reversal cast as “de-facto doctor's wife” – to one diminished by inequity and power imbalance in the outsider-defined role of “mistreated servant”. The latter was signalled by the dramatic addition of a single signifying detail as a decoding device to a deeper layer of meaning. In this parallel stratum of the story, Hilda purposefully brings into relief the politics in which “the private domain of women's housework intersected with the public domain of governmental social engineering policies” (Haskins 4). As Aileen Moreton-Robinson points out, what for White Australia was cheap labour and a civilising mission, for Indigenous women constituted stolen children and slavery. Protection and then assimilation were government policies under which Indigenous women grew up. (96) Hilda was sent away from her family to work in 1927 by the universally-feared Sister Pearl McKenzie, a nurse who too-zealously (Katinyeri, Ngarrindjeri Calling, 23) oversaw the Chief Protector’s policies of “training” Aboriginal children from the South Australian missions in white homes once they reached fourteen (Haebich, 316—20). Indeed many prominent Adelaide hills’ families benefited from Aboriginal labour under this arrangement. Hilda explained her struggle with the immense cultural dislocation that removal into domestic service entailed, a removal her grandfather William Rankine had travelled from Raukkan to Government House to protest against less than a decade earlier (The Register December 21, 1923). This additional layer of story also illuminates Hilda’s capacity for resilience and persistence in finding a way forward through the challenge of her circumstances (Luthar et al.), drawing on her family networks and sense of personhood (Kickett). Hilda related that her father visited her at Mount Lofty twice, though briefly, on his way to shearing jobs in the south-east of the state. “He said it was no good me living like this,” she stated. Through his active intervention, reinforcement was requested and another teenager from Point Pearce, Hilda’s future husband’s cousin, Annie Sansbury, soon arrived to share the workload. But, Hilda explained, the onerous expectations coupled with the cultural segregation of retiring to the tin shed quickly became too much for Annie, who stayed only three months, leaving Hilda coping again alone, until her father applied additional pressure for a more suitable placement to be found for his daughter. In her next position, working for the family of a racehorse trainer, Hilda contentedly shared the bedroom with the small boy for whom she cared, and not long after returned to Point Pearce where she married Robert Wilson and began a family of her own. Gendered Resilience across Cultural Divides Hilda explicitly speaks into these spaces to educate me, because all but a few white women involved have remained silent about their complicity with state sanctioned practices which exploited Indigenous labour and removed children from their families through the policies of protection and assimilation. For Indigenous women, speaking out was often fraught with the danger of a deeper removal from family and Country, even of disappearance. Victoria Haskins writes extensively of two cases in New South Wales where young Aboriginal women whose protests concerning their brutal treatment at the hands of white employers, resulted in their wrongful and prolonged committal to mental health and other institutions (147-52, 228-39). In the indentured service of Indigenous women it is possible to see oppression operating through Eurocentric ideologies of race, class and gender, in which Indigenous women were assumed to take on, through displacement, the more oppressed role of white women in pre-second world war non-Aboriginal Australian society. The troubling silent shadow-figure of the “doctor’s wife” indeed provides a haunting symbol of - and also a forceful rebellion against – the docile upper middle-class white femininity of the inter-war era. Susan Bordo has argued that that “the hysteric” is archetypal of a discourse of ‘pathology as embodied protest’ in which the body may […] be viewed as a surface on which conventional constructions of femininity are exposed starkly to view in extreme or hyperliteral form. (20) Mrs Swann’s vulnerability contrasts markedly with the strength Hilda expresses in coping with a large family, emanating from a history of equitable gender relations characteristic of Ngarrindjeri society (Bell). The intersection of race and gender, as Marcia Langton contends “continues to require deconstruction to allow us to decolonise our consciousness” (54). From Hilda’s brief description one grasps a relationship resonant with that between the protagonists in Tracy Moffat's Night Cries, (a response to the overt maternalism in the film Jedda) in which the white mother finds herself utterly reliant on her “adopted” Aboriginal daughter at the end of her life (46-7). Resilience and Survival The different versions of story Hilda deploys, provide a pedagogical basis to understanding the broader socio-political framework of her overall life narrative in which an ability to draw on the cultural continuity of the past