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Peter Ashley Peter Ashley i(A152496 works by)
Gender: Male
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Works By

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1 [Review Essay] : Josephine Bastian, ‘A Passion for Exploring New Countries’: Matthew Flinders and George Bass Peter Ashley , 2017 single work essay
— Appears in: Transnational Literature , May vol. 9 no. 2 2017; 'I have researched the life and times of Matthew Flinders for nearly 20 years in order to raise the profile of this most important English explorer so that he might stand alongside the likes of James Cook, William Bligh, Arthur Phillip, and John Franklin. This review is written from that standpoint – with the added ingredient of including George Bass. This book, by Sydney-based teacher author and editor Josephine Bastion, is a first-class example, with some minor faults, of the history of the birth of Australia in the age of Enlightenment. It would have made a greater impact if it had been published in 2014 to coincide with the bicentenary of Flinders’ passing. Nevertheless, the account is a work of scholarship based on good research in the relevant archives. It is a pleasure to read, using prose that has been written to be read rather than to impress.' (Publication summary)
1 Finding a Home : Harnessing Biographical Narrative in Teaching and Learning in Cultural Geography Bill Boyd , Peter Ashley , Denise Rall , Wendy Laird , David Lloyd , 2013 single work criticism
— Appears in: Coolabah , no. 11 2013; (p. 187 - 204) 'This paper describes the use of reflective biographical narrative, in postgraduate research supervision, in helping students develop their sense of place - an intellectual place - within the scholarly landscape. The example provided centres on the work of students who have found an intellectual home in cultural geography. Using planned and semi-formal conversation, a device emerging from the authors' supervisory practices, this activity draws on the emerging tradition of reflective biographical narrative, in which biographical reflection is not merely reflection on knowledge, but a practical methodological approach to working with knowledge. We conclude that our approach provided positive learning outcomes for the students, all of who were better able to frame their research, using reflective biographical narrative, within a conscious sense of scholarly place, and to adopt such reflection as a key analytical tool in their respective research projects.' (Authors abstract)
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