Researchers within UniSA's Centre for Research in Educational and Social Inclusion (CRESI) publish a range of publications. These publications contribute to new knowledge about issues related to inclusion and exclusion in education.
Zipin, L, Brennan, M & Trevorrow, D (2021) 'Aggravating Students’ Structural Vulnerabilities: Cruel Miseries of Selection for ‘Success’ in Schools with Power-Marginalised Intake', Journal of Applied Youth Studies, 2021/09/28.
Abdalla, M, Chown, D & Memon, NA 2020, 'Islamic Studies in Australian Islamic schools: Learner voice', Religions, vol. 11, no. 8, pp. 404/401-415.
Al Hamdany, H 2020, 'Scaffolding English and academic skills for Iraqi English as Additional Language (EAL) learners', The Journal of Asia TEFL, vol. 17, no. 3, pp. 1028-1038.
Alomyan, H, Alelaimat, A, Hamzeh, M & Green, D 2020, 'Developing number concepts in young children through educational games', Universal Journal of Educational Research, vol. 8, no. 8, pp. 3323 - 3334.
Anlimachie, MA & Avoada, C 2020, 'Socio-economic impact of closing the rural-urban gap in pre-tertiary education in Ghana: context and strategies', International Journal of Educational Development, vol. 77, pp. 102236/102231-102212.
Baak, M, Miller, E, Sullivan, A & Heugh, K 2020a, 'Tensions between policy aspirations and enactment: assessment and inclusion for refugee background students', Journal of Education Policy, vol. 28, no. 3, pp. 322–338.
Baak, M, Miller, E, Ziersch, A, Masocha, S & Ziaian, T 2020b, 'The role of schools in identifying and referring refugee background young people who are experiencing mental health issues', Journal of School Health, vol. 90, no. 3, pp. 172-181.
Baak, M., G. Stahl, S. Schulz and B. Adams (2020). "‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk." Journal of Education Policy: pp. 1-21.
Brennan, M & Widdop Quinton, H 2020, 'An ethical re-framing of curriculum for sustainability education', Curriculum Perspectives, vol. 40, no. 1, pp. 105-110.
Caldwell, D 2020, 'Sounds of the game: an interpersonal discourse analysis of ‘on field’ language in sports media', Discourse Context and Media, vol. 33, pp. 1-10.
Comber, B 2020, 'Signing up to be tested: The costs of participation in high stakes literacy standardised assessments', Linguistics and Education, pp. 1-4.
Crotty, R. (2020), ‘Revolutions and Paradigms: An Academic Career’, Interface Theology 6/2 pp. 81-94
Ey, L-A & Spears, B 2020, 'Engaging early childhood teachers in participatory co-design workshops to educate young children about bullying', Pastoral Care in Education, pp. 1-24.
Ey, L & Campbell, M 2020, 'Do Australian parents of young children understand what bullying means?', Children and Youth Services Review, vol. 116, pp. 1-7.
Fenwick, L 2020, 'Defining opportunities to engage with the discourses of Australia’s ‘education revolution’', Journal of Educational Administration and History, vol. 52, no. 2, pp. 178-192.
French, M & Armitage, J 2020, 'Eroding the monolingual monolith', Australian Journal of Applied Linguistics, vol. 3, no. 1, pp. 91-114.
Guenther, J, Benveniste, T, Redman-MacLaren, M, Mander, D, McCalman, J, O'Bryan, M, Osborne, S & Stewart, R 2020, 'Thinking with theory as a policy evaluation tool: the case of boarding schools for remote First Nations students', Evaluation Journal of Australasia, vol. 20, no. 1, pp. 34-52.
Guenther, J & Osborne, S 2020, 'Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools', The Australian Journal of Indigenous Education vol. online, pp. 1–8.