to transform the future forms an underlying dynamic. This demonstrated capacity to meet the challenging conditions thrown up by the settler-colonial state has its foundations in the connectivity and cultural strength sustained generationally in her family. Resilience moves from being individually to socially determined, as in Kickett’s model. During the onslaught of dispossession, following South Australia’s 1836 colonial invasion, Ngarrindjeri were left near-starving and decimated from introduced diseases. Pullume (c1808-1888), the rupuli (elected leader of the Ngarrindjeri Tendi, or parliament), Hilda’s third generation great-grandfather, decisively steered his people through the traumatic changes, eventually negotiating a middle-path after the Point McLeay Mission was established on Ngarrindjeri country in 1859 (Jenkin, 59). Pullume’s granddaughter, the accomplished, independent-thinking Ellen Sumner (1842—1925), played an influential educative role during Hilda’s youth. Like other Ngarrindjeri women in her lineage, Ellen Sumner was skilled in putari practice (female doctor) and midwifery culture that extended to a duty of care concerning women and children (teaching her “what to do and what not to do”), which I suggest is something Hilda herself drew from when working with the Swann family. Hilda’s mother and aunties continued aspects of the putari tradition, attending births and giving instruction to women in the community (Bell, 171, Hughes Grandmother, 52-4). As mentioned earlier, when the South Australian government moved to introduce The Training of Children Act (SA) Hilda’s maternal grandfather William Rankine campaigned vigorously against this, taking a petition to the SA Governor in December 1923 (Haebich, 315-19). As with Aunty Hilda, William Rankine used storytelling as a method to draw public attention to the inequities of his times in an interview with The Register which drew on his life-narrative (Hughes, My Grandmother, 61). Hilda’s father Wilfred Varcoe, a Barngarrla-Wirrungu man, almost a thousand kilometres away from his Poonindie birthplace, resisted assimilation by actively pursuing traditional knowledge networks using his mobility as a highly sought after shearer to link up with related Elders in the shearing camps, (and as we saw to inspect the conditions his daughter was working under at Mt Lofty). The period Hilda spent as a servant to white families to be trained in white ways was in fact only a brief interlude in a long life in which family connections, culture and belonging (Kickett) served as the backbone of her resilience and resistance. On returning to the Point Pearce Mission, Hilda successfully raised a large family and activated a range of community initiatives that fostered well-being. In the 1960s she moved to Adelaide, initially as the sole provider of her family (her husband later followed), to give her younger children better educational opportunities. Working with Aunty Gladys Elphick OBE through the Council of Aboriginal Women, she played a foundational role in assisting other Aboriginal women establish their families in the city (Mattingly et al., 154, Fisher). In Adelaide, Aunty Hilda became an influential, much loved Elder, living in good health to the age of ninety-six years. The ability to survive changing circumstances, to extend care over and over to her children and Elders along with qualities of leadership, determination, agency and resilience have passed down through her family, several of whom have become successful in public life. These include her great-grandson and former AFL football player, Michael O’Loughlin, her great-nephew Adam Goodes and her-grand-daughter, the cultural weaver Aunty Ellen Trevorrow. Arguably, resilience contributes to physical as well as cultural longevity, through caring for the self and others. Conclusion This story demonstrates how sociocultural dimensions of resilience are contextualised in practices of everyday lives. We see this in the way that Aunty Hilda Wilson’s self-narrated story resolutely defies attempts to know, subjugate and categorise, operating instead in accord with distinctively Aboriginal expressions of gender and kinship relations that constitute an Aboriginal sovereignty. Her storytelling activates a revision of collective history in ways that valorise Indigenous identity (Kirmayer et al.). Her narrative of agency and personal achievement, one that has sustained her through life, interacts with the larger narrative of state-endorsed exploitation, diffusing its power and exposing it to wider moral scrutiny. Resilience in this context is inextricably entwined with practices of cultural survival and resistance developed in response to the introduction of government policies and the encroachment of settlers and their world. We see resilience too operating across Hilda Wilson’s family history, and throughout her long life. The agency and strategies displayed suggest alternative realities and imagine other, usually more equitable, possible worlds. References Bell, Diane. Ngarrindjeri Wurruwarrin: A World That Is, Was and Will Be. Melbourne: Spinifex, 1998. Bordo, Susan. “The Body and the Reproduction of Femininity.” Writing on the Body: Female Embodiment and Feminist Theory. Eds. Katie Conboy, Nadia Medina, and Sarah Stanbury. New York: Columbia UP, 1997. 