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Centre for Research in Educational and Social Inclusion
Publications

Publications

Publications by CRESI researchers

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.

Books and edited books

História, política e contato linguístico

The Importance of Media Literacy: Getting the most from the digital world

The Bloomsbury Handbook of Bourdieu and Educational Research

The Routledge Handbook of Language Policy and Planning

Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and language

Bourdieu and Sino-Foreign Higher Education: Structure and Practices in Times of Crisis and Change

International Perspectives on Literacies, Diversities, and Opportunities for Learning

Global Perspectives and New Challenges in Culturally Responsive Pedagogies

Traversing Old and New Literacies: The Undead Book and Other Assemblages

Working with Critical Realism: Stories of Methodological Encounters

Arts-based Practices with Young People at the Edge

English Medium Instruction Practices in Vietnamese Universities: Institutional, practitioner and student perspectives

Appliable Linguistics and Social Semiotics: Developing Theory and Practice

Sociologising Child and Youth Resilience with Bourdieu: An Australian Perspective

Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy

Multimodal Literacy in School Science: Transdisciplinary Perspectives on Theory, Research and Pedagogy

Pedagogies of Possibility for Negotiating Sexuality Education with Young People

Gendering The First-In-Family Experience. Transitions, Liminality, Performativity

A Sociolinguistics of the South

Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools

Curriculum Challenges and Opportunities in a Changing World: Transnational Perpectives in Curriculum Inquiry

Children's Multilingual Literacy: Fostering Childhood Literacy in Home and Community Settings

Harmful Sexual Behaviour in Young Children and Pre-Teens: An Education Issue

Paradox and the School Leader: The Struggle for the Soul of the Principal in Neoliberal Times

Attracting and Keeping the Best Teachers: Issues and Opportunities

Making Humanities and Social Sciences Come Alive: Early Years and Primary Education

Changing Australian Education: How Policy is Taking us Backwards and What Can Be Done About It

Integrational Education for Adolescents Towards Livable Futures

Waldorf Schools and the History of Steiner Education: An International View of 100 Years

Where to from Here? Examining Conflict-Related and Relational Interaction Trauma

Higher Education and the Future of Graduate Employability: A Connectedness Learning Approach

The Australian Curriculum: Promises, Problems and Possibilities

Bullying, Cyberbullying and Student Well-Being in Schools: Comparing European, Australia and Indian Perspectives

Who's In? Who's Out?: What To Do About Inclusive Education

Learning Cities: Multimodal Explorations and Placed Pedagogies

Asia Literacy in a Global World: an Australian Perspective

Literacy, Leading and Learning: Beyond Pedagogies of Poverty

Impactful Practitioner Inquiry: The Ripple Effect on Classrooms, Schools, and Teacher Professionalism

The Palgrave International Handbook of Education for Citizenship and Social Justice

Trauma and Meaning Making

Negotiating Belongings: Stories of Forced Migration of Dinka Women From South Sudan

The Discourse of Sport: Analyses from Social Linguistics

Multiple Perspectives in Persistent Bullying: Capturing and Listening to Young People's voices

Promoting Early Career Teacher Resilience: A Socio-Cultural and Critical Guide to Action

Nurturing Wellbeing Development in Education: From Little Things, Big Things Grow.

Challenging Dominant Views on Student Behaviour at School: Answering Back.

Early Career Teachers: Stories of Resilience

Transnational Students and Mobility: Lived Experiences of Migration
Book chapters
Book chapters

2024

Ey, L. (2024). Child sexual abuse and child sexual exploitation and the need for media literacy as a protective mechanism. In L.-A. E. C Wright, K.M Hopper & W Warburton (Ed.), The Importance of Media Literacy: Getting the most out of the digital world. Cambridge Scholar Publishing.

Ey, L. (2024). Media literacy in the United States. In L.-A. E. C Wright, K.M Hopper & W Warburton (Ed.), The Importance of Media Literacy: Getting the most out of the digital world. Cambridge Scholars Publishing.

Gazzola, M., Grin, F., Cardinal, L., & Heugh, K. (2024). Language policy and planning: from theory to practice. In Michele Gazzola, F. Grin, L. Cardinal, & K. Heugh (Eds.), The Routledge Handbook of Language Policy and Planning (pp. 1-32). Taylor & Francis.

Heugh, K. (2024). Language policy, planning, and mobilisation in post-colonial civil societies. In Michele Gazzola, F. Grin, L. Cardinal, & K. Heugh (Eds.), The Routledge Handbook of Language Policy and Planning (pp. 113-131). Taylor & Francis.

McDonald, S. (2024). Bourdieu, Reflexivity and Educational Research: Deciphering the Self in Researching Working-Class Girlhood and Social Mobility. In G. Stahl, G. M. Mu, P. Ayling, & E. B. Weininger (Eds.), The Bloomsbury Handbook of Bourdieu and Educational Research. Routledge.

Stahl, G., Mu, G. M., Ayling, P., & Weininger, E. B. (2024). Introduction: Applying Bourdieu in Educational Research. In G. Stahl, M. Mu, P. Ayling, & E. B. Weininger (Eds.), The Bloomsbury Handbook of Bourdieu and Educational Research. Routledge.

Tudini, V., & Liddicoat, A. (2024). Technology-mediated discourse and second language research. In B. Paltridge & M. Prior (Eds.), The Routledge Handbook of Second Language Acquisition and Discourse. Routledge.

Windle, J. (2024). Foreword. In L. Barrantes-Elizondo & C. Olivares-Garita (Eds.), Language Identity, Learning, and Teaching in Costa Rica. Routledge.

Windle, J., & Nascimentio, G. (2024). From symbolic domination to the coloniality of power: contributions to the study of educational inequalities. In G. Stahl, M. Mu, P. Ayling, & E. B. Weininger (Eds.), The Bloomsbury Handbook of Bourdieu and Educational Research. Routledge.

2023

Abdalla, M., Memon, N., & Chown, D. (2023). Culturally responsive pedagogy and the Muslim learner: meaningful sources for optimal learning. Routledge.

Brock, C., Exley, B., & Rigney, L.-I. (2023). Introduction: Contextualising Our Collaboration, Our Book, and Opportunities for Learning. In C. Brock, B. Exley, & R. Lester-Irabinna (Eds.), International Perspectives on Literacies, Diversities, and Opportunities for Learning. Critical Conversations (1st ed., pp. 9). Routledge.

Brock, C., Exley, B., & Harris, P. (2024). What do opportunities and diversities have to do with literacy teaching and learning? A provocation. In C. Brock, B. Exley, & L. Rigney (Eds.), Critical conversations: International perspectives on literacy, diversity, and opportunities-for-learning (pp. 12-30). Routledge.

Coffey, J., Kanai, A., Sharp, M., & Shannon, B. (2023). Gender and sexualities. In J. Germov & M. Poole (Eds.), Public Sociology.

Colton, J. (2023). Twenty-First-Century Learning Spaces and Pedagogical Change. In Oxford Research Encyclopedia of Education. Oxford University Press.

Costa, I., Windle, J., Sanchez-Mendes, L., Savedra, M., Marcel, P., & Dela-Silva, S. (2023). Apresentação. In J. Windle & M. Savedra (Eds.), História, Política e Contato Linguístico (pp. 7-9). eduff.

Crotty, R. (2023). Ethics or Etiquette in Academic Research: Honorandi Causa LXX Diem Natalem Terentii Lovat. In D. Rayson (Ed.), Education, Religion, and Ethics – A Scholarly Collection (pp. 263-268). Springer International Publishing.

Crotty, R. (2023). Values Education as an Ethical Dilema about Sociability. In T. Lovat, R. Toomey, R. Clement, & K. Dally (Eds.), Second International Research Handbook on Values Education and Student Wellbeing (pp. 739-752).

Diplock, A. (2023). A case study on connecting to student lifeworlds and why teacher subjectivities matter: new perspectives. Routledge.

Garrett, R., Dawson, K., & MacGill, B. (2023). Embodying culture and community through creative and body-based learning: new approaches to praxis and transformation. In Global Perspectives and New Challenges in Culturally Responsive Pedagogies. Routledge.

Guenther, J., Rigney, L.-I., Osborne, S., Lowe, K., & Moodie, N. (2023). The Foundations Required for First Nations Education in Australia. In N. Moodie, K. Lowe, R. Dixon, & K. Trimmer (Eds.), Assessing the Evidence in Indigenous Education Research. Postcolonial Studies in Education (pp. 265-284). Palgrave Macmillan.

Green, D., Spears, B., & Price, D. (2023). Reforming Approaches to Persistent Bullying in Schools. In Oxford Research Encyclopedia of Education.

Gribble, A., Miltenoff, J., Hattam, R., & Maher, K. (2023). An arts-led recovery in 'disadvantaged' schools! In J. Carter, D. Price, & B. MacGill (Eds.), Arts-based Practices with Young People at the Edge (pp. 165-191). Palgrave Macmillan.

Harris, P. (2023). Active citizenship education with young children: key themese, possibilities, and future research directions. In C. McLachlan (Ed.), International Perspectives on Educating for Democracy in Early Childhood (pp. 105-109). Routledge.

Harris, P 2023, 'Child-voiced assessment for understanding children's learning and transforming pedagogic practices', in C. McLachlan et al (eds), Data systems in early childhood settings: Theory and practice, Springer, Singapore, pp. 243-64.

Harris, P 2023, 'Equitable, accessible and sustainable professional learning that makes a difference: The case of the Aboriginal Reading Project', in D. Robertson, C. Brock & L. Hall (eds), Innovation, equity, and sustainability in literacy professional learning, Guilford Press, New York, pp. 145-70.

Harris, P. (2023). Positioning and academic diversity in a first-grade literacy program: Implications for opportunity to learn. In C. Brock, B. Exley, & L. Rigney (Eds.), Critical conversations: International perspectives on literacy, diversity, and opportunities-for-learning (pp. 60-76). Routledge.

Harris, P., McInnes, E., Camaitoga, U., Diamond, A., Neill, B., & Brock, E. (2023). Creating opportunities for shared learning in children's homes and communities in Fiji. In C. Brock, B. Exley, & L. Rigney (Eds.), Critical conversations: International perspectives on literacy, diversity, and opportunities-for-learning (pp. 212-227). Routledge.

Hattam, R. (2023). Towards a decolonising Australian culturally responsive pedagogy? In R. Lester-Irabinna (Ed.), Global Perspectives and New Challenges in Culturally Responsive Pedagogies: Super-diversity and Teaching Practice (pp. 75-87). Routledge.

Howard, N., & Price, D. (2022). Imagining an Education System Responsive to Young People’s Needs: Past, Present and Future Positioning of Youth and Young People. In D. Price, B. MacGill, & J. Carter (Eds.), Arts-based Practices with Young People at the Edge (pp. 17-32). Springer International Publishing.

Maisuria, A & Banfield, G 2022, 'Introduction: Journeying through Critical Realism', in A Maisuria & G Banfield (eds), Working with Critical Realism: Stories of Methodological Encounters, 1st edn, Routledge

Maisuria, A & Banfield, G 2022, 'A Kind of Conclusion: Against Full-Stops and Bookends?', in A Maisuria & G Banfield (eds), Working with Critical Realism: Stories of Methodological Encounters, 1st edn, Routledge.

Mu, G., Yin, M., & Liu, D. (2023). A comparative analysis of Teach for China and the Special Post Teacher Plan: Cross-field capital, orchestrated habitus, and transverse movements. In G. Mu & K. Dooley (Eds.), Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language (pp. 102-119). Routledge.

Mu, G. M., & Dooley, K. (2023). Re-appropriating Bourdieu for post-national research on Sino-foreign higher education. In G. Mu & K. Dooley (Eds.), Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change (pp. 161-179). Routledge.