Harris, P 2020, 'What no “Rug Time” sharing means: revisioning children’s opportunity to learn and enact literate identities through the lens of positioning theory', Trabalhos em Linguística Aplicada (Studies in Applied Linguistics), vol. 59, no. 1, pp. 10-41.
Harris, P, Brock, C, McInnes, E, Diamond, A, Neill, B, Carter, J & Giannakis, E 2020a, 'Co-constructing culturally sustaining practices for fostering young children’s literacy in Fiji', Journal of Research in Childhood Education, vol. 34, no. 1, pp. 127-152.
Hattam, R 2020b, 'Untimely meditations for critical pedagogy', Asia-Pacific Journal of Teacher Education, vol. 48, no. 1, pp. 79-92.
Johnson, B, Flentje, J & Bartholomaeus, C 2020, 'Co-researching and designing innovative learning approaches in sexuality and relationships education', Pastoral Care in Education, vol. online.
Johnson, B, Harrison, L & Ollis, D 2020, 'Resisting ethics over-regulation in research into sexuality and relationships education: insights from an Australian study', Australian Educational Researcher, vol. online.
Kervin, L. and B. Comber (2020). "Digital writing from the start to the end: Creating a book for a friend." Theory Into Practice: 1-11.
Lampert, J, Burnett, B, Comber, B, Ferguson, A & Barnes, N 2020, ''It's not about punitive': exploring how early-career teachers in high-poverty schools respond to critical incidents', Critical Studies in Education, vol. 61, no. 2, pp. 149-165.
McDonald, S 2020, 'Constructing the 'literate boy': analysing masculinities on websites created in response to the boys' literacy 'crises'', English in Australia, vol. 54, no. 2, pp. 32-42.
McInnes, E & Ey, L-A 2020, 'Responding to problematic sexual behaviours of primary school children: supporting care and education staff', Sex Education, vol. 20, no. 1, pp. 75-89.
Memon, NA, Chown, D & Alkouatli, C 2020, 'Descriptions and enactments of Islamic pedagogy: reflections of alumni from an Islamic Teacher Education Programme', Pedagogy, Culture & Society, pp. 1-19.
Nursey-Bray, M, Palmer, R, Stuart, A, Arbon, V & Rigney, L-I 2020, 'Scale, colonisation and adapting to climate change: Insights from the Arabana people, South Australia', Geoforum, vol. 114, pp. 138-150.
O'Keeffe, L & Paige, K 2020, 'Reflections on journaling: an initiative to support pre-service Mathematics and Science teachers', Australian Journal of Teacher Education, vol. 45, no. 4, pp. 76-95.
O’Keeffe, L., Roas, A., Vannini, I. & White, B. (2020) Promote Informal Formative Assessment practices in Higher Education: the potential of video analysis as a training tool. Journal per la formazione in rete. 20 (1), 43-61
O’Leary, P, Abdalla, M, Hutchinson, A, Squire, J & Young, A 2020, 'Child protection with Muslim communities: Considerations for non-Muslim-based orthodoxies/paradigms in child welfare and social work', The British Journal of Social Work, vol. 50, no. 4, pp. 1201-1218.
Owen, S, Tekonnang, T, Toaba, T, Taoaba, T & Harding, T 2020a, 'School leadership capacity-building: Developing country case studies', International Journal of Educational Management, vol. ahead-of-print, no. ahead-of-print.
Owen, S, White, G, Palekahelu, DT, Sumakul, DT & Sediyono, E 2020b, 'Integrating online learning in schools: Issues and ways forward for developing countries', Journal of Information Technology Education Research, vol. 19, pp. 571-614.
Owen, S & Wong, D 2020a, 'Timor-Leste: reforming the education system through school leader capacity building and school-based teacher professional development', Asia Pacific Journal of Education, pp. 1-17.
Owen, S & Wong, D 2020b, 'Timor-Leste education: supporting sustainable system-wide school leader capacity-building through collaborative foreign aid', Journal of Educational Change, pp. 1-22.