90-110. Collins, Patricia Hill. Black Feminist Thought. New York: Routledge, 2000. Fisher, Elizabeth M. "Elphick, Gladys (1904–1988)." Australian Dictionary of Biography. National Centre of Biography, Australian National University, 29 Sep. 2013. ‹http://adb.anu.edu.au/biography/elphick-gladys-12460/text22411>. Grieves, Victoria. Aboriginal Spirituality: Aboriginal Philosophy, The Basis of Aboriginal Social and Emotional Wellbeing, Melbourne University: Cooperative Research Centre for Aboriginal Health, 2009. Haebich, Anna. Broken Circles: The Fragmenting of Indigenous Families. Fremantle: Fremantle Arts Press, 2000. Haskins, Victoria. My One Bright Spot. London: Palgrave, 2005. Hughes, Karen. "My Grandmother on the Other Side of the Lake." PhD thesis, Department of Australian Studies and Department of History, Flinders University. Adelaide, 2009. ———. “Microhistories and Things That Matter.” Australian Feminist Studies 27.73 (2012): 269-278. ———. “I’d Grown Up as a Child amongst Natives.” Outskirts: Feminisms along the Edge 28 (2013). 29 Sep. 2013 ‹http://www.outskirts.arts.uwa.edu.au/volumes/volume-28/karen-hughes>. Jenkin, Graham. Conquest of the Ngarrindjeri. Adelaide: Rigby, 1979. Kartinyeri, Doris. Kick the Tin. Melbourne: Spinifex, 2000. Kartinyeri, Doreen. My Ngarrindjeri Calling, Adelaide: Wakefield, 2007. Kickett, Marion. “Examination of How a Culturally Appropriate Definition of Resilience Affects the Physical and Mental Health of Aboriginal People.” PhD thesis, Curtin University, 2012. Kirmayer, L.J., S. Dandeneau, E. Marshall, M.K. Phillips, K. Jenssen Williamson. “Rethinking Resilience from Indigenous Perspectives.” Canadian Journal of Psychiatry 56.2 (2011): 84-91. Luthar, S., D. Cicchetti, and B. Becker. “The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work.” Child Development 71.3 (2000): 543-62. MacGill, Bindi, Julie Mathews, Ellen Trevorrow, Alice Abdulla, and Deb Rankine. “Ecology, Ontology, and Pedagogy at Camp Coorong,” M/C Journal 15.3 (2012). Mattingly, Christobel, and Ken Hampton. Survival in Our Own Land, Adelaide: Wakefield, 1988. Moreton-Robinson, Aileen. Talkin’ Up to the White Woman. St Lucia: UQP, 2000. Night Cries, A Rural Tragedy. Dir. Tracy Moffatt. Chili Films, 1990. Read, Peter. A Rape of the Soul So Profound. Crows Nest: Allen & Unwin, 2002. Tucker, Margaret. If Everyone Cared. Sydney: Ure Smith, 1977. Wanganeen, Elva. Personal Communication, 2000. Westphalen, Linda. An Anthropological and Literary Study of Two Aboriginal Women's Life Histories: The Impacts of Enforced Child Removal and Policies of Assimilation. New York: Mellen Press, 2011.

IntroductionAccording to Sigmund Freud (A General Introduction to Psychoanalysis 90), dreams can be seen as a “substitute for something else, unknown to the dreamer”. In Freud’s theory, dreams are regarded as a “depiction of the subconscious, a screen onto which the subconscious projects its suppressed desires and hallucinations about their fulfilment” (Khapaeva & Tweddle 6). It is likely due to these aspects that dreams and dreaming have become prevalent in contemporary literature, film and television, and an outlet for a greater examination of Freud’s work on the origins and nature of these "desires and hallucinations" (Eberwein). While considerable discussion exists on Freud’s psychoanalytical approach to dreams (Eberwein; Khapaeva & Tweddle; Moore Jr.), as well as the theoretical parallels between dreams and the mediums of storytelling, literature and film (Rheinschmiedt; Perlmutter; Khapeava & Tweddle), there has been limited research and representation of dreams in Gothic television. The Gothic is a “malleable notion” that is able to remould itself into various narrative forms and media (Piatti-Farnell & Brien 1), and is also “about the return of the past, of the repressed and denied, the buried secret that subverts and corrodes the present, whatever the culture does not want to know or admit” (Lloyd-Smith, 1). Given that in Freudian theory, dreams are generally regarded as a vehicle for the return of suppressed desires and the unconscious, dreams and nightmares themselves can be seen as inherently Gothic. Dreams and nightmares are often spaces where characters must confront the unfamiliar, the unknown, and the unseen future, and yet, these spaces also seem to contain aspects of the familiar, the known, and the previously seen past (Moore Jr.). Taking the inherent Gothic nature of dreams and nightmares into account, this article will critically examine the representation of dreams and nightmares in “Chapter Five: Dreams in a Witch House” in Netflix’s The Chilling Adventures of Sabrina (2018-present). At the end of the previous episode, “Chapter Four: Witch Academy”, Sabrina inadvertently frees the sleep demon, Batibat, from her prison. In Chapter five, Batibat, in an effort to force them to release her from the house, places Sabrina, Ambrose, Zelda and Hilda into a deep sleep curse where they are tortured in their dream-turned nightmares. The episode features a number of