Mu, G., & Dooley, K. (2023). Researching Chinese education from within and afar. In G. Mu & K. Dooley (Eds.), Recontextualising and Recontesting Bourdieu in Chinese Education. Routledge.

Neill, B. (2023). Pre-Enchanting Young People in Learning and Employment: Building Safe Relations for Diverse Students. In Arts-based Practices with Young People at the Edge (pp. 193-224).

Neill, B. (2023). Pacific digital learners and culturally responsive digital education: a critical systems synthesis of Pacific practice. In L.-I. Rigney (Ed.), Global Perspectives and New Challenges in Culturally Responsive Pedagogies (pp. 176-196). Routledge.

Paige, K., & Lloyd, D. (2023). Eco-justice and transdisciplinary approaches to education in the era of the Anthropocene. In R. Lester-Irabinna (Ed.), Global Perspectives and New Challenges in Culturally Responsive Pedagogies (pp. 20-35). Routledge.

Pengfei, P., Mu, G. M., & Dooley, K. (2023). Partnering for transnational higher education: A multiple correspondence analysis of university habitus and institutional action for 'China-Foreign Cooperation in Running Schools'. In G. M. Mu & K. Dooley (Eds.), Bourdeiu and Sino-Foreign Higher Education. Routledge.

Purdy, N., & Spears, B. (2023). Co-participatory Research Methods in Pastoral Care: Lessons from two case studies. In D. Trotman, N. Purdy, & P. Jones (Eds.), Pastoral Care: Lessons from two case studies. Cambridge Scholars.

Rigney, L.-I. (2023). On the need for new culturally responsive pedagogies. In R. Lester-Irabinna (Ed.), Global Perspectives and new challenges in culturally responsive pedagogies (1st ed.). Routledge.

Rigney, L.-I. (2023). Teachers cultivating Aboriginal child as knowledge producer. In R. Lester-Irabinna (Ed.), Global Perspectives and New Challenges in Culturally Responsive Pedagogies: Super-diversity and Teaching Practice (pp. 10-19). Routledge.

Rigney, L.-I. (2023). Teaching through Lifeworlds of Aboriginal Children: Australian Opportunities through Culturally Responsive Pedagogies. In C. Brock, B. Exley, & R. Lester-Irabinna (Eds.), International Perspectives on Literacies, Diversities, and Opportunities for Learning: Critical Conversations. Routledge.

Rigney, L.-I., Exley, B., & Brock, C. (2023). Conclusion: New Imagining of School. In C. Brock, B. Exley, & R. Lester-Irabinna (Eds.), International Perspectives on Literacies, Diversities, and Opportunities for Learning: Critical Conversations (pp. 261-268). Routledge.

Rigney, L.-I., & Rinaldi, C. (2023). Teaching in cultural and linguistic super-diverse Australian classrooms: a north-south exploration of Reggio Emilia. In B. Fyfe, Y. L. Lee-Johnson, J. Reyes, & G. S. Yu (Eds.), Affirming the Rights of Emergent Bilingual and Multilingual Children and Families. Routledge.

Rung Lynn, D., Hetz, H., & Radford, D. (2023). 'I came to Australia with very big hope, big wishes, big goals': Applying 'mobility work' and 'resettlement work' to explore the emotional labour and subaltern masculinities of refugee-background men. In G. Stahl & Y. Zhao (Eds.), Migratory Men. Place, Transnationalism and Masculinities (1st ed.). Taylor & Francis Group

Robinson, J., Down, B., & Smyth, J. (2023). Student voices 'echo' from the ethnographic field. In R. J. Smith & S. Delamont (Eds.), Leaving the field: Methodological insights from ethnographic exits (pp. 126-138). Manchester University Press.

Rozitis, S. (2023). Understanding and celebrating advantaged boys: education that excludes. In Riddle, Bright, & Hefferman (Eds.), Education, Policy, and Democracy; Contemporary Challenges and Possibilities. Routledge.

Soong, H. (2023). Raising children for future mobilities. In G. M. Mu & K. Dooley (Eds.), Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language. Routledge.

Spina, N, Comber, B & Jeffries, M 2023, 'Critical literacies and Social Justice: Social justice approaches in schools', in N Spina, B Comber & M Jeffries (eds), International Encyclopedia of Education, 4th edn, Elsevier.

Stahl, G & McDonald, S 2023, Marginalized masculinities in higher education: discursive spaces, gendered subjectivities, and young first-in-family men being and becoming in Australian universities. In A. CohenMiller, T. Hinton-Smith, F. Haeri Mazanderani & N. Samuel (Eds.), Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream, Routledge.

Taddeo, C. M, & Spears, B. A. (2023). Coping With Cyberbullying And Online Harm: Fostering social connectedness across fluid sociotechnical ecosystems. In H. Cowie, & C. A. Myers (Eds.), Cyberbullying and Online Harms: Preventions and Interventions from Community to Campus (pp. 131-141). Taylor & Francis.

Windle, J 2023, ''Middle-Class' Educational Strategies and Right-Wing Politics in Australia: From Conflict to Consensus?', in Middle Class Identities and Social Crisis, 1st edn, Routledge.

Windle, J., Perreira, T., & Lorenso, S. (2023). Linguagem, identidade e diverisade. In J. Windle & M. Savedra (Eds.), História, Política e Contato Linguístico (pp. 52-85). eduff.

Windle, J., & Savedra, M. (2023). Introdução. In J. Windle & M. Savedra (Eds.), História, Política e Contato Linguístico (pp. 10-13). eduff.

Xing, C., Mu, G., & Henderson, D. (2023). Power imbalance and power shift between Chinese international research students and their supervisors. In Bourdieu and Sino–Foreign Higher Structures and Practices in Times of Crisis and Change (pp. 104-123).

2022

Banfield, G 2022, 'Afterword: To Joyce with Love', in S Cowden et al (eds), Critical Pedagogy and Emancipation: A Festschrift in Memory of Joyce Canaan, vol. 5.

Banfield, G. (2022). Critical Realism. In A. Maisuria (Ed.), Encyclopaedia of Marxism and Education (Vol. 3, pp. 147-166). Brill.

Best, M 2022, 'Re-examining the education for all agenda in apocalyptic times', in R Tierney, F Rizvi & K Ercikan (eds), International Encyclopedia of Education, 4th edn, Elsevier, Amsterdam.

Barnett, J & Pham, M 2022, 'Perspectives on english medium instruction practices in Vietnamese universities: introduction', in Perspectives on English Medium Instructions Practices in Vietnamese Universities. Singapore Springer Nature, Singapore, pp. 1-11

Brock, C., Exley, B. & Harris, P. (2022) What do opportunities and diversities have to do with literacy teaching and learning? A provocation. In C. Brock, B. Exley & L. Rigney (Eds.) Critical conversations: International perspectives on literacy, diversity, and opportunities-for-learning. London: Routledge

Caldwell, D 2022, 'A Hip-Hop Battle : Describing Sound in the Contested Academy', in D Caldwell, JS Knox & JR Martin (eds), APPLIABLE LINGUISTICS AND SOCIAL SEMIOTICS : Developing Theory From Practice, 1 edn, Bloomsbury Academic, London, pp. 67-80.

Channing, D, Kerkham, L & Comber, B 2022, '‘It’s Not My Story’: Revitalising Young People’s Learning Lives', in D Price, B MacGill & J Carter (eds), Arts-based Practices with Young People at the Edge, Springer International Publishing, Cham, pp. 147-63.

Ebbeck, M (2022) 'Intergenerational Relationships: Stories from Selected Countries in the Pan Pacific Region', in Renck Jalongo, M, Crawford, P A (ed), Intergenerational Bonds - The Contributions of Older Adults to Young Children's Lives, Springer Nature Switzerland, Cham, Switzerland.

Ebbeck, M., Yim, H. Y. B., Ho, S. Y., & Sherma, M. (2022). COVID-19 Influences on the quality of curriculum in selected child care centres in Singapore. In Effects of COVID-19 on Early Childhood Education and Care. International Perspectives, Challenges and Responses, Springer.

Garrett, R. (2022). Teaching inclusively: Equity and diversity in education. In J. Miller, S. Wilson-Gahan, R. Garrett & J. Haynes (Eds) Health and Physical Education: Preparing educators for the future (4th ed., pp. 152–174). Cambridge University Press.

Garrett, R. (2022). Pedagogy. In J. Miller, S. Wilson-Gahan, R. Garrett & J. Haynes (Eds) Health and Physical Education: Preparing educators for the future (4th ed., pp. 175–198). Cambridge University Press

Geuenich, L, Valente, C & Banfield, G 2022, 'Journeys to critical realism: a conversation about spirituality, love, and human emancipation', Working with Critical Realism - Stories of Methodological Encounters, Routledge, US, pp. 130-44.

Gribble, A, Miltenoff, J, Hattam, R & Maher, K 2022, 'An Arts-Led Recovery in ‘Disadvantaged’ Schools!', in D Price, B MacGill & J Carter (eds), Arts-based Practices with Young People at the Edge, Springer International Publishing, Cham, pp. 165-91.

Harris, P. (2022) Child-voiced assessment for understanding children’s learning and transforming pedagogic practices. In McLachlan, C., McLaughlin, T., Cherrington, S. & Aspden, K. (Eds.) Data systems in early childhood settings: Theory and practice. Singapore: Springer.

Harris, P. (2022) Participatory professional learning for supporting young Aboriginal children as capable readers: A partnership approach. In Robertson, D., Brock, C.& Hall, L. (Eds) Innovation, equity, and sustainability in literacy professional learning. New York: Guilford Press.

Harris, P. (2022) Positioning and academic diversity in a first-grade literacy program: Implications for opportunity to learn. In C. Brock, B. Exley & L. Rigney (Eds.) Critical conversations: International perspectives on literacy, diversity, and opportunities-for-learning. London: Routledge.

Harris, P., McInnes, E., Camaitoga, U., Diamond, A., Neill, B, Brock, E. (2022) Creating opportunities for shared learning in children’s homes and communities in Fiji. In C. Brock, B. Exley & L. Rigney (Eds.) Critical conversations: International perspectives on literacy, diversity

Heugh, K. (2022). Linguistic citizenship as a decolonial lens on southern multilingualisms and epistemologies. In Williams, Q., Deumert, A., & Milani, T. (eds). Struggles for multilingualism and linguistic citizenship, 35-38. Multilingual Matters

Hickey, A., Riddle, S., Robinson, J., Down, B. Hattam, R. & Wrench, A. (2022), Relational Pedagogy and Democratic Education, In Relational pedagogy, disadvantage and the policy contours of Australian schooling, In S. Riddle, A. Heffernan and D. Bright (Eds) Relational pedagogy, disadvantage and the policy contours of Australian schooling. London: Routledge. Chapter 15

Howard, N & Price, D 2022, 'Imagining an Education System Responsive to Young People’s Needs: Past, Present and Future Positioning of Youth and Young People', in D Price, B MacGill & J Carter (eds), Arts-based Practices with Young People at the Edge, Springer International Publishing, Cham, pp. 17-32.

Martin, JR, Knox, JS & Caldwell, D 2022, 'Introduction: introducing appliable linguistics', in D Caldwell, JS Knox & JR Martin (eds), Appliable Linguistics and Social Semiotics: Developing Theory From Practice

MacGill, B, Carter, J & Price, D 2022, 'Young People: Navigating the Edge of Society Through the Arts—Creating in the Border Zones', in D Price, B MacGill & J Carter (eds), Arts-based Practices with Young People at the Edge, Springer International Publishing, Cham, pp. 3-15.

MacGill, B & Unsworth, P 2022, 'Media Arts in An−angu Education: A Culturally Responsive Approach for Developing Digital and Media Literacies', in D Price, B MacGill & J Carter (eds), Arts-based Practices with Young People at the Edge, Springer International Publishing, Cham, pp. 107-24.