Owen, SM 2020, 'Improving Kiribati educational outcomes: Capacity-building of school leaders and teachers using sustainable approaches and donor support', Journal of Adult and Continuing Education, vol. 26, no. 2, pp. 221-241.
Peters, MA, Rizvi, F, McCulloch, G, Gibbs, P, Gorur, R, Hong, M, Hwang, Y, Zipin, L, Brennan, M, Robertson, S, Quay, J, Malbon, J, Taglietti, D, Barnett, R, Chengbing, W, McLaren, P, Apple, R, Papastephanou, M, Burbules, N, Jackson, L, Jalote, P, Kalantzis, M, Cope, B, Fataar, A, Conroy, J, Misiaszek, G, Biesta, G, Jandrić, P, Choo, SS, Apple, M, Stone, L, Tierney, R, Tesar, M, Besley, T & Misiaszek, L 2020, 'Reimagining the new pedagogical possibilities for universities post-Covid-19', Educational Philosophy and Theory, pp. 1-44.
Price, D, Green, D, Menon, N & Chown, D 2020, 'Richness of complexity within diversity: Educational engagement and achievement of diverse learners through culturally responsive pedagogies', The Social Educator, vol. 38, no. 1, pp. 42-53.
Purdy, N & Spears, B 2020, 'Co-participatory approaches to research with children and young people', Pastoral Care in Education, vol. 38, no. 3, pp. 187-190.
Rankin, J, Garrett, R & MacGill, B 2020, 'Critical encounters: enacting social justice through creative and body-based learning', The Australian Educational Researcher, vol. online.
Rigney, L-I, Garrett, R, Curry, M & MacGill, B 2020, 'Culturally responsive pedagogy and mathematics through creative and body-based learning: urban Aboriginal schooling', Education and Urban Society, vol. online.
Scholes, L, Spina, N & Comber, B 2020, 'Disrupting the 'boys don't read' discourse: primary school boys who love reading fiction', British Educational Research Journal, vol. unpublished, pp. 1–25.
Sisson, J, Whitington, V, Shin, A, Johnson, J & Comber, B 2020, 'Communing to re-imagine figured worlds', Contemporary Issues in Early Childhood, pp. 1-16.
Sisson, J, Whitington, V & Shin, AM 2020, '‘Teaching culture through culture’: a case study of culturally responsive pedagogies in an Australian early childhood/primary context', Journal of Research in Childhood Education, vol. 34, no. 1, pp. 108-126.
Soong, H 2020, 'Singapore international education hub and its dilemmas: the challenges and makings for cosmopolitan learning', Asia Pacific Journal of Education, vol. 40, no. 1, pp. 112-125.
Soong, H, Kerkham, L, Reid-Nguyen, R, Lucas, B, Geer, R & Mills-Bayne, MM 2020, 'Reimagining transcultural identity: a case study of field experiences for international preservice teachers', Teaching Education, pp. 1-17.
Stahl, G, McDonald, S & Loeser, C 2020, 'Feminine subjectivities and aspirational learner identities: Asian–Australian young women navigating possible selves in the first year of university', Gender and Education, pp. 1-16.
Stahl, G, McDonald, S & Stokes, J 2020, '‘I see myself as undeveloped’: supporting Indigenous first-in-family males in the transition to higher education', Higher Education Research & Development, pp. 1-14.
Stahl, G, McDonald, S & Young, J 2020, 'Possible selves in a transforming economy: Upwardly mobile working-class masculinities, service work and negotiated aspirations in Australia', Work, Employment and Society, p. na.
Stehlik, T, Carter, J, Price, D & Comber, B 2020, 'Hanging out in the city of tomorrow: a participatory approach to researching the importance of music and the arts in the lifeworlds of young people', Pastoral Care in Education, pp. 1-17.
Ainscow, M, Slee, R & Best, M 2019, 'Editorial: the Salamanca Statement: 25 years on', International Journal of Inclusive Education, vol. 23, no. 7-8, pp. 671-676.