Gothic tropes and conventions, including the return of the repressed and the unconscious, the uncanny and the double, and the blurring of the boundaries between reality and fantasy. This article will primarily focus on Ambrose, whose dream sequence highlights how dreams in Gothic texts are often spaces where the boundaries between everyday reality and fantasy scenarios become blurred, producing uncanny interactions. This can be seen in Ambrose’s experience of a dream loop, where he is compelled to repeat his death over and over again; this repetition produces a blurring of the boundary between the past, present and future. Additionally, this article will discuss how the episode uses both the “aesthetics and the politics of horror and the Gothic” (Piatti-Farnell and Mercer 1), in order illustrate how the realisation of our deepest fears and anxieties in dreams and nightmares are both terrifying and horrifying. Uncanny Doubles and the Repressed Unconscious According to Royle, the uncanny is “concerned with the strange, weird, and mysterious, with a flickering sense (but not conviction) of something supernatural” (1). The uncanny is a crisis of the proper as it entails a critical disturbance of what is proper (including names, places, people), and is concerned with the familiar becoming unfamiliar. Royle argues that the uncanny is described in terms of making things uncertain and the sense that things are not as they have come to appear through habit and familiarity, which often challenges rationality or logic. According to Wheatley (3), Gothic television narratives often involve a “proclivity towards the structures and images of the uncanny” including repetitions, déjà vu, doppelgangers and the double, and severed body parts. Ambrose’s dream, in particular, support’s Wheatley’s claim that Gothic television has a proclivity towards the images of the uncanny, as it includes a number of key features of the uncanny, including repetitions, the double, and severed body parts, are used to evoke the terror of Ambrose’s pain and death. At the start of Ambrose’s dream, he is in the Spellman Mortuary with Hilda opening a body bag – upon opening the bag, the corpse is revealed to be Ambrose’s body. This revelation produces an uncanny effect, as the double operates as a figure of displacement in that it characteristically appears out of place to displace its host (Webber). This displacement of both self and time can be seen with Ambrose’s reaction, who struggles too come to terms with seeing his double on the Mortuary table. According to Babicka, the doppelganger is perceived as both self and other, and the uncanny element is the fact that they are both familiar and strange. The encounter with other selves opens up possibilities for the uncanny, as any attempt at “a reflexive grasp of this mutual imbrication of self … involves a potential for precisely those uncanny figurations that people experience from the Gothic” (Collins & Jervis 6). After the body on the Mortuary table is revealed to be Ambrose’s double, Ambrose questions his aunt Hilda about the corpse, asking “doesn’t he remind you of someone, Auntie?” Collins and Jervis’s claim that the doppelganger is perceived as both self and other is supported by this interaction, as Ambrose’s question indicates that he recognises the corpse as himself, but given that the corpse appears to be his double, he also regards it as other. Furthermore, the uncanny resemblance between Ambrose and the corpse evokes a sense of terror and awe in him. Morris (307) argues that the uncanny "derives its terror not from something external, alien, or unknown but … something that is strangely familiar and defeats our efforts to separate ourselves from it". Terror has the potential to freeze the mind and body, and derives from whatever evokes in us an apprehension of pain or death. This apprehension of pain and death can be seen with Ambrose, as open seeing the body, a close up shot of Ambrose reveals his shock and terror of his own mortality. Moreover, the existential threat of death which the double poses can be connected to a key theme within the Gothic and the uncanny – our compulsion to return to the repressed moment or act. According to Mishra (294), the double can be regarded as the uncanny harbinger of death, and "death is the always recurring or repeating presence that threatens the subject to which it compulsively returns". In Ambrose’s dream, while his double is a direct visualisation of his death, he cannot seem to remember or understand how is body came to be on the table, as its presence appears to avoid all rational logic. In his discussion of the Gothic and psychoanalysis, Punter (307) argues that we work "continuously to maintain a simulacrum of congruence between fantasy and reality". However, those boundaries frequently blur in the most routine of everyday events, such as daydreams or dissonance between what other people mean as opposed to what we want to hear. When we can’t fill in this gap in knowledge, Punter argues that this gap can call forth the uncanny which is produced when the distinction between imagination and reality is effaced. This dissonance between reality and