Mu, GM 2022, 'Teacher Resilience in the Chinese Context of “Learning in Regular Classroom”: A Response to “Lazy Inclusivism”', in W Beamish & M Yuen (eds), The Inclusion for Students with Special Educational Needs across the Asia Pacific: The Changing Landscape, Springer Nature Singapore, Singapore, pp. 59-78.

Nascimento, G. & Windle, J. (2022). A (des)racialização de pesquisadores como estratégia de luta: rumo a uma linguística aplicada antirracista / The (de)racialisation of researchers as strategy: towards na anti-racist applied linguistics. In Melo, G. & Jesus, D. (eds). Linguística aplicada, raça e interseccionalidade na contemporaneidade / Applied linguistics, race and intersectionality today. Mórula editorial, 228-254.

Neill, B 2022, 'Pre-Enchanting Young People in Learning and Employment: Building Safe Relations for Diverse Students', in D Price, B MacGill & J Carter (eds), Arts-based Practices with Young People at the Edge, Springer International Publishing, Cham, pp. 193-224.

Owen, S & Salsinha, A (2022), 'Basic Education in Timor-Leste', in LP Symaco & M Hayden (eds), International Handbook on Education in South East Asia, Springer Nature Singapore, Singapore, pp. 1-32.

Paige, K., Haggerty, B., Comber, B (2022) 'Water Literacies: Co-researching, Learning, and Acting for the Wetlands', in Haggstrom, M., Schmidt, C (ed), Relational and Critical Perspectives on Education for Sustainable Development: Belonging and sensing in a vanishing world, Springer Anthology, pp. 53-66.

Pham, M 2022, 'Lecturers' perspectives on the use of L1 in Vietnamese undergraduate English-Medium courses: an uneasy acquiescence', Perspectives on english medium instruction practices in Vietnamese universities., Singapore Springer Nature, Singapore, pp. 123-36.

Pham, M 2022, 'Road-mapping english-medium instruction in Vietnamese Universities: the divergence of agency', Perspectives on english medium instruction practices in Vietnamese universities., Singapore Springer Nature, Singapore, pp. 15-39.

Pham, M & Barnett, J 2022, 'From English Medium Instruction to english medium education: a forward direction for Vietnamese Universities', Perspectives on english medium instruction practices in Vietnamese universities., Singapore Springer Nature, Singapore, pp. 233-48.

Selim, N (2022) 'Arabic Teaching at Australian Islamic Schools: Working with Student Diversity and Curriculum Challenges'. In I. H. Amzat (Ed.), Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers (pp. 182-197). Singapore: Routledge.

Sellar, S & Thorpe, M 2022, 'Datafication', International Encyclopedia of Education, Elsevier

Spina, N & Comber, B 2022, 'Critical literacies and Social Justice: Social justice approaches in schools', International Encyclopedia of Education, 4th edn, Elsevier.

Spina, N & Comber, B 2022, 'Primary and Secondary Education: Literacy and Social Justice', International Encyclopedia of Education, 4th edn, Elsevier.

Stahl, G & McDonald, S 2022, The first-in-family experience: gendered and classed subjectivities in elite higher education. In R. Tierney, F. Rizvi & K. Ercikan (Eds.), International Encyclopedia of Education (pp. 392-397), Elsevier.

Stahl, G., & Mu, G. M. 2022. Pierre Bourdieu: Revisiting reproduction, cultural capital, and symbolic violence in education. In B. A. Geier (Ed.), The Palgrave handbook of educational thinkers (pp. 1-16). Palgrave Macmillan

Sullivan, A, Down, B & Johnson, B 2022, 'Early Career Teachers' Work', in D Mayer (ed), International Encyclopedia of Education, 4th edn, Elsevier.

Windle, J. 2022. The education system and social class: a shifting relationship. In Gobby, B. & Walker, R. Powers of Curriculum (2^nd edition), Oxford University Press, pp. 134-154.

Windle, J. 2022. The transperipheral paradigm in C. Landulfo & D. Matos (eds), Suleando conceitos em linguagens: decolonialidades e epistemologias outras. Pontes, 291-298.

Windle, J. (2022). Middle-class Educational Strategies and Right-wing Politics in Australia: from Conflict to Consensus? In A. Grimson, M. Guizardi, & S. Merenson (Eds.), Middle Class Identities and Social Crisis: Cultural and Political Perspectives on the 'Global Rebellion'. Routledge.

Zeegers, Y., O’Keeffe, L. & White, B. (2022). Inquiry-based Teaching and STEM Education. In Liu and Wang (Eds). International Encyclopedia of Education, (4th Ed)

2021

Abdalla, M. (2021), 'Fiqh (Practical Living): Curriculum Realities and Ideals', in NA Memon, Alhashimi, M & Abdalla M (ed), Curriculum renewal for Islamic education: critical perspectives on teaching Islam in primary and secondary schools, Routledge.

Armitage, J. (2021) 'Desert participants Guide the Research in Central Australia', A Sociolinguistics of the South, Routledge, New York

Baak, M. (2021), 'Once a refugee, always a refugee? The haunting of the refugee label in resettlement' in Refugee Journeys: Histories of Resettlement, Representation and Resistance, The Australian National University, Canberra, Australia.

Boggs, G. Spina, N. Alvermann, D. & Comber, B. (2021). Critical Literacies and Practice Pedagogies: A Critical Analysis of Critical Literacy. In J. Pandya, J. R. Mora, J. Alford, R. de Roock & N. Golden (Eds.). The Handbook of Critical Literacies. Routledge.

Brennan, M. (2020), ‘An agenda for reinventing teacher education in South Africa: Next steps for deliberation. In America, C, Edwards, N & Robinson, M (eds), Teacher Education for Transformative Agency: Critical perspectives on design, content and pedagogy, pp. 169-181, Stellenbosch: African SUN Media.

Chown, D. (2021), 'A Strength-Based Approach to Religion and Spirituality for Muslim Learners in Health and Physical Education', in NA Memon, Alhashimi, M & Abdalla, M (ed), Curriculum renewal for Islamic education: critical perspectives on teaching Islam in primary and secondary schools, Routledge.

Dolan C. (2021) 'The Intervention of Paradox in the Constitutive Politics of School Leadership'. In: English F., English F. (eds) The Palgrave Handbook of Educational Leadership and Management Discourse. Palgrave Macmillan, Cham.

Dolan C. (2021) 'The Rise of the Global Education Industry: A Discursive Account'. In: English F., English F. (eds) The Palgrave Handbook of Educational Leadership and Management Discourse. Palgrave Macmillian, Cham

Dolan, C. (2021) 'The Worldwide Specter of Neoliberalism and the “Neoliberalization” of Educational Leaders', The Palgrave Handbook of Educational Leadership and Management Discourse, Springer International Publishing, Cham, pp. 1-22.

Dooly, M & Tudini, V. (2021) '"I remember when I was in Spain": Student-teacher storytelling in online collaborative task accomplishment.', in A Filipi, B Thanh Ta & M Theobald (eds), Storytelling practices in home and educational contexts: Perspectives from Conversation Analysis, Springer.

Fenwick, L. (2021). Methodological Challenges for Collaborative Research in Senior Science Classrooms. Methodological Approaches to STEM Education Research. P. J. White, Tytler, R., J. P. Ferguson and J. C. Clark, Cambridge Scholars Publishing.

Green, B, Roberts, P & Brennan, M (eds) (2021) ‘Transnational Curriculum Inquiry in a Changing World: Introduction to the edited book’ in B Green, P Roberts and M Brennan (eds), Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry, Cham: Palgrave Macmillan.

Harris, R. (2021). Crossing cultural boundaries: Australian public VET sector teachers working with and within private industry. Transformationen von arbeit, beruf und bildung in internationaler betrachtung [Transformations of work, vocation and education in an international perspective. Wiesbaden, Springer: pp. 175-196

Harris, P, Diamond, A, Neill, B, McInnes, E, Brock, C & Camaitoga. (2021) 'Fostering young children’s literacy in home and community settings: a dialogic approach to developing culturally relevant and sustaining practices', in L Henry & N Stahl (eds), Literacy across the community: a Handbook of research and praxis, Routledge, London.

Heugh, K. (2021) Multilingualism, Multilinguality and Translanguaging. Southern Theories and Practices. In Gupta, V., Agnihotri, R K, & Panda, M. (eds) Education and Inequality. Historical and contemporary trajectories, pp 359-374. Hyderabad: Orient BlackSwan, and Udaipur: Vidya Bhawan Society.

Heugh, K. (2021) Planning for sustainable inclusion and resilient systems: multilingual education in an era of displacement, mobility and turbulence. In McIlwraith, H. (ed.) Proceedings of the Inclusion, Mobility and Multilingual Education Conference, Bangkok, September 2019. London: British Council.

Heugh, K. 2021. Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In Harding-Esch, P. & Coleman, H. Language and the Sustainable Development Goals, pp. 33-43.

Kervin, L. Comber, B. & Woods, A. (2021). Children learning to write in early primary classrooms. In H. Chen (Eds.). Developing writers across the primary and secondary years: growing into writing. Routledge.

Maire, Q. and J. Windle (2021). "The contribution of the International Baccalaureate Diploma to educational inequalities: reinventing historical logics of curriculum stratification in a comprehensive system." Educational Review: 1-17.

McDonald, S. (2021). ‘She’s like, “you’re a uni student now’”: the influence of mother-daughter relationships on the constructions of learner identities of first-in-family girls. In R. Brookes & S. O’Shea (Eds.), Reimagining the Higher Education Student. Routledge.

Memon, NA, M (2021), 'Introduction', in N Memon, Alhashimi, M & Abdalla M. (ed), Curriculum renewal for Islamic education: critical perspectives on teaching Islam in primary and secondary schools, Routledge.

Neill, B. (forthcoming). Pre-enchanting Young People in Learning and Work: Building Safe-Relations for Super-Diverse Students. In D. Price, B. MacGill, & J. Carter (Eds.), Arts-based Practices with Young People at the Edge. Palgrave Macmillan.

Osborne, S (2021) 'Aboriginal Agency, Knowledge, and Voice: Centring kulintja Southern Methodologies' A Sociolinguistics of the South, Routledge, New York.

Paige, K., Brown, L., O’Keeffe, L. & Garrett, R. (2021). DRAMATISING THE S AND M IN STEM. In White, P.J, Raphael, J., & van Cuylenburg, K. (Eds) (In Press). Science and Drama: Contemporary and creative approaches to teaching and learning. Dordrecht, The Netherlands: Springer.

Rigney, L.-I. (2021). 'Aboriginal child as knowledge producer: Bringing into dialogue Indigenist epistemologies and culturally responsive pedagogies for schooling' in B. Hokomhitu, . Moreton-Robinson, A. Tuhiwai-Smith, L. Anderson, C. & Larkin, S (eds), The Routledge Handbook of Critical Indigenous Studies. Routledge.

Nichols, S (2021), 'Health services in the literacy landscape', in L Henry & N Stahl (eds), Literacy Across the Community: Research, praxis and trends, Routledge, New York.

Paige, K., Brown, L., O’Keeffe, L, & Garrett, R. (2021) Dramatising the S and the M in STEM, Chapter 12 in White, P The Science Drama Book: Interdisciplinary drama and science for student engagement and deeper learning. Springer.

Stroud, C, Heugh, K (2021), 'Roots and Routes: Meshworks of Multilingualism', A Sociolinguistics of the South, Routledge, New York.

Spears, B., Taddeo, CM (2021) 'Coping with Cyberbullying', The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention, vol. 2 Volume Set, John Wiley & Sons, NJ.