Baak, M 2019, 'Racism and Othering for South Sudanese heritage students in Australian schools: is inclusion possible?', International Journal of Inclusive Education, vol. 23, no. 2, 2019/02/01, pp. 125-141.
Baroutsis, A, Kervin, L, Woods, A & Comber, B 2019, 'Understanding children’s perspectives of classroom writing practices through drawings', Contemporary Issues in Early Childhood, vol. 20, no. 2, pp. 177-193.
Bills, A, Armstrong, D & Howard, N 2019, 'Scaled-up ‘safety-net’ schooling and the ‘wicked problem’ of educational exclusion in South Australia: problem or solution?', The Australian Educational Researcher, September 30.
Brennan, M 2019b, 'Changing teaching and teacher education in the ‘Anthropocene’', On Education. Journal for Research and Debate, vol. 2, no. 4, pp. 1-6.
Comber, B 2019, 'Educative encounters of a different kind: pedagogies of everyday life', Curriculum Inquiry, vol. 49, no. 2, pp. 217-229.
Comber, B & Carter, J 2019, 'Earning or learning, or not: reconnecting young adults with learning through multiliteracies pedagogy', Journal of Adolescent & Adult Literacy, vol. 63, no. 3, pp. 333-336.
Disney, L, Barnes, A, Ey, L & Geng, G 2019, 'Digital play in young children’s numeracy learning', Australasian Journal of Early Childhood, vol. 44, no. 2, pp. 166-181.
Due, C, de Heer, N, Baak, M & Hanson-Easey, S 2019, '“At night he cries from dreams”: Perceptions of children's psychological distress and wellbeing amongst parents with refugee or asylum seeker backgrounds in Australia', Australian Psychologist, vol. 54, no. 5, pp. 438-449.
Ey, L-A, Walker, S & Spears, B 2019, 'Young children’s thinking about bullying: Personal, social-conventional and moral reasoning perspectives', Australasian Journal of Early Childhood, vol. 44, no. 2, pp. 196-210.
Fowler, S, O'Keeffe, L, Cutting, C & Leonard, S 2019, 'The mathematics proficiencies: a doorway into spatial thinking', Australian Primary Mathematics Classroom, vol. 24, no. 1, pp. 36-40.
Garrett, R & MacGill, B 2019, 'Fostering inclusion in school through creative and body-based learning', International Journal of Inclusive Education, pp. 1-15.
Garrett, R, Wrench, A, Dawson, K & Meiners, J 2019, 'Creative and Body-based Learning: Redesigning Pedagogies in Mathematics', Journal for Learning through the Arts, vol. 14, no. 1, pp. 1-19.
Hattam, R 2019, 'Untimely meditations for critical pedagogy', Asia-Pacific Journal of Teacher Education, pp. 1-14.
Lee, R, Looi, KH, Khan, H, Soong, H & Neale, L 2019, 'Measuring students' justificatory reasoning approaches', Issues in Educational Research, vol. 29, no. 3, pp. 807-822.
MacGill, B 2019, 'Craft, Relational Aesthetics and Ethics of Care', Art Research International, vol. 14, no. 1, pp. 406-419.
Manolev, J, Sullivan, A & Slee, R 2019a, 'The datafication of discipline: ClassDojo, surveillance and a performative classroom culture', Learning, Media and Technology, vol. 44, no. 1, pp. 36-51.
McLoughlin, LT, Spears, BA, Taddeo, CM & Hermens, DF 2019, 'Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health', Psychology in the Schools, vol. 56, no. 6, pp. 945-958.
Nichols, S & Loh, CE 2019, 'Challenging the Visual Discourse of Reading: or, Do Teen Readers Look Like Google Images?', Changing English, vol. 26, no. 2, pp. 150-162.