fantasy can be seen with Ambrose’s reaction, as although his double’s corpse is right in front of him, he struggles to understand the gravity of the situation, and how he died. Unlike Ambrose’s dream, where the return of the repressed, his corpse, is a symbol of his desire to be free of house arrest, the return of the repressed in Sabrina’s dream is more literal as Harvey remembers a memory he had previously forgotten. Botting (107) argues that the uncanny is “easily produced when the distinction between imagination and reality is effaced and occurs when infantile complexes which have been repressed are once more revived by some impression”. The uncanny is the recurrence or return of the repressed – something which is familiar and old established in the mind and which has become alienated from it only through processes of repression. The return of repressed memories can be seen in Sabrina’s dream, where she reveals to her then-boyfriend, Harvey, her identity as half-witch and half-mortal. This revelation causes a moment of déjà vu for Harvey who, in the dream, remembers when Sabrina had cast a spell causing Harvey to forget about Sabrina’s identity. According to Royle (173), déjà vu can be defined as the "peculiar feeling or sensation that we have, in certain moments of situations, of having had exactly the same experience once before, or of having once before been in the same place". However, Royle argues that despite our best efforts, we never succeed in clearly remembering the previous occasion, and therefore the feeling of déjà vu corresponds to the recollection of an unconscious phantasy – we can never consciously remember it because it has never been conscious. In response to Sabrina’s revelation, Harvey asks “why am I suddenly having a strange sense of déjà vu?” Sabrina answers: “because I told you once, in the woods, and then I made you forget”. Harvey reveals that, despite Sabrina’s memory spell “a part of me remembers, even when you made me forget”. This revelation produces another uncanny moment where a repressed or ‘forgotten’ memory comes back to haunt the past. In Freud’s understanding of the uncanny, everything that was intended to remain a secret comes into the open, and the uncanny manifests itself when the repressed aspects buried in our unconscious suddenly return. By revealing her secret, the past event, the memory spell, suddenly returns and this forgotten moment causes Harvey anguish as he struggles to recollect the past experience. Repetition and Dream LoopsThe episode is segmented to focus on how the individual characters come to realise they are dreaming, before it brings them together. When first centred on Ambrose, we see him performing an autopsy on his double; after performing the operation, Ambrose is paid a visit by his coven’s High Priest, Father Blackwood, who informs him that he is no longer under house arrest. In this way, his dream initially appears to mirror the Freudian theory of dreams as simply being wish fulfilment; throughout the first season of The Chilling Adventures of Sabrina, Ambrose’s key storyline is his desire to leave the Spellman house and be free of his imprisonment. However, Ambrose’s wish is never fully actualised, as he is ultimately murdered by Batibat, and after his death, the episode jumps to the same close up shot of Ambrose and Hilda opening the body bag, like at the start of his dream. It appears that Ambrose is stuck in a time loop or a repetition of his own death, unable to leave the house forever – his greatest wish has become his greatest fear. Although it appears that Ambrose is ‘fated’ to die in his dream on a continuous loop, it is never clear when the loop actually begins, as at the beginning of the dream, we already see Ambrose’s corpse. Juranovszky argues that Gothic temporal loops play a key part in endeavours to establish sites of trauma re-enactment, and the aim of temporal confusion is to “evoke a disturbing sense of backward-pointing progress” which “allows for a reconsideration as well as a resolution of the past” (para 12). The re-enactment of Ambrose’s trauma, in this case his death, is seen in his dream, as he is stuck in an endless cycle of discovering his own corpse to only then be killed himself again. The temporality in the dream is non-linear as time flows in a circled repetition where Ambrose is at the Mortuary, is killed, and then the cycle repeats itself. Given that that dream loop begins at the Mortuary table, after Ambrose’s death, time itself in the dream is unclear as there is a blurring of the past, present, and future. Despite his awareness of being stuck in a loop of his own death, Ambrose is compelled to repeat the same action again and again until he relents and frees Batibat from the Spellman residence. This instance of repetition, where characters are compelled to act in a certain way, is a hallmark of the Gothic, and is one of the central characteristics of the uncanny (Lloyd-Smith). Lloyd-Smith argues that Gothic characters are often shown struggling in a web of repetitions caused by their unawareness of their unconscious drives and motives. However, in this case, Ambrose is shown struggling with the repetition