Stahl, G. & McDonald, S. (2021). Thinking with habitus in the study of learner identities. In C. E. Matias (Ed.), Critical Theoretical Research Methods in Education. Routledge.

Wrench, A & Garrett, R. (2021) 'Culturally Responsive Pedagogy in Health and Physical Education', in Stirrup, J & Hooper, O (ed), Critical Pedagogies in Physical Education, Physical Activity and Health, Routledge.

Zipin, L & Brennan, M (2021), ‘Ethical Vexations that Haunt ‘Knowledge Questions’ for Curriculum’, in B Green, P Roberts and M Brennan (eds), (2021), Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry, Cham: Palgrave Macmillan.

2020

Brennan, M. (2020), ‘An agenda for reinventing teacher education in South Africa: Next steps for deliberation. In America, C, Edwards, N & Robinson, M (eds), Teacher Education for Transformative Agency: Critical perspectives on design, content and pedagogy, pp. 169-181, Stellenbosch: African SUN Media.

Brennan, M. (2020), 'Community-oriented pre-service teachers: The limits of activism', in L Beckett (ed), Research-informed teacher learning: Critical perspectives on theory, research and practice, Routledge, London, pp. 12-24.

Campbell, MA, Whiteford, C, Duncanson, K, Spears, B, Butler, D & Slee, P. (2020), 'Cyberbullying bystanders: gender, grade, and cctions among primary and secondary school students in Australia', in Information Resources Management Association (ed), Developing safer online environments for children: tools and policies for combatting cyber aggression, IGI-Global, Hershey, PA, pp. 113-129.

Collin, P, Swist, T, Taddeo, CM & Spears, B. (2020), 'Working with Complexity: Between Control and Care in Digital Research Ethics', in P Billet, M Hart & D Martin (eds), Complexities of Researching with Young People, Routledge, London, pp. 115-129.

Crotty, R. (2020), 'Creation Myths: A Deeper Truth for Today’s Religionists', in P Babie & R Sarre (eds), Religion Matters: The Contemporary Relevance of Religion, Springer Singapore, Singapore, pp. 41-52.

Farndale, A (2020), 'English Language Learners', Developing Early Literacy: Assessment and Teaching , 2nd edn, Eleanor Curtain Publishing, pp. 400-19.

Green, J, Brock, C, Baker, D & Harris, P. (2020), 'Positioning theory and discourse analysis: An explanatory theory and analytic lens', in NS Nasir et al (eds), The handbook of the cultural foundations of learning, Routledge, London, p. na.

Hattam, R. (2020) 'From South African black theology and Freire to 'teaching for resistance': the work of Basil Moore', in SR Steinberg & B Down (eds), The SAGE handbook of critical pedagogies, vol. 1, SAGE Publications, United Kingdom.

Kervin, L, Comber, B & Woods, A. (2020), 'Children learning to write in early primary classrooms', in H Chem, D Myhill & H Lewis (eds), Developing writers across the primary and secondary years: growing into writing, Routledge, Abingdon, UK.

McInnes, E, Whitington, V, Diamond, A & Neill, B. (2020), 'Embedding wellbeing and creating community in classrooms', in K Brettig (ed), Building stronger communities with children and families, 2nd edn, Cambridge Scholars Publishing, Newcastle on Tyne, pp. 123-149.

Paige, K. and D. Lloyd. (2020). An Ecojustice framework for teaching Environmental Sustainability and STEM The Art of Teaching Primary Science. V. Dawson and G. Venville. Sydney, NSW, Routledge.

Pilz, M, Harris, R, Zenner-Höffkes, L & Zirkle, C. (2020), 'Undertaking comparative VET research in international teams: the example of exploring recruitment and training cultures in SMEs in Germany, Australia and the United States', in M Pilz & J Li (eds), Comparative Vocational Education Research: Enduring Challenges and New Ways Forward, Springer Fachmedien Wiesbaden, Wiesbaden, pp. 291-309.

Spears, B & Slee, P. (2020), 'Australia’s approach to addressing bullying and well-being: a national collective response', in J Cohen & DL Espelage (eds), Feeling safe in school: bullying and violence prevention around the world, Harvard University Press, Massachusetts, pp. 17-38.

2019

Baak, M, Summers, R, Masocha , S, Tedmanson, D, Gale, P, Pieters, J & Kuac, A 2019, 'Surveillance, belonging and community spaces for young people from refugee backgrounds in Australia', in S Habib & MRM Ward (eds), Youth, Place and Theories of Belonging, 1st edn, Routledge, London, pp. 25-38.

Bottroff, V, Spears, B & Slee, P 2019, 'Bullying Issues for Students on the Autism Spectrum and their Families', in R Jordan, JM Roberts & K Hume (eds), The SAGE Handbook of Autism and Education, SAGE Publications Ltd, United Kingdom, pp. 466-480.

Brennan, M 2019a, 'Community-oriented pre-service teachers: the limits of activism', in L Beckett (ed), Teacher learning: policy, partnerships, pedagogies and politics, unpublished accepted manuscript edn, Routledge, London, pp. 1-14.

Bridgstock, R & Tippett, N 2019b, 'A connected approach to learning in higher education', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 1-20.

Bridgstock, R & Tippett, N 2019c, 'Connectedness capabilities', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 22-29.

Bridgstock, R & Tippett, N 2019d, 'Connectedness pedagogies', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 91-99.

Bridgstock, R & Tippett, N 2019e, 'Institutional Enabling Strategies', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 182-189.

Bridgstock, R & Tippett, N 2019f, 'Future connections: implications for connectedness strategy, pedagogy and capability in higher education', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 250-265.

Brock, C & Harris, P 2019, 'Using Multiliteracies as a Lens to Explore Young Children’s Engagement with Multimodal Texts', in B Exley & A Woods (eds), Literacies in early childhood: foundations of equity and quality, Oxford University Press, Melbourne.

Cominos, N, Caldwell, D & Gloede, K 2019, 'Brotherhood and belonging: creating pedagogic spaces for positive discourse of Aboriginal youth', in S Habib & MRM Ward (eds), Youth, Place and Theories of Belonging, Routledge, Oxford, pp. 92-108.

Downs, B & Sullivan, A 2019, 'Classroom-ready teachers: gaps, silences and contradictions in the Australian Report into Teacher Education', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 39-61.

Exley, B, Brock, C, Harris, P & Camaitoga, U 2019, 'Early years EAL/D learners: proficiencies, trans-languages and pedagogic identities', in B Exley & A Woods (eds), Literacies in early childhood: foundations of equity and quality, Oxford University Press, Melbourne, pp. 115-128.

Harris, R (2019). ‘Enhancing work-based learning: Different ‘trainer’ roles, different types of guidance?’, in Anke Bahl and Agnes Dietzen (Eds.). Work-based learning as a pathway to competence-based education. (pp. 236-251). Bonn, Germany: Federal Institute for Vocational Education and Training.

Harris, R. (2019). ‘Reflections on VET teacher education in Australia, against the backdrop of VET teacher education in Germany’, in Matthias Pilz, Kathrin Breuing & Stephan Schumann (Eds.), Vocational education and training: Between tradition and modernity. Wiesbaden: Springer VS, pp. 347-363.

Harris, P, Peterson, A & Brock, C 2019, 'Transforming young children’s literacy education for their democratic participation', in M Apple & S Riddles (eds), Re-Imagining Education for Democracy, Routledge, London, pp. 112-127.

Heugh, K & Stroud, C 2019, 'Multilingualism in South African Education: A Southern Perspective', in R Hickey (ed), English in Multilingual South Africa: The Linguistics of Contact and Change, Cambridge University Press, Cambridge, pp. 216-238

Johnson, B, Sullivan, A & Simons, M 2019, 'Teacher retention: some concluding thoughts', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 211-220.

Johnson, B, Sullivan, A, Simons, M & Peters, J 2019, 'How School Leaders Attract, Recruit, Develop and Retain the Early Career Teachers They Want', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 101-122.

Kervin, L, Comber, B & Baroutsis, A 2019, 'Sociomaterial dimensions of early literacy learning spaces: moving through classrooms with teacher and children', in H Hughes, J Franz & J Willis (eds), School spaces for student wellbeing and learning: insights from research and practice, Springer, Singapore, pp. 21-38.

Kervin, L, Woods, A, Comber, B & Baroutsis, A 2019, 'Mobilising critical literacies: Text production in children's hands ', in G Oakley (ed), Mobile Technologies in Children’s Language and Literacy, Emerald Publishing Limited, pp. 119-132.

Manolev, J, Sullivan, A & Slee, R 2019b, 'The datafication of discipline: ClassDojo, surveillance and a performative classroom culture', in J Jarke & A Breiter (eds), The Datafication of Education, 1st edn, Routledge.

Marshall, V, Ey, L-A & Goddard, C 2019, 'Intimate partner violence as a form of child abuse', in I Bryce, Y Robinson & W Petherick (eds), Child abuse and neglect: Forensic issues in evidence, impact, and management, Academic Press, US, pp. 23–43.

McInnes, E 2019, 'Young Children’s Drawings after Sexual Abuse: Disclosure and Recovery', in E McInnes & A Mason (eds), Where To From Here? Examining Conflict-Related and Relational Interaction Trauma, Brill | Rodopi, Netherlands, pp. 47-69.

Peterson, A. and R. Hattam (2019). Critical race theory and teacher education: toward compassionate coalitions for the future. US, US Teachers College Press: 157-166.

Reid, A 2019b, 'Restoring the ‘publicness’ of public education', in J Wilkinson, R Niesche & S Eacott (eds), Challenges for Public Education: Reconceptualising Educational Leadership, Policy and Social Justice as Resources for Hope, Routledge, London, pp. 161-176.

Roberts, A, Fowler, M & Rigney, L-I 2019, 'The sounds of colonization: an examination of bells at Point Pearce Aboriginal Mission Station/Burgiyana, South Australia', in T Äikäs & A-K Salmi (eds), The Sound of Silence: Indigenous Perspectives on the Historical Archaeology of Colonialism, Berghan Books, Oxford.

Sisson, J 2019, 'Connecting theory and practice: collaborative figured worlds', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 123-141.

Sullivan, A, Johnson, B & Simons, M 2019a, 'Introduction', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 1-11.

Webb-Williams, J 2019, 'How Others Shape the Development of Children's Self-Perceptions: Implications for Early Years Education', in D Whitebread et al (eds), The SAGE Handbook of Developmental Psychology and Early Childhood Education, Sage London, pp. 133-150.

Zemblylas, M, Hattam, R & Lana, M 2019, 'Towards pedagogies of senseless kindness in critical education', in PL Thomas et al (eds), Pedagogies of kindness and respect: On the lives and education of children, Peter Lang, US.
Journal articles
Journal articles

2024

Down, B., Sullivan, A., Tippett, N., Johnson, B., Manolev, J., & Robinson, J. (2024). What is missing in policy discourses about school exclusions? Critical Studies in Education.

Garrett, R. (2024). ‘They can show you with their body’: affect, embodiment and access to learning. Sport, Education and Society, 29(1), 1-13.

Gulson, K. N., & Sellar, S. (2024) Anticipating disruption: artificial intelligence and minor experiments in education policy. Journal of Education Policy, 1-16.

Leonard, S. N., Devis, D., MacGill, B., Unsworth, P., Colton, J., & Fowler, S. (2024). Enhancing Empathy for Justice: A Methodology for Expansive Teacher Professional Development through Creative Body-Based Learning. Sustainability, 16(1).

Lewis, S., McGill, T., Lim, L., & Godwin, R. (2024). The role of technology-mediated feedback pre and post COVID-19: A case study of first-year communication students. Journal of University Teaching and Learning Practice, 21.