Nichols, S & Stahl, G 2019, 'Intersectionality in higher education research: a systematic literature review', Higher Education Research & Development, pp. 1-14.
Nteropoulou-Nterou, E & Slee, R 2019, 'A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts', International Journal of Inclusive Education, vol. 23, no. 7-8, pp. 891-907.
O'Keeffe, L & Paige, K 2019, 'Re-highlighting the potential of critical numeracy', Mathematics Education Research Journal, vol. forthcoming, pp. 1-15.
Osborne, S, Paige, K, Hattam, R, Rigney, L-I & Morrison, A 2019, 'Strengthening Australian Aboriginal participation in university STEM programs: a Northern Territory perspective', Journal of Intercultural Studies, vol. 40, no. 1, pp. 49-67.
Owen, SM 2019, 'Improving Kiribati educational outcomes: Capacity-building of school leaders and teachers using sustainable approaches and donor support', Journal of Adult and Continuing Education, pp. 1-21.
Paige, K, O'Keeffe, L, Geer, R, MacGregor, D & Panizzon, D 2019, 'Using artefacts to articulate teachers' perceptions of STEM', Teaching Science, vol. 65, no. 1, pp. 48-54.
Reid, A 2019a, 'National curriculum: an Australian perspective', Curriculum Perspectives, vol. 39, no. 2, pp. 199-203.
Roberts, AL, Mollenmans, A, Rigney, L-I & Bailey, G 2019, 'Marine Transgression, Aboriginal Narratives and the Creation of Yorke Peninsula/Guuranda, South Australia', The Journal of Island and Coastal Archaeology, no. Mar 2019, pp. 1-28.
Ross, AS & Caldwell, D 2019, '‘Going negative’: An APPRAISAL analysis of the rhetoric of Donald Trump on Twitter', Language & Communication, vol. forthcoming.
Sellar, S & Zipin, L 2019, 'Conjuring optimism in dark times: Education, affect and human capital', Educational Philosophy and Theory, vol. 51, no. 6, pp. 572-586.
Slee, R 2019, 'Belonging in an age of exclusion', International Journal of Inclusive Education, vol. 23, no. 9, pp. 909-922.
Slee, R, Corcoran, T & Best, M 2019, 'Disability Studies in Education – Building Platforms to Reclaim Disability and Recognise Disablement', Journal of Disability Studies in Education, pp. 1-11.
Stahl, G 2019, 'Critiquing the corporeal curriculum: body pedagogies in ‘no excuses’ charter schools', Journal of Youth Studies, pp. 1-17.
Stahl, G, Brock, C, Young, J, Caldwell, D, Sharplin, E & Boyd, F 2019a, 'Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community', Pedagogy, culture and society, vol. 27.
Stahl, G & McDonald, S 2019, 'Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities', International Journal of Inclusive Education, pp. 1-16.
Stahl, G, Scholes, L, McDonald, S & Lunn, J 2019b, 'Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships', Pedagogy, Culture & Society, pp. 1-18.
Stahl, GD 2019, '“We Make Our Own Rules Here”: Democratic Communities, Corporate Logics, and “No Excuses” Practices in a Charter School Management Organization', Journal of Contemporary Ethnography, pp. 1-25.
Walsh, K, Howard, S, Hand, K, Ey, L-A, Fenton, A & Whiteford, C 2019 'What is known about initial teacher education for child protection? A protocol for a systematic scoping review', International Journal of Educational Methodology, vol. 5, no. 1, pp. 19-34.
Wrench, A 2019, 'Framing citizenship: from assumptions to possibilities in health and physical education', Sport, Education and Society, vol. 24, no. 5, pp. 455-467.
Wrench, A & Paige, K 2019, 'Educating pre-service teachers: towards a critical inquiry workforce', Educational Action Research, pp. 1-18.
O’Keeffe, L. (2019). An Analysis of Teacher Language in Primary Mathematics: a comparison of two differing approaches. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia). Perth: MERGA.