of his own death, yet he is compelled to repeat such actions. Furthermore, the sequence highlights how dreams are a space outside of time, where the past and present are blurred. According to Perlmutter, “something happens to the narrative” when dream sequences in film and television begin, as “characters leave behind rational external reality and … cross over into a ‘between’ world where reality and imagination converge into hypothetical realms that are scrambled” and achronological” (128). Because of this blurring between reality and imagination, dreams in Gothic texts are often spaces where the past and future are highly contested, and are an extreme form of solitude outside of time. Ambrose’s home has become an unfamiliar place of torture, as although he is surrounded by familiar people and surroundings, it appears that he is stuck in solitude with little hope of escape. It is Ambrose’s awareness of being trapped in a time loop that results in his own death, and the realisation that he is trapped in existential solitude, as well as his inability to distinguish between nightmare and reality that makes his dream so terrifying. According to Piatti-Farnell and Mercer, “in our contemporary moment”, Gothic horror and terror “tend to merge and intersect, often forming hybrid visions”, that shifts between the two modes. Conventionally, terror has been “linked to fear triggered by indeterminate agents” (Cavallaro vii), and to hold characters and readers in anxious suspense about threats to life, safety, and sanity mostly out of sight or suggestions from a hidden past (Hogle). The claim that Gothic terror and horror often merge and intersect in contemporary texts can be supported by the revelation of the corpse on the Mortuary table. This revelation puts Ambrose in an anxious state, where he can only imagine the circumstances in which his double died. However, this terror of his mortality quickly shifts into horror when Ambrose realises that he is doomed to repeat his death in an endless cycle. Horror is usually triggered by “visible fear” (Cavallaro vii), and confronts characters “with the gross violence of physical or psychological dissolution, explicitly shattering the assumed norms … of everyday life with wildly shocking, and even revolting, consequences” (Hogle 3).This visualisation of fear and gross violence is explicitly shown when Ambrose performs an autopsy on his double for the second time, as he pleads “no … no … no … Auntie, please don’t leave me…” As Ambrose has encountered his death and entrapment in the Spellman residence, his fear of death has been realised as nothing remains for his imagination. The close up shot of Ambrose cutting into his own body can be considered as an instance of body horror, which Reyes argues, occurs when a “text generates fear from abnormal states of corporeality, or from an attack upon the body, we might find ourselves in front of an instance of body horror” (1). Reyes’s claim that body horror generates fear from an abnormal state of corporeality can be seen with Ambrose, as he is compelled to cut into his own body, knowing regardless of his actions, he will be killed by Batibat continuously, unless he relents and frees the demon from her trap. This compulsion to act creates a sense of horror, dread, and revulsion, which can be seen in a close up shot of Ambrose’s face, where he has an extremely visceral reaction to being stuck in his time loop, and being abandoned in solitude with no one to help him. While dreams in Freudian theory were considered as wish fulfilment, they can also be seen as a space where repressed and unconscious desires and fears manifest themselves. As seen in Ambrose’s dream, the return of these unconscious and repressed desires produced a number of uncanny and horrifying interactions. Ambrose’s growing realisation of being trapped in a nightmare loop of his death illustrate how dreams are Gothic because they disturb the boundary between the material world and fantasy. The use of Gothic horror and terror techniques and conventions in Ambrose’s dream demonstrate the horrifying nature of nightmares, not because it featured a single disturbing moment, but because Ambrose’s dream morphed from wish fulfilment to a narrative of his repressed and unconscious desires and fears. The inherent Gothic nature of dreams means they are highly effective and popularly used in literature, film, and television to evoke a sense of terror and horror because of the visceral reaction the return of the unconscious and repressed produces. ReferencesBabicka, Joanna. "Postmodern and Gothic Hybridity in Nick Cave's And the Ass Saw the Angel." The Gothic: Studies in History, Identity and Space. Ed. Katarzyna Wieckowska. Oxford: Inter-Disciplinary Press, 2012. 121-126.Botting, Fred. Limits of Horror: Technology, Bodies, Gothic. Manchester: Manchester UP, 2008.Cavallaro, Dani. The Gothic Vision: Three Centuries of Horror, Terror and Fear. London and New York: Continuum, 2002.