Browsing by Author "Morton, Lindsay"
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Item 2017 Global Church Member Survey – South Pacific Division(2017-01-01) Williams, Anthony; McIver, Rob; Morton, Lindsay; Petrie, Kevin; de Waal, Kayle; Tasker, David; Beamish, PeterItem A Qualitative Analysis of Discipleship in the Seventh-day Adventist Church: Responses to a Global and Regional Survey(2016-09-01) de Waal, Kayle; Heise, Julie-Anne; Petrie, Kevin; Ferret, Rick; Morton, Lindsay; Hattingh, Sherry J.In 2014 the South Pacific Division1 (SPD) of the Seventh-day Adventist (SDA) Church commissioned a research team from Avondale College of Higher Education to investigate the nature of discipleship. The aim of the research project was twofold: to provide an objective description of a Seventh-day Adventist disciple of Jesus, and to provide a criterion/criteria by which the attainment of discipleship may be measured and shared in the context of the Adventist Church’s mission. This paper reports on stage one of the project in which international and national church leaders were interviewed regarding their understanding of discipleship as articulated and applied at division, union, conference, and local levels. This qualitative data was then analyzed for common themes, areas for development, and contributions towards a description of a Seventh-day Adventist disciple. Five key findings emerged from stage one and are reported below, highlighting both strengths and weaknesses in the Church’s understandings of and approaches to discipleship.
Item A Study of the Membership of the South Pacific Division(2016-01-01) Williams, Anthony; McIver, Rob; Morton, Lindsay; Petrie, Kevin; de Waal, Kayle; Tasker, David; Beamish, PeterPublication Classroom Confirmation Panels: Facilitating Feedback in Communities of Practice in Classroom Learning Groups(Avondale Academic Press, 2021-04-01) Reynaud, Daniel; Morton, LindsayThis article explores innovative peer-assessment strategies to create and support lifelong learners. It proposes that the confirmation panel—a formal progression requirement of a postgraduate degree—can effectively facilitate feedback, function as an assessment tool, and meaningfully induct both secondary and undergraduate tertiary students into a community of practice. The confirmation panel offers immediacy and richness of feedback, promotion of accountability, empathy, confidence, content knowledge, and—importantly—the transfer of tacit knowledge specific to a community of practice. Other positive results include: building and (re)structuring metacognitive frameworks, facilitation of self-reflection, and the forming of a creative, collegial environment where standards are clarified and learning is scaffolded.
Item Conceptualizing an Ecological Approach to Ethical Literary Journalism(2019-12-01) Morton, LindsayWell into the twenty-first century, it has become commonplace to observe the disruptive impact technological advances have made on the media landscape. Innovations in modes of gathering, processing, and distributing the news have produced crises ranging from the breakdown of traditional business models to fears about declining quality journalism. Along with these issues has come the erosion of public trust in media institutions in general and journalism in particular, necessitating a renewed discussion about communication ethics. A number of factors complicate a discussion of ethics in this field, including a lack of certainty over who is—or who identifies as—a literary journalist; the broad range of genres the field participates in and their particular demands; and choices regarding the extent to which voice, style, subjectivity, transparency, and testimony infuse or inform practitioners’ work. This chapter addresses the complex web of relationships among practitioners, subjects, texts, and readers that gives rise to issues ranging from the ethics of belief to the ethics of advocacy.
Item Developing a Discipleship Measurement Tool(2016-12-01) Heise, Julie-Anne; Morton, Lindsay; de Waal, Kayle; Ferret, Rick; Hattingh, Sherry J.; Petrie, KevinThis article discusses the development of a discipleship measurement tool. It looks at existing frameworks for the development of such a tool, studies that have been undertaken in the past, the current study undertaken, and how such a study can be analysed for future advancements in the development of a discipleship measurement tool.
Item Discovering a New Voice(2012-04-01) Morton, LindsayItem Epistemic Responsibility and the Literary Journalist(2013-01-01) Morton, LindsayThe primary purpose of this thesis is to examine the role of epistemic responsibility in the practice of book-length literary journalism. Literary journalism offers a powerful alternative to mainstream journalism. Its narrative mode and storytelling techniques open possibilities of representation often closed by traditional reporting practices. Subsequently, literary journalists have attracted criticism for unorthodox modes of representation and attendant “truth claims” in many texts. In this thesis I draw on the work of epistemologist Lorraine Code to highlight the tension between the branches of ethics and epistemology, and argue that holding them apart for the purposes of explication yields important insights into the practice of literary journalism. I argue that criticism of literary journalism has at times conflated ethical and epistemic concerns, resulting in censure of the practitioner on primarily moral grounds. While such a critique is often valid, I propose that it can mislabel problematic cognitive processes as moral deficiencies.