Memon, N. A., & chanicka, j. (2024). When religion intersects equity and inclusion: Muslim educator affective responses in Ontario public schools. Pedagogy, Culture & Society, 32(2), 535-552.

McInnes, E., Whitington, V., Neill, B., & Farndale, A. (2024). Professional Learning Supporting Multilingual Children's Social and Emotional Development in Diverse Australian Early Childhood Education and Care Settings. Early Childhood Education Journal.

McDonald, S. (2024). 'I don't feel like I belong': First-in-family girls' constructions of belonging and space during the transition from secondary school into university. Gender and Education.

McLinton, S. S., Menz, S. N., Guerin, B., & McInnes, E. (2024). Evidence-based guidelines for low-risk ethics applicants: A qualitative analysis of the most frequent feedback made by human research ethics proposal reviewers. Journal of Academic Ethics.

Quane, K., & Booth, H. (2024). Unpacking mathematical thinking: The case of describing and explaining thinking. Australian Primary Mathematics Classroom, 28, 21-28.

Sisson, J., Hattam, R., Rigney, L.-I., & Morrison, A. (2024). Co-constructed engagement with Australian Aboriginal families in early childhood education Teachers and Teaching: Theory and Practice.

Stahl, G., & McDonald, S. ‘I’d rather not bring any attention to myself’: shyness and belonging(s) during the first-year university experience. Research in Post-Compulsory Education, 1-19. 9

Stahl, G., Scholes, L., McDonald, S., Mills, R., Lunn Brownlee, J., & Comber, B. (2024). Scoping review of conceptions of literacy in middle school science. Research Papers in Education, 39(1), 134-154.

Thomson, P., & Greany, T. (2024). The best of times, the worst of times: Continuities in school leaders' work in uncertain times. Educational Management Administration & Leadership.

Wallwork, S. B., Nichols, S., Jordan, A., Noel, M., Madden, V. J., & Lorimer Moseley, G. Harnessing children's picture books to socialize children about pain and injury: a qualitative study. The Journal of Pain.

Yoshida, R. (2024). Autoethnography of a Japanese academic in an Australian university: the development and changes of professional identity. Higher Education.

Yoshida, R., & Nichols, S. (2024). The multiple resources of refugee students: a language portrait inquiry. International Journal of Multilingualism, 21(1), 379-399.

2023

Alkouatli, C., Abdalla, M., Faris, N., & Hidayah, S. N. Architects of change: female Islamic school leaders in Australia & New Zealand. International Journal of Leadership in Education, 1-30.

Alkouatli, C., Memon, N., Chown, D., & Sai, Y. (2023). Something more beautiful: educational and epistemic integrations beyond inequities in Muslim-minority contexts. Journal for Multicultural Education, 17(4), 406-418.

Alzaareer, A., & Abdalla, M. (2023). Exploring motivations and benefits of volunteering: the perspectives of high school students in selected Australian Islamic schools. Religions.

Baak, M., McDonald, S., Johnson, B., & Sullivan, A. (2023). Why school context matters in refugee education. Educational Research for Policy and Practice.

Baak, M., Miller, E., Johnson, B., & Sullivan, A. (2023). Structure and agency in the development of education policies for refugee-background students. The Australian Educational Researcher, 50(2), 561-579.

Black, A., & Down, B.(2023) Social class and streaming in contexts of educational disadvantage: what young people have to say. Ethnography and Education, 1-16.

Brass, T., Kennedy, J. P., Gabriel, F., Neill, B., Devis, D., & Leonard, S. (2023). Learning analytics for lifelong career development: a framework to support sustainable formative assessment and self-reflection in programs developing career self-efficacy. Frontiers in Artificial Intelligence.

Bernard, P, Stahl, G & McDonald, S 2023, 'Exploring the experiences of women social entrepreneurs: Advancing understandings of emotional capital in women-only networks.', Feminist Review.

Bilic, S., & Thai, T. (2023). 'One day I will make it to university': Students from Refugee Backgrounds in University Pathway Programs. International Journal of Learning, Teaching and Educational Research, 22, 217-241.

Caldwell, D. (2023). Enacting power, solidarity and masculinity in sport: A discourse analysis of the language-in-action of Aboriginal boys. International Journal of Educational Research.

Calonge, D. S., Shah, A. M., Aguerrebere, P. M., Abdulla, N., Connor, M., Badr, M., & Blakemore, E. (2023). Should I stay or should I go? International students' challenges and opportunities to secure employment in their host country after graduation. A scoping review using PRISMA. Journal of Applied Learning & Teaching, 6.

Coffey, J., Senior, K., Haro, A., Farrugia, D., Threadgold, S., Cook, J., Davies, K., & Shannon, B. (2023). Embodying debt: youth, consumer credit and its impacts for wellbeing. Journal of Youth Studies, 1-21.

Colton, J., Serafini, F., Lovett, T., Forrest, S., Gale, J., Gehling, K., Shin, A.-M., & Carter, J. (2023). Readers matter: seven transactions with the visual, linguistic and material elements in a picture book. The Australian Journal of Language and Literacy.

Comber, B. (2023). An interview with Professor Barbara Comber. Literacy 57(2), 37-48.

Comber, B., & Hayes, D. (2023). Classroom participation: teachers' work as listeners. Journal of Curriculum Studies.

Cook, J., Davies, K., Farrugia, D., Threadgold, S., Coffey, J., Senior, K., Haro, A., & Shannon, B. (2023). Buy now pay later services as a way to pay: credit consumption and the depoliticization of debt. Consumption Markets & Culture, 26(4), 245-257.

Cronshaw, S., Stokes, P., & McCulloch, A. (2023). Outside looking in: Gendered roles and the wellbeing of working student mothers studying for a part‐time PhD. Higher Education Quarterly.

Davis, C., Cook, C., Syme, S., Dempster, S., Duffy, L., Hattam, S., Lambrinidis, G., Lawson, K., & Levy, S. (2023). Benchmarking Australian Enabling Programs for a National Framework of Standards. Student Success.

Farndale, A., & Reichelt, V. (2023). Children's communicative capital: promoting inclusive storying in a diverse preschool community through critical participatory action research. Journal of Early Childhood Literacy.

Green, D., Price, D., & Emanuele, G. (2023). Response: Historical empathy: ethical and culturally responsive history teaching. Public History Weekly.

Green, D. M., Price, D. A., & Spears, B. A. (2023). Persistent bullying and the influence of turning points: learnings from an instrumental case study. Pastoral Care in Education, 1-21.

Hartong, S & Manolev, J 2023, 'The construction of (good) parents (as professionals) in/through learning platforms', Journal for International Comparative and Multicultural Education, vol. 29, no. 1, pp. 93-116.

Harris, P. (2023). In the key of child major: Engaging with children’s voices through and about music. International Journal of Music in Early Childhood, 18(1), 25-41.

Harris, K. M., Wang, L., Mu, G. M., Lu, Y., So, C., Zhang, W., Ma, J., Liu, K., Wang, W., Zhang, M. W. B., & Ho, R. C. (2023). Measuring the suicidal mind: the 'open source' Suicidality Scale, for adolescents and adults. PloS one.

Haggerty, B., Paige, K., & O’Keeffe, L. (2023). A transdisciplinary approach to teaching citizen science in a primary classroom. Teaching Science, 69(2), 11-20.

Heugh, K. (2023). Multilingualism, plurilingualism, translanguaging and transknowledging: recharting languages education futures. Babel, 57, 7-11.

Heugh, K. 2023, 'Heading South, Unmuting Multilingualisms: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education”. Language Learning

Howlett, P., Pudney, P., & Albrecht, A. (2023). An optimal train journey with bounds on energy consumption during specified intermediate time intervals. Journal of Rail Transport Planning & Management, 27, 100391.

Kennedy-Behr, A., & Webb-Williams, J. L. Capturing children's play behaviours in outdoor environments: A comparative analysis of play in early adolescence at primary school versus high school. Australian Occupational Therapy Journal.

Kettle, M., Heimans, S., Biesta, G., & Takayama, K. (2023). Teaching, education, and the politics of English. Asia-Pacific Journal of Teacher Education, 51(5), 409-412.

Kester, K., Masemann, V., Takayama, K., & Hayhoe, R. (2023). Learning from Asia: an APER collective response to the special issue on “Asia as Method”. Asia Pacific Education Review, 24(2), 281-289.

Leonard, S., Repetto, M., Kennedy, J., Tudini, V., & Fowler, S. (2022). Designing Maker initiatives for educational inclusion. International Journal of Technology and Design Education, 33, 1-17.

Li, Y.-C., Lingard, B., Reyes, V., & Sellar, S. (2021). Performative bilingual policy: an analysis of two Taiwanese White Papers on international education. Compare: A Journal of Comparative and International Education, 53, 1-16.

Maia, J., Windle, J., & Jorge, M. (2023). Transperipheries: a proposal for socially engaged research. Brazillian Journal of Applied Linguistics.

Matthews, B., Shannon, B., & Roxburgh, M. (2023). Destroy All Humans: The Dematerialisation of the Designer in an Age of Automation and its Impact on Graphic Design - A Literature Review. The International Journal of Art & Design Education.

McDonald, S. (2023). Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies. International Journal of Educational Research, 122, 102255.

McDonald, S., Burnard, P., & Stahl, G. (2023). Exploring the Experiences of Women Social Entrepreneurs: Advancing Understandings of ‘Emotional Capital’ in Women-only Networks. Feminist Review, 134(1), 86-103.

McHendrie, T., Zufferey, C., Bilic, S., & Loeser, C. (2023). Unruly female spectators at the Melbourne Cup in Australia: media discourses about women and alcohol consumption. Feminist Media Studies, 23(6), 2576-2591.

McLachlan, K., & Tippett, N. Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education. Assessment & Evaluation in Higher Education, 1-16.

MacGill, B. (2023). Decolonising Art and Design through standpoint theory, embodied learning and deep listening. International Journal of Art & Design Education.

MacGill, B., Jattan, S., Lal, D., Narain, B., Neill, B., Nayaca, Y., Diamond, A., & Camaitoga, U. (2023). Ethics of care: Pedagogical encounters from Oceania. Qualitative Research Journal.

Memon, N., Schulz, S., Kelly, S., & Chown, D. (2023). Schools, religion, and affect: unpacking Australian educator discomfort. Asia-Pacific Journal of Teacher Education, 1-17.

Moita-Lopes, L. P., & Windle, J. (2023). Rescaling the global borderlands: Transperipheral projections from ‘the heart of the Amazon’. Language in Society, 52(1), 129-149.

Mwanri, L, Miller, E, Walsh, M, Baak, M & Ziersch, A 2023, 'Social Capital and Rural Health for Refugee Communities in Australia', International Journal of Environmental Research and Public Health, vol. 20, no. 3, p. 2378.

Nichols, S. (2023). Love matters: the case for an inclusive, contemporary approach to romance themes and texts in subject English. Australian Journal Of Language And Literacy.

O’Keeffe, L., Clarke, C., McDonald, S., & Comber, B. (2023). Mathematics homework and the potential compounding of educational disadvantage. British Journal of Sociology of Education, 1-17.

Paige, K., O'Keeffe, L., & Osborne, S. (2023). Silence is not an option: pre-service teachers embedding First Nation knowledge and practices in primary/middle mathematics and science. International Journal of Science Education, 1-18.

Phillips, L. G., de Rivera, L., & Harris, P. (2023). Platforms and possibilities: a scoping study of curriculum resources for global citizenship education. The Australian Educational Researcher.

Price, D., & Green, D. (2023). Response: The place of deep mapping in humanities and social sciences (HASS) teaching. Public History Weekly.

Radford, D., Tan, G., Hetz, H., Krivokapic-Skoko, B., & Hassani, A. A whole-of-community approach: local community responses to refugee settlement–integration in rural Australia. Australian Geographer, 1-21.

