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<P style="MARGIN-TOP: -4px; MARGIN-BOTTOM: 5px" align=center><FONT face="Arial Rounded MT Bold" size=4>Centre for Cultural Research</FONT></P>
<P style="MARGIN-TOP: -4px; MARGIN-BOTTOM: 5px" align=center><FONT face="Arial Rounded MT Bold">University of Western Sydney </FONT></P>
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<P style="MARGIN-TOP: -4px; MARGIN-BOTTOM: 5px; TEXT-INDENT: -1px" align=center><FONT style="FONT-SIZE: 11pt" face="Arial Rounded MT Bold">presents</FONT></P>
<P class=MsoNormal style="TEXT-ALIGN: center"><SPAN style="FONT-WEIGHT: 700; FONT-SIZE: 16pt; FONT-FAMILY: Arial">Professor Leslie Moran</SPAN><SPAN style="FONT-WEIGHT: bold; FONT-FAMILY: Arial"><FONT style="FONT-SIZE: 16pt"> (Birkbeck College, UK)</FONT></SPAN></P>
<P class=MsoNormal style="TEXT-ALIGN: center"><SPAN style="FONT-FAMILY: Arial">and</SPAN></P>
<P class=MsoNormal style="TEXT-ALIGN: center"><SPAN style="FONT-WEIGHT: bold; FONT-FAMILY: Arial"><FONT style="FONT-SIZE: 16pt">Dr Megan Watkins (CCR & School of Education, UWS)</FONT></SPAN></P>
<P class=MsoNormal style="MARGIN-BOTTOM: 5px; TEXT-ALIGN: center"><SPAN style="FONT-WEIGHT: 700; FONT-FAMILY: Arial">Date: </SPAN><SPAN style="FONT-FAMILY: Arial">Thursday, August 27</SPAN></P>
<P class=MsoNormal style="MARGIN-BOTTOM: 5px; TEXT-ALIGN: center"><SPAN style="FONT-FAMILY: Arial"><B>Time: </B>2:00pm - 4:30pm</SPAN></P>
<P class=MsoNormal style="MARGIN-TOP: -4px; MARGIN-BOTTOM: 5px; TEXT-ALIGN: center"><SPAN style="FONT-FAMILY: Arial"><B>Venue:</B> Gallery, Female Orphan School</SPAN></P>
<P class=MsoNormal style="MARGIN-TOP: -4px; MARGIN-BOTTOM: 5px; TEXT-ALIGN: center"><SPAN style="FONT-FAMILY: Arial">Building EZ, Parramatta Campus</SPAN></P>
<P class=MsoNormal style="MARGIN-TOP: -4px; MARGIN-BOTTOM: 5px; TEXT-ALIGN: center"><SPAN style="FONT-FAMILY: Arial"><FONT color=#800080>(</FONT><A href="http://www.uws.edu.au/campuses_structure/cas/campuses/parramatta"><FONT color=#800080>view map and directions</FONT></A><FONT color=#800080>)</FONT></SPAN></P>
<P class=MsoNormal style="TEXT-ALIGN: center"><SPAN style="FONT-FAMILY: Arial">Afternoon tea and cakes will be provided</SPAN></P>
<P class=MsoNormal style="MARGIN-TOP: -4px; MARGIN-BOTTOM: 5px; TEXT-ALIGN: center"><SPAN style="FONT-FAMILY: Arial"><B>RSVP: </B>Jacqui Kingi - 9685 9600 or <A href="mailto:j.kingi@uws.edu.au"><FONT color=#800080>j.kingi@uws.edu.au</FONT></A></SPAN></P>
<P class=MsoNormal style="MARGIN-TOP: -4px; MARGIN-BOTTOM: 5px; TEXT-ALIGN: center"><FONT face=Arial><B>Apologies: </B>Cameron McAuliffe - <FONT color=#ff0000><A href="mailto:c.mcauliffe@uws.edu.au"><FONT color=#800080>c.mcauliffe@uws.edu.au</FONT></A></FONT></FONT></P>
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<P align=center><B>Visual culture and judicial authority<SPAN style="FONT-SIZE: 12pt">: a case study of portraits of the Chief Justices Supreme Court New South Wales</SPAN></B></P></FONT></SPAN>
<P class=MsoNormal style="MARGIN-TOP: -4px; MARGIN-LEFT: -21px; MARGIN-RIGHT: -12px; TEXT-ALIGN: center"><FONT face="Century Gothic" color=#800080 size=4>Professor Leslie Moran</FONT></P>
<P class=MsoNormal style="MARGIN-TOP: -4px; MARGIN-LEFT: 25px; MARGIN-RIGHT: 25px" align=justify><SPAN style="FONT-FAMILY: Century Gothic"><FONT size=2>This lecture is about portraits: judicial portraits. It offers a case study of the interface between law, judicial authority and visual culture. Its object of inquiry is a collection of pictures (painted and photographic), depicting the 16 C</FONT></SPAN><FONT size=2><SPAN style="FONT-FAMILY: Century Gothic">hief Justices of the Supreme Court of New South Wales, Australia, from 1824 to the present day. The original paintings hang in the Banco Court, Sydney. The photographs and digital copies of all the images are on the Court’s web site. Beginning with a brief review of socio-legal scholarship on the judiciary the essay explores existing work on the visual image of the judge. In response to the limitations of that research, the paper turns to art historical scholarship </SPAN></FONT><SPAN style="FONT-FAMILY: Century Gothic"><FONT size=2>to facilitate an analysis of the aesthetic and technological factors (the continuities and changes) that shape and generate the meaning of these judicial images. It explores the relevance of context upon meaning.</FONT></SPAN></P>