A re-examination of significant controversies raised by literary journalism shows disputed areas stemming from epistemic “blind spots”. These “blind spots” are often characterised as ethical lapses, but I argue that framing criticism in this way inhibits progress in sound practice. Recurring controversies over works by practitioners such as Janet Malcolm and Australia’s Helen Garner bear this out. I also offer close readings of three works of contemporary US literary journalism through their paratextual frames. The limits of transparency are demonstrated here, including the fact that disclosure can hide more than it illuminates. Code’s “epistemic responsibilist” approach is subsequently presented as an important addition to literary journalism scholarship, as it offers a sound foundation for reflexive practice—for both writers and critics. Using this approach, I offer critical readings of the “truth claims” in three contemporary US texts: Adrian Nicole LeBlanc’s Random Family (2003), Dave Cullen’s Columbine (2009) and Rebecca Skloot’s The Immortal Life of Henrietta Lacks (2010).
A secondary aim of this thesis is to characterise contemporary Australian book-length literary journalism. Using Code’s concept of an “epistemic community”, I propose that the nature of national discourse influences the voice of the Australian literary journalist, as revealed by anxiety over representation in the texts under analysis. These texts highlight the pressures of subjectivity on truth, which results in a destabilisation of “truth claims”. In comparison with the US practitioners analysed, their three Australian counterparts analysed place less emphasis on disclosure transparency, and rely more heavily upon self-presentation as seekers, rather than discoverers, of knowledge and truth. I further maintain that these three texts represent a dominant national function of book-length literary journalism. Issues of national identity are bound up in the relationship between the land and its people, and are evident in the work of Margaret Simons, Chloe Hooper and Anna Krien, three of Australia’s most notable literary journalists. Through the lens of a civic dispute, each of these practitioners join one of the most pressing cultural issues in contemporary national discourse, that is, to explore what it means to be “Australian”.
Item Evaluating the Effects of Epistemic Location in Advocatory Literary Journalism(2016-02-01) Morton, LindsayThis article applies Lorraine Code’s concept of ‘epistemic location’ to the practice of literary journalism, a form of narrative non-fiction or reportage. It argues that the location of the practitioner in regard to the subject and story places particular epistemic and ethical constraints on the modes of representation available to the writer. Two book-length works of literary journalism are analysed for the epistemic location of the practitioners outside the text, compared with rhetorical impact of narration within the text. The discussion concludes that choices made regarding the mode of representation can be detrimental to the author’s purpose for the narrative, and that disclosure transparency is important – but not vital – epistemic defence for literary journalism.
Publication Imagine, Interrupt, Innovate: Internationalising Teaching and Learning Practice(Avondale Academic Press, 2015-11-01) Morton, Lindsay; Williams, Peter; Thompson, Steven W.; Hattingh, Sherry J.Internationalisation of the curriculum is a key research area at the intersection of teaching and learning. Increasing numbers of international students in Australian schools and tertiary institutions necessitate the reconceptualisation of curriculum to incorporate global perspectives and develop intercultural competencies of both students and teachers. Accordingly, this research project identified key discipline areas at Avondale College of Higher Education in which to perform pedagogical intervention with an internationalisation focus. Three lecturers undertook action research in the areas of Primary Education, Business and Theology, resulting in the production of culturallyinformed perspectives, increased cross-cultural awareness and the identification of areas for future research and innovation.
Item Inertia to Action: From Narrative Empathy to Political Agency in Young Adult Fiction(2015-12-01) Lounsbury, Lynnette; Morton, LindsayDystopic and post-apocalyptic fiction creates a false society in which youth have actual physical power to act, create and control their own destinies. While YA fiction is often lauded for modeling agency through its protagonists, here it is argued that dystopic scenarios provide a false sense of empowerment. This allows a teen protagonist not only a chance for—often violent—action, but also the chance to prove him or herself against adult authority and corruption. In YA novels such as The Hunger Games, The Maze Runners and Divergent, adult power must be destroyed and current social norms disrupted to provide a legitimate place for teen power. This paper explores the notion that dystopic YA fiction provides empowerment for its teenager readers and examines if, in fact, that fictional power creates any lasting change in the inertia of current young adulthood.
Item Jericho Road: A Musical Event(2017-03-01) Morton, LindsayThis creative work explores the cultural and spiritual impact of relationship breakdown in the context of contemporary Christian marriage. The research aims were to explore the theme of faithfulness in a contemporary Christian context and challenge a facile or uncritical understanding of the reasons behind - and responses to - divorce in a specific religio-cultural context.