Reupert, A, Sullivan, A, Tippett, N, White, S, Woodcock, S, Chen, L & Simons, M 'An Exploration of the Experiences of Substitute Teachers: A Systematic Review', Review of Educational Research, vol. 0, no. 0.

Rigney, L.-I., & Kelly, S. (2023). Reterritorialising pedagogies of listening: bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles. Discourse: Studies in the Cultural Politics of Education, 44(1), 147-161.

Sauchelli, I., Heath, G., Richardson, A., Lewis, S., & Lim, L.-A. (2023). You’ve Got Mail: A Technology-Mediated Feedback Strategy to Support Self-Regulated Learning in First-Year University Students. Student Success.

Selim, N. (2023). Adolescent non-Arab Muslims learning Arabic in Australian Schools: expectations, experiences, and implications. Religions.

Scholes, L., McDonald, S., Stahl, G., & Comber, B. (2023). Many truths, many knowledges, many forms of reason: Understanding middle-school student approaches to sources of information on the internet. British Educational Research Journal.

Schulz, S, Rigney, L-I, Zembylas, M, Hattam, R & Memon, N 2023, 'Affect and the force of counter stories: learning racial literacy through thinking and feeling', Pedagogy, Culture & Society, pp. 1-18.

Seekamp, S., Ey, L. A., & Tsiros, M. D. (2023). Partnering with families known to child protection in an interprofessional context. Child Abuse Negl, 145, 106426.

Sisson, J. (2023). Bringing children's and Teachers' agency together to create meaningful learning that matters in a diverse preschool. International Journal of Early Childhood: Special issue: Reimagining cultures of peace and democratic citizenship.

Soong, H., & Maheepala, V. (2023). Humanising the internationalisation of higher education: enhancing international students’ wellbeing through the capability approach. Higher Education Research & Development, 42(5), 1212-1229.

Stahl, G., Baak, M., Schulz, S., & Peterson, A. (2023). A cautionary tale: CVE policy actors managing risk in Australian schools. Current Sociology, 71(5), 905-923.

Stahl, G & McDonald, S 2023, 'Investigating the role of gender, social class and curriculum in the First-in-Family Higher Education Experience.', Educational Review.

Stahl, G., Mu, G. M., & Dai, K. (2023). A fish in many waters? addressing transnational habitus and the reworking of Bourdieu in global contexts. Sociological Research Online.

Stahl, G., Scholes, L., McDonald, S., Mills, R., & Comber, B. (2023). Boys, science and literacy: place-based masculinities, reading practices and the ‘science literate boy’. Research Papers in Education, 38(3), 328-356.

Stahl, G., Schulz, S., Baak, M., & Adams, B. (2023). “You fight your battles and you work out how you’re going to change”: the implementation, embedding and limits of restorative practices in an Australian rural community school. Asia-Pacific Journal of Teacher Education, 1-19.

Stahl, G, McDonald, S & Stokes, J 2023, 'Indigenous University Pathways, WIL and the Strengthening of Aspirations: Robbie's Journey as a Learner', Higher Education Research & Development.

Takayama, K. (2023). Decolonial interventions in the postwar politics of Japanese education: Reassessing the place of Shinto in Japanese language and moral education curriculum. Revista Española de Educación Comparada(43), 71-87.

Takayama, K., Kettle, M., Heimans, S., & Biesta, G. (2023). Editorial: excavating ‘meaningful differences’ in Asia-Pacific teacher education research. Asia-Pacific Journal of Teacher Education, 51(4), 323-327.

Tippett, N., Baak, M., Johnson, B., & Sullivan, A. (2023). What is ‘fair’ and ‘just’ in refugee education? How teachers and school leaders negotiate competing discourses of ‘equity’ and ‘equality’ in Australia. International Journal of Inclusive Education, 1-16.

Whitington, V., Sisson, J., & Shin, A.-M. (2023). Enacting everyday democratic pedagogies in a birth-five early years setting. The Australian Educational Researcher.

Windle, J. (2023). Rescaling the new sociology of education. Curriculum Perspectives, 43(2), 199-202.

Windle, J., & Jorge, M. (2023). Rethinking Rights and Inequalities in Language Studies. Gragoatá.

Windle, J., Souza, A., Silva, D., Zaidan, J., Maia, J., Muniz, K., & Lorenso, S. (2023). Towards a transperipheral paradigm: An agenda for social engaged research. Working Papers in Urban Language and Literacies.

Windle, J., & de Araujo Rosa, J. (2023). Navigating Critical Language Education at the Crossroads of Neonationalism and Neoliberalism: The Role of Border Talk. tesol quarterly.

Windle, J., Heugh, K., French, M., Armitage, J., & Chan, L.-C. (2023). Reciprocal multilingual awareness for linguistic citizenship. Language Awareness, 32, 1-18.

Windle, J., Heugh, K., French, M., Armitage, J., & dos Santos, G. N. (2023). Southern multilingual moves in education: agency, citizenship, and reciprocity. Critical Inquiry in Language Studies, 1-19.

Yin, Y. M., & Mu, G. M. (2023). Thriving in the neoliberal academia without becoming its agent? Sociologising resilience with an early career academic and a mid-career researcher. Higher Education.

Zhang, Y., Mu, G. M., & Hu, Y. (2023). Gauging 21st century competencies of Chinese students: a rural-urban comparative perspective. Journal of Research on Educational Effectiveness.

2022

Anlimachie, M. A., Avoada, C., & Amoako-Mensah, T. (2022). Leapfrogging Inequality Strategies for Transformed Rural Education: A School District Case, Ghana. Australian and International Journal of Rural Education, 32(1), 33–51.

Baak, M., Miller, E., Johnson, B. et al. Structure and agency in the development of education policies for refugee-background students. Aust. Educ. Res. (2022).

Baak, M, Miller, E, Johnson, B & Sullivan, A (2022), 'Structure and agency in the development of education policies for refugee-background students', The Australian Educational Researcher, 2022/01/17.

Biesta, G, Heugh, K, Cervinkova, H, Rasinski, L, Osborne, S, Forde, D, Wrench, A, Carter, J, Safstrom, CA, Soong, H, O'Keeffe, S, Paige, K, Rigney, L-I, O'Toole, L, Hattam, R, Peters, MA & Tesar, M 2022, 'Philosophy of education in a new key: publicness, social justice, and education a South-North conversation', Educational Philosophy and Theory, vol. 54, no. 8, pp. 1216-33.

Brennan, M, Carusi, T, Clarke, M, Heck, D, Heimans, S, Reid, J-A & Singh, P 2022, 'What has been “missing” or “missed” over the last 50 years in APJTE?', Asia-Pacific Journal of Teacher Education, vol. 50, no. 3, pp. 233-48.

Brennan, M (2022), 'Teachers and students as researchers: rebuilding curriculum inquiry for the future', Curriculum Perspectives, vol. 42, no. 1, 2022/04/01, pp. 85-89.

Brown, JL (2022), 'Educating in the context of ‘Dispersal’: rural schools and refugee-background students', International Journal of Inclusive Education, pp. 1-15

Colton, J, Mignone, J & Newport-Peace, D 2022, 'Nodes of tension: negotiating epistemic fluency in interdisciplinary co-teaching', Australian Educational Researcher, vol. 49, no. 3, pp. 511-27.

Colton, J, O’Keeffe, L, Barry, G, White, B & White, J (2022), 'Teacher’s perceptions of pedagogical practices in innovative learning spaces', Pedagogy, Culture & Society, pp. 1-23.

Comber, B & Hayes, D 2022, 'Classroom participation: Teachers’ work as listeners', Journal of Curriculum Studies, pp. 1-12.

Dooly, M & Tudini, V 2022, ''We should google that': the dynamics of knowledge-in-interaction in an online student meeting', Classroom Discourse, vol. 13, no. 2, pp. 188-211.

Fenwick, L & Herrington, M 2022, 'Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction', Language and Education, vol. 36, no. 1, pp. 43-58.

Fenwick, L & Unsworth, L 2022, 'Including visual representations within senior high school biology assessment: considerations of grammatical complexity', Curriculum Journal, pp. 1-25.

Garrett, R. (2022). Inspiring engagement through creative and embodied learning. Curriculum Studies in Health and Physical Education, 0(0), 1–14.

Garrett, R (2022), '‘They can show you with their body’: affect, embodiment and access to learning', Sport, Education and Society, pp. 1-13.

Green, DM, Taddeo, CM, Price, DA, Pasenidou, F & Spears, BA (2022), 'A Qualitative Meta-Study of Youth Voice and Co-Participatory Research Practices: Informing Cyber/Bullying Research Methodologies', International Journal of Bullying Prevention.

Hattam, SK & Weiler, T 2022, 'Reframing the 'illegitimate' academic: the critical role of professional development for sessional staff', Teaching in Higher Education, pp. 1-19.

Hetz, H 2022, 'The concept of the 'good refugee' in Cambodian and Hazara refugee narratives and self-representation', Journal of Refugee Studies, vol. 35, no. 2, pp. 874-92.

Hickey, A, Riddle, S, Robinson, J, Down, B, Hattam, R & Wrench, A (2022), 'Relational pedagogy and the policy failure of contemporary Australian schooling: activist teaching and pedagogically driven reform', Journal of Educational Administration and History.

Heugh, K, French, M, Arya, V, Pham, M, Tudini, V, Billinghurst, M, Tippett, N, Chang, L-C, Nichols, J & Viljoen, J-M 2022, 'Multilingualism, translanguaging and transknowledging: translation technology in EMI higher education', AILA Review, vol. 35, no. 1, pp. 89-127.

Jarldorn, M, Neill, B & Fisk, L (2022), 'The Complexities of Accessing and Keeping Housing for Formerly Incarcerated Women in South Australia', Parity Australia's national homelessness publication.

Kelly, S., & Rigney, L.-I. (2022). Unsettling the reason of time: Indigenist epistemology and the child in the Australian curriculum. Discourse: Studies in the Cultural Politics of Education, 43(3), 386-404.

Kettle, M, Burnett, B, Lampert, J, Comber, B & Barnes, N 2022, 'Conceptualising Early Caeer Teachers' Agency and Accounts of Social Action in Disadvantaged Schools', Australian Journal of Teacher Education, vol. 47, no. 8.

Kitabayashi, H., Ó Riain, S., Bishowkarma, A., & Heugh, K. (2022), Discussion on sociolinguistic trends across the world. Linguistics

Leonard, SN, O’Keeffe, L, White, B, O’Leary, M & Sloan, K 2022, 'The STEM Crisis and Teacher Practice: Exploring Responses to the Competing Discursive Arrangements of Education in the Sciences in a Catholic School Setting', Education Sciences, vol. 12, no. 10, p. 709.

Leonard, SN, Repetto, M, Kennedy, JP, Tudini, E & Fowler, S 2022, 'Designing maker initiatives for educational inclusion', International Journal of Technology and Design Education, pp. 1-17.

Lloyd, D & Paige, K 2022, 'Learning science locally: Community gardens and our future', Frontiers in Education.

MacGill, B 2022, 'The Australian Curriculum, Assessment, and Reporting Authority (ACARA)—holding responsibility: the arts curriculum and the cross-curriculum priorities', Curriculum Perspectives, vol. 42, no. 2, 2022/09/01, pp. 185-89.

MacGill, B, Whitehead, K., Rigney, L.I., (2022), Culture and education with Alice Rigney (1942-2017), Australia’s first Aboriginal woman school principal, History of Education Review,

Maher, K 2022, 'The Aboriginal and Torres Strait Islander histories and cultures cross curriculum priority: pedagogical questions of Country, colonialism and whose knowledge counts', The Social Educator, vol. 40, no. 2, pp. 3-17.

