Kimberley art: strong in country and law - Kimberley languages - Figurative art of the North-west and Central Kimberley - Paddy Jaminji and the Gurirr Gurirr - The East Kimberley aesthetic - Art of Fitzroy Crossing - Art of Balgo - Kimberley art and material culture - Materials and techniques of the contemporary Kimberley artist.

This publication brings together existing research as well as new data to show how Arnhem Land bark painting was critical in the making of Indigenous Australian contemporary art and the self-determination agendas of Indigenous Australians. It identifies how, when and what the shifts in the reception of the art were, especially as they occurred within institutional exhibition displays. Despite key studies already being published on the reception of Aboriginal art in this area, the overall process is not well known or always considered, while the focus has tended to be placed on Western Desert acrylic paintings. This text, however represents a refocus, and addresses this more fully by integrating Arnhem Land bark painting into the contemporary history of Aboriginal art. The trajectory moves from its understanding as a form of ethnographic art, to seeing it as conceptual art and appreciating it for its cultural agency and contemporaneity.

This publication brings together existing research as well as new data to show how Arnhem Land bark painting was critical in the making of Indigenous Australian contemporary art and the self-determination agendas of Indigenous Australians. It identifies how, when and what the shifts in the reception of the art were, especially as they occurred within institutional exhibition displays. Despite key studies already being published on the reception of Aboriginal art in this area, the overall process is not well known or always considered, while the focus has tended to be placed on Western Desert acrylic paintings. This text, however represents a refocus, and addresses this more fully by integrating Arnhem Land bark painting into the contemporary history of Aboriginal art. The trajectory moves from its understanding as a form of ethnographic art, to seeing it as conceptual art and appreciating it for its cultural agency and contemporaneity.

This book is an investigation of the way the Aboriginal art phenomenon has been entangled with Australian society’s negotiation of Indigenous people’s status within the nation. Through critical reflection on Aboriginal art’s idiosyncrasies as a fine arts movement, its vexed relationship with money, and its mediation of the politics of identity and recognition, this study illuminates the mutability of Aboriginal art’s meanings in different settings. It reveals that this mutability is a consequence of the fact that a range of governmental, activist and civil society projects have appropriated the art’s vitality and metonymic power in national public culture, and that Aboriginal art is as much a phenomenon of visual and commercial culture as it is an art movement. Throughout these examinations, Fisher traces the utopian and dystopian currents of thought that have crystallised around the Aboriginal art movement and which manifest the ethical conundrums that underpin the settler state condition.

Highlighting Rita L. Irwin’s significant work in the fields of curriculum studies and arts education, this collection honors her well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research and, beyond this, her contributions towards understanding the inseparability of making, knowing, and being. Together the chapters document an important beginning, as well as an ongoing transitional time in which curriculum understood as aesthetic text is awakening to the ways in which art practices stimulate a social awareness at the level of other embodied practices. Organized in three themes, gathering, transforming, and becoming, this volume brings together a selection of Irwin’s single and co-authored essays to offer a variety of rich perspectives to scholars and students in the field of education who are interested in the ways in which arts-based research allows the possibilities of bringing together the artistic, pedagogical, and scholarly selves of an educator.