“Chapter Four: Witch Academy.” The Chilling Adventures of Sabrina: Part One. Dir. Rob Seidenglanz. Netflix, 2018. “Chapter Five: Dreams in a Witch House.” The Chilling Adventures of Sabrina: Part One. Dir. Maggie Kiley. Netflix, 2018. Collins, Jo, and John Jervis. "Introduction." Uncanny Modernity: Cultural Theories, Modern Anxieties. Eds. Jo Collins and John Jervis. New York: Macmillan Limited, 2008.Eberwein, Robert T. Film and the Dream Screen: A Sleep and a Forgetting. Princeton: Princeton University Press, 1984.Freud, Sigmund. A General Introduction to Psychoanalysis. Trans. G. Stanley Hall. New York: Boni and Liveright, 1920. Freud, Sigmund. "The Uncanny." Fantastic Literature: A Critical Reader. Ed. David Sandner. Westport, Connecticut, and London: Praeger, 2004.Hogle, Jerrold E. "Introduction: The Gothic in Western Culture." The Cambridge Companion to Gothic Fiction. Ed. Jerrold E. Hogle. Cambridge: Cambridge UP, 2002.Juranovszky, Andrea. "Trauma Re-Enactment in the Gothic Loop: A Study on Structures of Circularity in Gothic Fiction." Inquiries Journal 6.5 (2014).Khapaeva, Dina, and Rosie Tweddle. Nightmare: From Literary Experiments to Cultural Project. Boston: Brill, 2012.Lloyd-Smith, Allan. American Gothic Fiction: An Introduction. New York: Bloomsbury, 2004.Mishra, Vijay. "The Gothic Sublime." A New Companion to the Gothic. Ed. David Punter. Oxford: John Wiley & Sons, 2012. 288-306. Moore Jr., Richard W. "Dreaming Change, Changing Dreams in the British Gothic Novel, 1765-1818." New York: Fordham University, 2018.Morris, David B. “Gothic Sublimity.” New Literary History 12.2 (1985). 299-319. Perlmutter, Ruth. "Memories, Dreams, Screens." Quarterly Review of Film and Video (2005).Piatti-Farnell, Lorna, and Donna Lee Brien. "Introduction: The Gothic Compass." New Directions in 21st-Century Gothic: The Gothic Compass. Eds. Lorna Piatti-Farnell and Donna Lee Brien. Routledge, 2015. 1-10. Piatti-Farnell, Lorna, and Erin Mercer. "Gothic: New Directions in Media and Popular Culture." M/C Journal 17.4 (2014): 4.Punter, David. "Introduction: The Ghost of a History." A New Companion to the Gothic. Ed. David Punter. John Wiley & Sons, 2012. 1-9. Rheinschmiedt, Otto, M. The Fictions of Dreams: Dreams, Literature, and Writing. London and New York: Routledge, 2017.Royle, Nicholas. The Uncanny. Manchester and New York: Manchester UP, 2003.Webber, Andrew J. The Doppelganger: Double Visions in German Literature. Oxford: Oxford UP, 1996.Wheatley, Helen. Gothic Television. Manchester and New York: Manchester UP, 2006.

To be or not to be resilient? That is no longer the question. For many years, being resilient or non-resilient, as it were, represented the dominant framework in resilience theory emerging out of the psychological sciences. As research into the elusive concept progressed, the theoretical and empirical emphasis shifted away from essentialising criteria and individualistic understandings of the ‘resilience construct’ to more ‘everyday’ and socially interactive aspects of resilience in our world. Although there is arguably a hangover effect attributable to the longstanding psychological science regime, resilience research appears to have moved beyond an understanding of the phenomenon as a discrete trait or defining characteristic of ‘resilient’ or ‘invulnerable’ individuals, communities, economies or environmental systems. While there is a distinctly personal component to the accumulation of resilience, its formation and distribution is now seen as traversing and intersecting multiple social categories, cultural contexts and geographic boundaries. In this edition of M/C Journal, the seventeen contributing authors have explored the concept of resilience and what in means to be ‘resilient’ in a variety of local, national and international contexts. The common thread running through each article relates to the interactive and iterative nature of resilience, as extending into and circulating within our diverse social worlds. So let’s get into it. In the feature article, Michael John Wilson and James Arvanitakis provide an overview of resilience research to date. They propose an expanded and expanding perspective on resilience, one that accounts for the accumulative and relational dimensions of the phenomenon. For them, resilience is best conceived as a meta-capacity, which is closely tied to the formation and expression of an active and enabling hope. As a result of broad scale movements in human mobility, climate change and global economic integration, it is their contention that resilience, as an analytical framework and object of inquiry, will gain increasing attention and relevance as we move further into the 21st century. In Resilience and Refugees, David Eades proposes a continuum for understanding refugees’ experiences from individualised trauma to posttraumatic growth. Calling for a thicker description of resilience that incorporates a positive orientation towards health and growth, David contends that the re-prioritisation of associated therapeutic discourse must be informed by the recognition of refugee populations’ worldviews. Following on from David’s piece, Neroli Colvin’s article Resettlement as Rebirth presents a novel take on refugees’ transitional experiences of migration and resettlement. She does so by exploring the symbolic and physical parallels between refugees’ separation from their ‘mother country’, and the biological birthing process involving separation of mother and infant. Neroli makes the valuable point that successful resettlement can involve multiple rebirths, requiring reserves of hope, imagination, energy, and above all, resilience. Following this, Dorothy Bottrell’s article investigates the centrality of resilience-building and resilient practices for neoliberal social policy concerned with the quality of people’s lives affected by, and forged within, conditions of marginalisation and disadvantage. Words have the power to empower and subjugate. In his article, Queer Youth Resilience, Rob Cover critiques the discourse of hope and hopelessness in Lesbian, Gay, Bisexual and Transgender (LGBT) suicide representation. He develops the important idea that – as with processes of growing up – resilience and vulnerability are informed and formed by a series of transitions, as well as expected and unexpected cultural encounters and circumstantial changes. With similarities to the term ‘queer’, ‘crip’ or ‘cripple’ has been re-appropriated and inscribed with new meaning (and potential) by persons living with a disability. In their article “Cripping” Resilience, Emily Hutcheon and Gregor Wolbring propose the concept of “‘cripping’ resilience” as a way of augmenting traditional conceptions of resilience with additional political and analytical power. Following on from the work by Emily and Gregor, Katie Ellis explores the idea of a politics of resilience in a disabling world. Her contribution investigates the role of resilience within critical disability studies and in particular, popular understandings of disability and the emergence of a disability culture. In Reproductive Resiliency, Katherine Reilly and Ayumi Goto share with us a deeply moving piece that explores the phenomenon of resilience in relation to their personal experiences with reproductive loss. Drawing on individual carers’ narratives, Timothy Broady offers an account of the various factors and practices that promote or constrain carers’ wellbeing. In moving beyond an understanding of carers’ as simply ‘coping’ with their caring responsibilities, Timothy proposes a more nuanced method for interpreting carers’ varied experiences and attitudes towards caring. In developing the term “discursive” resilience, Andrew Munro takes us on a journey back to the early 2000s to explore what it meant to be ‘resilient’ in the light of a sensational homicide case, an economic crisis and a deeply unstable political landscape in Argentina. David Torres and Jeremy Fyke, in their article Communicating Resilience, challenge current concepts of optimism, hope and resilience in terms of leadership perspectives and work contexts. They propose a ‘discursive leadership orientation’ in an effort to highlight the communicative and social construction of resilience. In Building Resilient Communities, Karey Harrison performs a metaphoric analysis to examine the differences between complex adaptive systems models of resilience in the ecology and climate change literature, and the linear ‘equilibrium’ models, which have come to dominate resilience research in psychology and economics. In her article Prognosis Critical, Michele Grossman reflects on the potential for protective impacts resulting from a greater recognition of ethnocultural diversity and social cohesion, and the benefits this can have in terms of strengthening a community’s resilience to threats of national security, emergency management and disaster response. In drawing on the storytelling practice of Aunty Hilda Wilson, Ngarrindjeri Aboriginal elder, Karen Hughes explicates the subjective aspects of resilience, agency and resistance embedded within Indigenous knowledge systems of relationality, kin and work. In Anxious settler belonging, Lisa Slater examines the potential for creating resilient postcolonial subjects. In particular, she identifies the political and ethical potential of affects, in this case, anxiety or anxiousness, as potential utilities for bringing to the surface and confronting the continence of colonial power relations in Australia. In his historical analysis of events in the rural Norwegian community of Volda in the late 1880s, Roy Krøvel examines how the struggle for recognition, acts of resistance against stigmatisation and ideological polarisation can provide insights and opportunities for the formation of social learning and collective creativity in resilient communities. Rounding out the issue, Nicolas Marquis adopts an interdisciplinary perspective to investigate how self-help readers make use of the “language game” of resilience. In particular, he examines how the common sense notion of resilience is mobilised as a cultural resource by readers of self-helps books and why this understanding of resilience sheds light on some important characteristics of liberal-individualistic societies, when compared with traditional societies. Acknowledgements We would like to thank all the contributing authors, the peer reviewers who took time out of their busy schedules to review one or more articles, Axel Bruns, and our resilient copy editors, Gregory Wilson and Jayde Cahir.