Maire, Q & Windle, J 2022, 'The contribution of the International Baccalaureate Diploma to educational inequalities: reinventing historical logics of curriculum stratification in a comprehensive system', Educational Review, vol. 74.

Miller, E., Ziaian, T., de Anstiss, H., & Baak, M. (2022), Ecologies of Resilience for Australian High School Students from Refugee Backgrounds: Quantitative Study. International Journal of Environmental Research and Public Health, 19(2), 748.

Mu, GM & Pang, B 2022, 'Repurposing field analysis for a relational and reflexive sociology of Chinese diasporas', Educational Philosophy and Theory, vol. 54, no. 12, 2022/10/15, pp. 2121-32.

Mu, GM, Wang, Y, Zhu, N & Zhou, D 2022, 'Resilience to neoliberal structural constraints: lessons from Chinese inclusive education teachers', International Journal of Inclusive Education, pp. 1-16.

Neumann, MM, Park, E, Soong, H, Nichols, S & Selim, N 2022, 'Exploring the social media networks of primary school children', Education 3-13, pp. 1-15.

Nichols, S & Selim, N (2022), 'Digitally Mediated Parenting: A Review of the Literature', Societies, vol. 12, no. 2, p. 60.

O'Keeffe, L & White, B 2022, 'Supporting Mathematics Pre-Service Teachers Reflection with 360degree Video and the Knowledge Quartet', Australian Journal of Teacher Education, vol. 47, no. 3.

Olliff, L., Baak, M., Baddeley, M., Lino Lejukole, J., Munyonge, E., Saidi, I., & Treuren, G. J. M. (2022), “We will start building from that”: Social capital, social networks and African migrants’ job-seeking experiences in Australia. Australian Journal of Social Issues, 00, 1– 18.

Peters, MA, Means, AJ, Ericson, DP, Tukdeo, S, Bradley, JPN, Jackson, L, Mu, GM, Luke, TW & Misiaszek, GW 2022, 'The China-threat discourse, trade, and the future of Asia. A Symposium', Educational Philosophy and Theory, vol. 54, no. 10, 2022/08/24, pp. 1531-49.

Price, D 2022, 'The Australian Curriculum over a decade: the status of the promises, problems, and possibilities', Curriculum Perspectives, vol. 42, no. 2, pp. 181-83

Rowlands, K, MacGill, B & Meiners, J 2022, 'First Nations dance in the school curriculum: Perspectives from an Australian university', International Journal of Education & the Arts

Seekamp, S, Ey, L-A, Wright, S, Herbert, J & Tsiros, MD 2022, 'Service delivery goals and underlying interprofessional practices: A scoping review to support interprofessional collaboration in the field of child protection', Children and Youth Services Review, vol. 143.

Selim, N & Abdalla, M (2022), 'Exploring Motivation and Engagement: Voices of Adolescent Non-Arab Muslim Learners of Arabic at Australian Islamic Schools', Religions, vol. 13, no. 6, p. 560.

Shardlow, M, Sellar, S & Rousell, D 2022, 'Collaborative augmentation and simplification of text (CoAST): pedagogical applications of natural language processing in digital learning environments', Learning Environments Research, vol. 25, no. 2, pp. 399-421.

Soong, H 2022, 'Raising cosmopolitan children: Chinese middle-class parents' educational strategies', Comparative Education, vol. 58, no. 2, pp. 206-23.

Soong, H., D. Radford, H. Hetz, A. Wrench, R. Reid-Nguyen and B. Lucas (2022), "Intergenerational aspirations for educational and employment success of refugee youth." International Journal of Inclusive Education: 1-18.

Spears, BA & Green, DM (2022), 'The challenges facing pastoral care in schools and universities due to the COVID-19 pandemic', Pastoral Care in Education, pp. 1-10.

Stahl, G, Brock, C, Sharplin, E, Caldwell, D, Young, J & Boyd, F (2022), '“Because the rules out there are different…”: a case study of pre-service teachers’ experiences in remote Australian Indigenous education', Asia Pacific Journal of Education, pp. 1-14.

Stahl, G., L. Scholes, S. McDonald, R. Mills, J. Lunn Brownlee and B. Comber (2022), "Scoping review of conceptions of literacy in middle school science." Research Papers in Education: 1-21.

Thompson, G, Sellar, S & Buchanan, I 2022, '1996: the OECD policy-making assemblage', Journal of Education Policy, vol. 37, no. 5, pp. 685-704.

Windle, J & Amorim Possas, L 2022, 'Translanguaging and Educational Inequality in the Global South: Stance-taking amongst Brazilian Teachers of English', Applied Linguistics.

Windle, JA & Fensham, PJ 2022, 'Connecting rights and inequality in education: openings for change', The Australian Educational Researcher, 2022/11/01.

Windle, J 2022, 'School segregation in Rio de Janeiro: geographical, racial and historical dimensions of a centre-periphery dynamic', Comparative Education, vol. 58, no. 1, pp. 91-105.

Xing, C, Mu, GM & Henderson, D 2022, 'Problematising English monolingualism in the ‘multicultural’ university: a Bourdieusian study of Chinese international research students in Australia', Journal of Multilingual and Multicultural Development, pp. 1-13.

Xing, C, Mu, GM & Henderson, D 2022, 'Submission or subversion: survival and resilience of Chinese international research students in neoliberalised Australian universities', Higher Education, vol. 84, no. 2, 2022/08/01, pp. 435-50.

Yin, YM & Mu, GM 2022, 'Examination-oriented or quality-oriented? A question for fellows of an alternative teacher preparation program in China', The Australian Educational Researcher, vol. 49, no. 4, 2022/09/01, pp. 727-42.

Yin, YM & Mu, GM 2022, 'Reproducing the urban or reappraising the local? Extracurricular activities developed by fellows in an alternative teacher preparation programme in China', Journal of Education for Teaching, vol. 48, no. 1, 2022/01/01, pp. 21-34.

Yoshida, R 2022, 'Emotions of Japanese language learners in and out of class', Australian Review of Applied Linguistics.

Yoshida, R & Nichols, S 2022, 'The multiple resources of refugee students: a language portrait inquiry', International Journal of Multilingualism, pp. 1-21.

2021

Armfield, J, Ey, LA, Zufferey, C, Gnanamanick, ES & Segal, L (2021) 'Educational strengths and functional resilience at the start of primary school following child maltreatment', Child abuse and neglect.

Biesta. B, Heugh. K, Cervinkova. H, Rasiński. L, Osborne.S, Forde. D, Wrench. A, Carter. J, Säfström. CA, Soong. H, O’Keeffe. S, Paige. K, Rigney. L-I, O’Toole. L, Hattam. R, Peters. MI & Tesar. M (2021) 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation', Educational Philosophy and Theory

Brennan, M, Mayes, E & Zipin, L (2021) ‘The contemporary challenge of activism as curriculum work’, Journal of Educational Administration and History.

Brock, CH, Caldwell, D, Rehbein, TL & Boyd, FB (2021) ‘An ode to a state park: creating poetry during a summer writing camp’, The Reading Teacher.

Comber, B. (2021). "Thinking spatially: a springboard to new possibilities." Australian Geographer: 1-5.

Clayton, B. and R. Harris (2021). "VET research: where have we been? A qualitative content analysis of an Australian vocational education journal, 1993 to 2019." International Journal of Training Research: 1-17.

Doran, YJ, Caldwell, D, Ross, AS (2021) ‘Language in action: sport: mode and division of semiotic labour’, Language, Context and Text, vol. 3, no.2, pp. 274-301

Ebbeck, M., H. Y. B. Yim, S. Y. Ho and M. Sharma (2021) "Continuity of Care: Primary Caregiving in Singapore." Early Childhood Education Journal.

Ey, L & Campbell, M (2021) ‘Australian early childhood teachers’ understanding of bullying’ Journal of Interpersonal Violence, pp. 1-26

Fenwick, L. and Herrington, M. (2021) 'Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction', Language and Education.

Harris, P., Brock, C., McInnes, E., Neill, B., Diamond, A., and Camaitoga, U. (2021) Co-Creating Multilingual Books with Children to Foster their Literacies, The Reading Teacher, 76

Hickey, A., S. Riddle, J. Robinson, B. Down, R. Hattam and A. Wrench (2021) "Relational pedagogy and the policy failure of contemporary Australian schooling: activist teaching and pedagogically driven reform." Journal of Educational Administration and History: 1-15.

Lunn Brownlee, J., L. Ferguson, L. Scholes, S. McDonald, G. Stahl, B. Comber and R. Mills (2021) "Middle school students’ science epistemic beliefs – Implications for measurement." International Journal of Educational Research.

Memon, N (2021) 'Islamic Pedagogy for Islamic Schools', Oxford University Press.

Miller, E, Ziaian, T, de Anstiss, H & Baak, M (2021) 'Practices for inclusion, structures of marginalisation: experiences of refugee background students in Australian secondary schools', The Australian Educational Researcher

Miller, E, Ziaian, T, Baak, M & de Anstiss, H (2021) 'Recognition of refugee students’ cultural wealth and social capital in resettlement', International Journal of Inclusive Education, pp. 1-18.

Mills, R. Scholes, L, Stahl, G. McDonald, S. Comber, B. & Lunn Brownlee, J. (in press). How do rural Australian students’ ethnogeographies related to people and places influence their STEM career aspirations? International Journal of Science Education

Nascimentio, G. and J. Windle (2021). "The Unmarked Whiteness of Brazilian Linguistics: From Black-as-Theme to Black-as-Life." Linguistic Anthropology.

Nichols, S. & Stahl, G. (2021) The performance of masculine identities in a mediated world: Young men’s commentary on male celebrities. NORMA: International Journal of Masculinity Studies.

O’Keeffe, L. & Paige, K. (2021). Re-highlighting the potential of critical numeracy. Mathematics Education Research Journal.I33(2), 285-299.

Price, D. & Slee, R. (2021) 'An Australian Curriculum that includes diverse learners: the case of students with disability.' Curriculum Perspectives 41(1), pp. 71-81.

Quane, K., Chinnappan, M. & Trenholm, S. (2021). Draw yourself doing mathematics: developing an analytical tool to investigate the nature of young children’s attitudes towards mathematics. Mathematics Education Research Journal

Quane, K. (2021) Exploring algebraic expressions using the hundreds charts. Australian Mathematics Education Journal, 3(1), 16-22.

Rankin, J., R. Garrett and B. MacGill (2021) 'Critical encounters: enacting social justice through creative and body-based learning.' The Australian Educational Researcher 48(2): 281-302.

Reid, A (2021), 'Explicit instruction v inquiry-based teaching: A case study in narrowing the education debate', Professional Voice, vol. 14, no. 2.

Rigney, L-I & Kelly, S 2021, 'Reterritorialising pedagogies of listening: bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles', Discourse: Studies in the Cultural Politics of Education, pp. 1-15.

Scholes, L., G. Stahl, B. Comber, S. McDonald and J. L. Brownlee (2021) "‘We don’t read in science’: student perceptions of literacy and learning science in middle school." Cambridge Journal of Education: 1-16.

Scholes, L., & McDonald, S. (2021). Year 3 student career choices: Exploring societal changes in constructions of masculinity and femininity in career choice justifications. British Educational Research Journal.

Schulz, S, Baak, M, Stahl, G & Adams, B (2021), 'Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents', British Journal of Sociology of Education, pp. 1-19.

Scott, L., Pilla, L., O’Keeffe, L. & White, B. (2021). STEM through inquiry projects for students: A teacher's perspective. Teaching Science. 67(3), 26-37.

Sisson, J. H., A.-M. Shin and V. Whitington (2021) "Re-imagining family engagement as a two-way street." The Australian Educational Researcher.

