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.
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Books and edited books
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Book chapters
Book chapters
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2022
- 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.
- 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
- 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
- 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
- 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
- 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.
- 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.
- 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.
- Windle, J. (2022). The education system and social class: a shifting relationship. In Gobby, B. & Walker, R. Powers of Curriculum (2nd 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.
- 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)
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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.
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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.
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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.
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2022
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Journal articles
Journal articles
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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.
- 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, 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.
- 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.
- 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.
- 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.
- 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,
- 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.
- Nichols, S & Selim, N 2022, 'Digitally Mediated Parenting: A Review of the Literature', Societies, vol. 12, no. 2, p. 60.
- 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.
- 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.
- 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.
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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.
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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.
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- 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.
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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.
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2020
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Abdalla, M, Chown, D & Memon, NA 2020, 'Islamic Studies in Australian Islamic schools: Learner voice', Religions, vol. 11, no. 8, pp. 404/401-415.
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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.
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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.
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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.
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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.
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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.
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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.
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Brennan, M & Widdop Quinton, H 2020, 'An ethical re-framing of curriculum for sustainability education', Curriculum Perspectives, vol. 40, no. 1, pp. 105-110.
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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.
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Comber, B 2020, 'Signing up to be tested: The costs of participation in high stakes literacy standardised assessments', Linguistics and Education, pp. 1-4.
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Crotty, R. (2020), ‘Revolutions and Paradigms: An Academic Career’, Interface Theology 6/2 pp. 81-94
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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.
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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.
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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.
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French, M & Armitage, J 2020, 'Eroding the monolingual monolith', Australian Journal of Applied Linguistics, vol. 3, no. 1, pp. 91-114.
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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.
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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.
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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.
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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.
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Hattam, R 2020b, 'Untimely meditations for critical pedagogy', Asia-Pacific Journal of Teacher Education, vol. 48, no. 1, pp. 79-92.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Rankin, J, Garrett, R & MacGill, B 2020, 'Critical encounters: enacting social justice through creative and body-based learning', The Australian Educational Researcher, vol. online.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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2019
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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.
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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.
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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.
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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.
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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.
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Comber, B 2019, 'Educative encounters of a different kind: pedagogies of everyday life', Curriculum Inquiry, vol. 49, no. 2, pp. 217-229.
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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.
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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.
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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.
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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.
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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.
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Garrett, R & MacGill, B 2019, 'Fostering inclusion in school through creative and body-based learning', International Journal of Inclusive Education, pp. 1-15.
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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.
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Hattam, R 2019, 'Untimely meditations for critical pedagogy', Asia-Pacific Journal of Teacher Education, pp. 1-14.
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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.
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MacGill, B 2019, 'Craft, Relational Aesthetics and Ethics of Care', Art Research International, vol. 14, no. 1, pp. 406-419.
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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.
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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.
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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.
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Nichols, S & Stahl, G 2019, 'Intersectionality in higher education research: a systematic literature review', Higher Education Research & Development, pp. 1-14.
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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.
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O'Keeffe, L & Paige, K 2019, 'Re-highlighting the potential of critical numeracy', Mathematics Education Research Journal, vol. forthcoming, pp. 1-15.
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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.
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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.
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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.
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Reid, A 2019a, 'National curriculum: an Australian perspective', Curriculum Perspectives, vol. 39, no. 2, pp. 199-203.
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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.
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Ross, AS & Caldwell, D 2019, '‘Going negative’: An APPRAISAL analysis of the rhetoric of Donald Trump on Twitter', Language & Communication, vol. forthcoming.
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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.
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Slee, R 2019, 'Belonging in an age of exclusion', International Journal of Inclusive Education, vol. 23, no. 9, pp. 909-922.
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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.
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Stahl, G 2019, 'Critiquing the corporeal curriculum: body pedagogies in ‘no excuses’ charter schools', Journal of Youth Studies, pp. 1-17.
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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.
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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.
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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.
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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.
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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.
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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.
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Wrench, A & Paige, K 2019, 'Educating pre-service teachers: towards a critical inquiry workforce', Educational Action Research, pp. 1-18.
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2022
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Other publications
Other publications
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2022
The Conversation
- Dawson, S., Sullivan, A., "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.
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
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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.
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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.
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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
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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.
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2022