<P class=MsoNormal style="MARGIN-LEFT: 25px; MARGIN-RIGHT: 25px; TEXT-ALIGN: justify"><SPAN style="FONT-FAMILY: Arial Narrow"><FONT size=2><B>Leslie Moran</B> is Professor of Law at Birkbeck College, University of London. He has published widely in areas relating to visual culture and law, sexuality and law, criminal justice and the judiciary. In 2004 he published, with colleagues at Birkbeck an edited collection, <I>Law’s Moving Image,</I> (2004, Cavendish) arising out of a conference on law and film at the Tate Gallery in London. Subsequent to that he organised <EM>Eyewitness, </EM>multidisciplinary event bringing together image makers and scholars to explore common cross disciplinary concerns about the image. Most recently he organised <EM>Visual Justice </EM>a workshop on law and visual culture in the common law and civil law traditions. He is currently involved in a major historical and contemporary project on visual culture and judicial authority. He is a member of <I>Images of Justice </I>a European network of scholars.</FONT></SPAN></P>
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<P align=center><B>Teachers’ Tears: Affects of the Profession</B></P>
<P align=center><FONT size=4>Dr Megan Watkins</FONT></P></FONT><FONT face="Century Gothic" size=2>
<P style="MARGIN-LEFT: 25px; MARGIN-RIGHT: 25px" align=justify>In his book, ‘A Tear is an Intellectual Thing’, Jerome Neu argues that we cry ‘because we think’. I have been reflecting upon why, during interviews with teachers about their pedagogic practices and histories, several teachers shed tears. These reactions appeared almost automatic; an involuntary response of the body that seemed to bypass thought, demonstrating a physical investment in teaching. The teachers’ tears fell as they evoked their relationships with students, the effects of their pedagogy, the act of teaching and their role in the classroom. Their tears, however, were not simply a function of fond memories but resulted from the affectivity of the profession; that is, the bodily impact of the teacher/student relation, the ways in which, as Spinoza explains, the body can retain impressions or traces of past experience. Through an examination of what brought these teachers to tears and why they cried, this paper will explore the relationship between affect and the spatiality of contemporary classrooms, raising questions about current pedagogy and the desire to teach.</P></FONT><FONT face="Arial Narrow" size=2>
<P style="MARGIN-LEFT: 25px; MARGIN-RIGHT: 25px" align=justify><B>Dr Megan Watkins</B> is Senior Lecturer in Literacy and Pedagogy in the School of Education and a member of the Centre for Cultural Research at the University of Western Sydney. Her interests lie in the interdisciplinary field of the cultural studies of education including recent work on scholarly habitus drawing on Bourdieu, Foucault and Spinoza. She is the co-author of Genre, Text, Grammar: Technologies for Teaching and Assessing Writing (2005) UNSW Press. Megan has published scholarly articles in the areas of pedagogy, affect and the role of the body in learning.</P>
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<P class=MsoNormal style="MARGIN-LEFT: 25px; MARGIN-RIGHT: 25px; TEXT-ALIGN: justify"><FONT face="Century Gothic" size=2>>> View the <A href="http://www.uws.edu.au/__data/assets/pdf_file/0006/56553/Seminar_Series_list_09_v.Aug3.pdf">2009 Seminar Series Schedule</A> <<</FONT></P>
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