Item Jericho Road: A Musical Event(Psalter Music, 2017-11-01) Morton, LindsayThis recorded creative work is comprised of an original score and lyrics written in response to Jason Robert Brown’s musical ‘The Last Five Years’ (LFY). The composition is the vehicle for the story of a Christian marriage breakdown in a contemporary context, an issue which currently has a generated dearth of critical dialogue or artistic content in Adventist contexts. Like LFY, this musical experiments with chronology and closure as ideological tools.
Publication "Knowing Well" in the Classroom: Epistemic Challenges and Competencies(Avondale Academic Press, 2014-01-01) Morton, LindsayThe purpose of this investigation is to build
on Faull’s research by unpacking three of these areas:
an in-depth knowledge of subject matter; currency
of knowledge; and the willingness to be a learner.
The term “epistemic responsibility”—specifically,
the imperative on a teacher to “know well”—will be
explored within this framework.
Item Lindsay Morton: My Journey Down Jericho Road(2016-11-08) Morton, LindsayLindsay is an academic at Avondale College of Higher Education and a composer who is passionate about musicals. She speaks to alumna and Manifest podcast host Laura Mitchell about her latest work, Jericho Road.
Item Meyers, Ellen (1865–1958)(2020-07-01) Morton, LindsayEllen Meyers was a pioneering Adventist missionary who devoted her life to serving the people of Burma, Fiji, and India. Her faithful service as a teacher, nurse, evangelist, and mother earned her the title “Mother Meyers”—a role she played both literally and figuratively to hundreds in her care. Working primarily as a teacher, Meyers also provided medical support and advocacy for the women and children in her care.
Item Not My People: Epistemological Complexities of Knowing and Representing Other Cultures in Literary Journalism(2014-01-01) Morton, LindsayGaps in cultural knowledge between journalists and their subjects complicate the truth-claims of narrative journalism. The increasing use of narrative and literary techniques in journalism poses further difficulties for practitioners who have a greater range of choices in how to represent their subjects than mainstream journalists. The injunction to "know well" is essentially ethical, but this paper argues that there is value in distinguishing moral dimensions of knowing and representing well from their roots in epistemology. Three book-length works of literary journalism are analysed for the issues raised when combining intercultural reportage with (literary) narrative forms. This paper calls for a more nuanced understanding of the interplay between ethics and epistemology, which in turn can improve reflexive practice, and lead to greater intercultural understanding.
Item Parkin, Edith Ellen (1881–1916)(2020-07-01) Morton, LindsayEdith (Ward) Parkin was a pioneer of Adventist Education in Australasia. As one of the earliest graduates of Avondale School’s teachers’ training course, Ward made a significant contribution to church school work through the establishment of primary schools in New Zealand and briefly in her work on Nulla Nulla Mission in New South Wales, Australia.
Item Reading Differently: Exploring "The Power of the Real" in Literary Journalism(2020-09-10) Morton, LindsayThis paper contends that previous research on the experience of reading literary journalism has predominantly been focused on the experience of the ideal, implied and/or interpellated reader. Scholarly discussions about the qualitative differences between reading fiction and non-fiction are usually theoretical or based on close readings where the analyses are projected on to a generalised readership. However, recent developments in the fields of psychology, neuroscience, and cognitive narratology are opening avenues for qualitative and quantitative research into the experience of reading literary journalism. This article takes some tentative steps towards exploring the nature of "experientiality" for readers by asking questions of emerging research in order to further articulate the "power" of narrative non-fiction.
Item Rereading Code: Representation, Verification, and a Case of Epistemic (Ir)responsibility(2016-04-01) Morton, LindsayIn 2001 James Aucoin published an article that contributed significantly to the scholarship of ethics and epistemology of literary journalism studies. Drawing on the work of Lorraine Code, Aucoin combined a “responsibilist” approach to epistemology with narrative theory to establish standards for judging literary journalism’s truth claims. This paper offers a re-reading of Code’s seminal text, Epistemic Responsibility, arguing that Code’s approach in fact upholds verifiability as a key criterion for epistemic responsibility in works of both fiction and nonfiction. Such a reading produces significantly different results when analyzing literary journalism’s truth claims. It is the aim of this paper to follow through the implications of rereading Epistemic Responsibility as advocating the discipline of verification. John D’Agata’s and Jim Fingal’s The Lifespan of a Fact is used as a case study to play out some of these implications in the second half of this paper. This playful case of epistemic irresponsibility highlights some of the key issues around truth claims in literary journalism. It is argued that such cases have an important role in keeping the issue of “knowing well” central to the epistemic community, thereby contributing to the flourishing discussion around the responsible representation of reality.