Watching Bran Nue Dae in Japan

While recently teaching in Japan, I used the Australian film Bran Nue Dae (2009), directed by Rachel Perkins, in one of my courses. The mixed, but non-Australian students, were interested to discuss why a film that was partly about family and historical trauma was a comedy. Extending from the interest, this article considers whether there has been a similar response in Australia to Indigenous-themed films. Are Indigenous issues in Australia, today, also understood to be best represented as serious; that is, to be presented in terms of trauma and with a focus on the difficult moments? Why might many people—the Tokyo students, but also non-Indigenous people in Australia—find it hard to laugh with (or even at) Aboriginal peoples doing funny things? Using Bran Nue Dae, and my students' reactions, this article examines the usefulness and limits of the sometimes careful attendance to issues of race and pain, which are often the way non-Indigenous people engage with Indigenous peoples and issues. Drawing on the success of Perkins' film, the article also explores the usefulness of comedy.     

Can poverty be funny? The serious use of humour as a strategy of public engagement for global justice

This article examines the use of humour as a strategy to promote increased public engagement in the countries of the global North with issues of global justice. The central argument of the article is that humour can be both an ethical and an effective way of attracting and sustaining public engagement in struggles for global justice. There are risks and limits to the use of humour to represent issues of poverty and injustice but, given low levels of public engagement in these issues in the countries of the global North, humour is a risk worth taking.     

The biochemistry of vitreous humour. A comparative study of the potassium, sodium and urate concentrations in the eyes at identical time intervals after death

Analysis of the vitreous humour from an individual's eyes collected at the same time since death showed variation between the eyes in the concentration of potassium, sodium and/or urate. This previously unreported finding would limit the use of measuring these electrolytes in determining the time of death.     

“You must be joking”: the role of humour in the law classroom

There is a body of literature, including persuasive empirical evidence, linking the use of positive humour in tertiary classrooms with the creation of a relaxed learning environment, student motivation, attendance and engagement as well as positive student evaluations of teacher performance. However, the literature on the use of humour in teaching law is generally limited to anecdotal evidence. Drawing on the literature on using humour in teaching courses that students perceive as “difficult” in other disciplines, in this article we explore the benefits and pitfalls of using humour in the law classroom and provide illustrations of how humour might be used appropriately and effectively in teaching law.