At the time of writing, other skill development learning packages are in planning with our film-maker. Planned for inclusion in these learning packages is a unit on Native Title litigation. Here we will use footage shot while our team has been doing the in-court fieldwork for our ethnography of Native Title litigation. This unit will not only include ethnographic film but will also draw on sketches made by an experienced courtroom artist, Bronya McGovern, whom we commissioned to make this visual record of court proceedings (see Figure 2.11).
The outcome will be research-learning exemplars — a richly illustrated and multi- faceted ethnographic monograph on Native Title litigation, and an enticing video documentary that will bring research-learners into the courtroom and the court into our research-learning practice. None of these products will be bound by 'traditional' teaching or research forms. All will make fundamental contributions to our community of practising Native Title anthropologists.
conceptualise the university field and university transitions more broadly. In this chapter I have sought to demonstrate the analytic and pedagogical fecundity of practice perspectives. I have sought to show how, by making practice rather than governance or social roles (teachers versus students, researchers versus teachers) our point of departure, we can better understand the social life of universities, fields and the research-learning practices which constitute them. I have also sought to indicate how pedagogical design organised around research-learning and its communities of practice can bring the strengths of situated learning into universities. Indeed a practice orientation opens up what, for me, is the biggest lacuna in our understanding of university transitions: what do our students take away with them into the practices of their everyday lives when, whenever they do it, they leave university?
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