Sisson, JH, Lash, M, Shin, A-M & Whitington, V (2021) 'Co-constructed leadership in early childhood education', International Journal of Leadership in Education, pp. 1-23.

Soong, H, Caldwell, D (2021) 'Tensions, transformations and travel: comparative narratives of 'becoming' a cosmpolitan educator through an overseas study tour in Singapore', Journal of Comparative & International Higher Education, vol. 13, no. 2, pp. 132-44.

Stahl, G., Baak, M., Schulz, S., Adams, B. and Peterson, A. (2021) 'Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools'. British Educational Research Journal.

Stahl, G., Baak, M., Schulz, S., & Peterson, A. (2021). A cautionary tale: CVE policy actors managing risk in Australian schools. Current Sociology.

Stahl, G, Scholes, L, McDonald, S, Mills, R & Comber, B 2021, 'Boys, science and literacy: Place-based masculinities, reading practices and the “science literate boy”', Research Papers in Education.

Sullivan, A, Tippett, N., Manolev, J., Baak, M., and Johnson, B (2021) 'Education department policy constructions within highly political contexts: A critical policy study of multiculturalism.', Journal for Education Policy.

Tudini, V. and Dooly, M. (2021) 'Complaining for rapport building: troubles talk in a preservice language teacher online video exchange'. Linguistics and Education.

Webb-Williams, J. L. (2021). "Teachers’ Use of Within-Class Ability Groups in the Primary Classroom: A Mixed Methods Study of Social Comparison." Frontiers in Psychology

Whitehead, K., MacGill, B. and Schulz, S. (2021) ‘Honouring Nancy Barnes, nee Brumbie (1927–2012), South Australia’s first qualified Aboriginal Kindergarten Director’, Australasian Journal of Early Childhood.

Whitehead, K, Schulz, S & MacGill, B 2021, 'From assimilation towards reconciliation with Amy Levai, nee O’Donoghue (1930–2013), South Australia’s first qualified Aboriginal infant teacher', The Australian Educational Researcher, 2021/10/12.

Windle, J 2021, 'School segregation in Rio de Janeiro: geographical, racial and historical dimensions of a centre-periphery dynamic', Comparative Education, pp. 1-15.

Windle, J. (2021). Identidade e subjetividade no ensino de língua inglesa. Identity and subjectivity in the teaching of English. Brazil, Brazil Tribo da Ilha Editora

Windle, J. and L. P. Moita-Lopes (2021). "Rescaling the global borderlands: Transperipheral projections from ‘the heart of the Amazon’." Language in Society:

Wrench, A., Neill, B. Diamond, A. (2021), International Service-Learning: Possibilities for developing intercultural competence and culturally responsive pedagogies. Asia-Pacific Journal of Teacher Education

Yoshida, R. & Nichols, S. (2021) The multiple resources of refugee students: A language portrait inquiry. International Journal of Multilingualism.

Zenner-Höffkes, L., Harris, R., Zirkle, C. and Pilz, M. (2021) ‘A comparative study of the expectations of SME employers recruiting young people in Germany, Australia and the United States’. International Journal of Training and Development, 25(2), pp. 1-20.

Ziersch, A, Walsh, M, Baak, M, Rowley, G, Oudih, E & Mwanri, L (2021) '“It is not an acceptable disease”: A qualitative study of HIV-related stigma and discrimination and impacts on health and wellbeing for people from ethnically diverse backgrounds in Australia', BMC Public Health, vol. 21, no. 1, 2021/04/23, p. 779.

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.

2020

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.

Sullivan, A, Johnson, B, Simons, M & Tippett, N 2020a, 'When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers', Teachers and Teaching, pp. 1-16.

Tark, P, Rizvi, F, Peters, M.A, Zembylas, M., Tukdeo, S, Mason, M, de Souza, L.M T.M, Chengbing, W, Soudien, C, Lingard, B, Tarc, A, Hughes, C, Bamberger, A, Zipin, L & Rud, A.G 2020, 'The long read: On the global relevance of the US elections', Educational Philosophy and Theory, pp. 1-21.

Taylor, S, Zipin, L & Brennan, M 2020, 'Students researching 'Problems that Matter' in their communities', FORUM, vol. 62, no. 2, pp. 195-206.

Wrench, A & Garrett, R 2020, 'Navigating culturally responsive pedagogy through an Indigenous games unit', Sport, Education and Society, pp. 1-12.

Zipin, L 2020, 'Building curriculum knowledge work around community-based 'problems that matter': let's dare to imagine', Curriculum Perspectives, vol. 40, no. 1, pp. 110-115.

Zipin, L & Brennan, M 2020, 'Introduction - knowledge-and-ethics: strong curriculum values both, together', Curriculum Perspectives, vol. 40, no. 1, pp. 83-86.

Zipin, L, Brennan, M & Sellar, S 2020, 'Young people pursuing futures: making identity labors curricular', Mind, Culture, and Activity, pp. 1-17.

2019

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.
Other publications
Other publications

2024

McInnes, E., Ey, L.-A., Tippett, N., & Curry, M. (2024). Responding the Harmful Sexual Behaviours in Tasmania: Review Report on the Tasmanian Prevention Assessment Support Treatment (PAST) Program.

2023

Hattam, S., Davis, C., Weiler, T. (2023) What are enabling programs? How do they help Australian get to Uni? The Conversation.

O'Keeffe, L., Barry, G, Colton, J & White B., (2023). Researching learning spaces: A cross-disciplinary collaboration.

Sellar, S. (2023) Datafication and education policy. meet the education researcher with Neil Selwyn. 13 February 2023.

Stahl, G., & McDonald, S. (2023). What happens now to students who are first-in-family to go to university? EduResearch Matters.

Tudini, Vincenza & Ey, Lesley-Anne. Keeping Children Safe Online. In Connected Caregiving, Summer Edition, 2023, pp.26-27.

Whitington, V (2023) 'Mum can you play with me?' It's important to play with your kids but let them make the rules. The Conversation.

Accord Submissions

Submission by the Centre for Research in Educational and Social Inclusion, University of South Australia, in response to the Interim Report of the Australian Universities Accord

2022

The Conversation

Colton, J (2022) "Creating opportunities for learning". The Conversation

Dawson, S., Sullivan, A., Dalgarno, B., Pendergast, D (2022) "Yes, some students are dropping out of teaching degrees, but not at the rate you think". The Conversation.

Soong, H (2022) They're really keen for us to do better than they did'. The Conversation.

Stahl, G., McDonald, S (2022), "Mum wanted to go to uni, but she didn't have the opportunity': what students who are first in their family to go to university say" The Conversation.

Sullivan, A., Down, B., Johnson, B., Manolev, J., Robinson, J., Tippet, N (2022) 'If Australian schools want to improve student discipline, they need to address these 5 issues' The Conversation.

Education Matters

Caldwell, D (2022) "Teaching writing in secondary schools: a story of professional learning" Education Matters.

Colton, J (2022) "Creating opportunities for learning" Education Matters.

Reports

Brennan, M 2022, 'A blast from the past: Student participation in Victorian public schools in the 1980's', Connect 250.

Radford, D., Krivokapic-Skoko, B., Hetz, H., Bandara, Y., Tan, G., Learning from Leeton: A case study of refugee settlement in rural Australia – Full Report

Windle, J., Morrison, A., Sellar, S., Squires, R., Kennedy, JP., Murray, C (2022) 'Teachers at breaking point: Why working in South Australian schools is getting tougher' - Full report

2021

Reports

O’Keeffe, L., White, B., Zeegers, Y. & Leonard, S. (2021) CESA STEM Learning Initiative, school-based projects. Final Report, Catholic Education South Australia.

Radford, D., H. Soong, R. Roberts, H. Hetz, B. Krivokapic-Skoko and G. Tan (2021). Refugees rejuvenating and connecting communities: an analysis of the social, cultural and economic contributions of Hazara humanitarian migrants in the Port Adelaide-Enfield area of Adelaide, South Australia (full report). Australia, University of South Australia Australia.

Taddeo, C., Spears, B., Taddeo, V. (2021) Revising the True Colours Bullying Prevention Program: Insights and New Directions. University of South Australia, Australia

Webb-Williams, J, Kennedy-Behr, A & Graham, A (2021), Review of play in early adolescence: key issues for the Commissioner of children and young people South Australia, Australia University of South Australia, Australia.

2020

Reports

Brennan, M, McPherson, A, Zipin, L, Rudolph, S, Barron, R, Rogers, B & Woods, A 2020, The growing urgency of attending to the state of Education Research in Australian Higher Education, Australian Association for Research in Education, Canberra.

Carter, J, Fenwick, L, Comber, B, Dolan, C & Neill, B 2020, CESA Network Inquiry: Trialling Evaluation Tools and Protocols for Producing Evidence of Impact with a Focus on Literacy Phase 1 Project Report, University of South Australia, Adelaide.

Dolan, C 2020b, Paradox in the lives and work of school principals, University of South Australia, Adelaide.

Dolan, C 2020c, CESA Network Inquiry Review of Literature: Investigating literacy leadership in an era of datafication, University of South Australia, Adelaide.

Harris, R 2020, Landmarks in the development of the VET workforce: an overview, National Centre for Vocational Education Research, Adelaide.

Heugh, K & Mohamed, N 2020, Approaches to language in education for migrants and refugees in the Asia-Pacific region, UNESCO & UNICEF, Bangkok.

McInnes, E, Whitington, V & Neill, B 2020, The Wellbeing Classroom as a whole school approach: impact evaluation, University of South Australia, Adelaide.

Sullivan, A, Johnson, B, Tippett, N & Manolev, J 2020b, Understanding legislation and school exclusions in Australia, University of South Australia, Adelaide, Australia.

Sullivan, A, Tippett, N, Johnson, B & Manolev, J 2020c, Understanding disproportionality and school exclusions in Australia, University of South Australia, Adelaide, Australia.

Sullivan, A, Tippett, N, Johnson, B & Manolev, J 2020d, Legislation and school exclusions in Australia - possibilities for reform, University of South Australia, Adelaide, Australia.

Tippett, N, Sullivan, A, Johnson, B & Manolev, J 2020, Use of exclusionary practices in Australian government schools, University of South Australia, Adelaide, Australia.

Other publications

Schools are unfairly targeting vulnerable children with their exclusionary policies (2 November, 2020). EduResearch Matters.

NSW wants to change rules on suspending and expelling students. How does it compare to other states? (21 October, 2020). The Conversation.

VDC News (Victorian Development Centre), Issue 10, 17 June 2020, p. 1.
Favourable review of the publication: Harris, R. (2020). Landmarks in the development of the VET workforce: an overview. VET Knowledge Bank, Adelaide: NCVER.

2019

Other publications

Fewer casual positions and less out-of-hours work could help retain early career teachers (9 September, 2019). The Conversation.

Vast amounts of data about our children are being harvested via apps used by schools: This is what is being collected and stored. (18 February, 2019). EduResearch Matters.

Digitally tracking student behaviour in the classroom encourages compliance, not learning. (31 January, 2019). The Conversation.

Baak, M, Johnson, B, Sullivan, A, Slee, R, Brown, JL & Miller, E 2019, Education pathways in South Australia and Queensland for students from refugee backgrounds, University of South Australia, Australia. (2019)

VDC News (VET Development Centre), Issue 9, 20 May 2020, p. 2. Review on: Harris, R. (2019). ‘Enhancing work-based learning: Different ‘trainer’ roles, different types of guidance?’ In Bahl, Anke & Dietzen, Agnes (Eds.). Work-based learning as a pathway to competence-based education. (pp. 236-251). Bonn, Germany: Federal Institute for Vocational Education and Training

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.

Publications

Publications by CRESI researchers

Book chapters

Journal articles

Other publications

Accord Submissions

The Conversation

Education Matters

Reports

Reports

Reports

Other publications

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