ORCID Profile
0000-0002-5998-1419
Current Organisations
University of Tasmania Launceston Campus
,
University of Tasmania
,
Swinburne University of Technology
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Publisher: Canadian Center of Science and Education
Date: 22-07-2013
DOI: 10.5539/IJB.V5N4P1
Publisher: Informa UK Limited
Date: 31-12-2021
Publisher: Informa UK Limited
Date: 10-11-2021
Publisher: Springer Singapore
Date: 2018
Publisher: Wiley
Date: 02-06-2021
Abstract: During the COVID‐19 lockdown, parents and caregivers were asked to take greater responsibility for their children's education while they were unable to attend school. In this commentary, we report on data sourced from 243 participants in the Tasmania Project in Australia about their experiences of learning from home during COVID‐19 lockdown. We engage with ideas about boundaries and bounding processes to understand how participants perceived challenges to their children's learning from home. They identified a lack of physical space for children's work to be performed and a lack of time, skill, and confidence to support them. We explore the bounding processes inherent to understanding and constituting education through identity, space, and place making and consider the ways in which these processes were revealed in the challenges identified by respondents. We argue that home learning disrupted known practices associated with education and schooling and challenged accepted categories and socio‐spatial isions created by institutionalisation. We anticipate that exploring the challenges of home learning during COVID‐19 from the perspectives of parents and caregivers will inform future home–school partnerships.
Publisher: Informa UK Limited
Date: 11-03-2021
Publisher: Springer Science and Business Media LLC
Date: 05-02-2020
Publisher: Informa UK Limited
Date: 22-03-2022
Publisher: Informa UK Limited
Date: 13-12-2018
Publisher: Cambridge University Press (CUP)
Date: 11-2017
DOI: 10.1017/AEE.2017.24
Abstract: Graduate students are often plagued by stress and anxiety in their journeys of becoming researchers. Concerned by the prevalence of poor graduate student wellbeing in Australia, we share our experiences of kin-making and collaboration within #aaeeer (Australasian Association for Environmental Education Emerging Researchers), a collective of graduate students and early career researchers formed in response to the Australian Association for Environmental Education (AAEE) conference in Hobart, Tasmania, in 2014. In this article, we begin to address the shortage of research into graduate student wellbeing, led by graduate students. Inspired by Donna Haraway's work on making kin in the Chthulucene, we present an exploration that draws together stories from the authors about the positive experiences our kin-making collective enables, and how it has supported our wellbeing and allowed us to work collaboratively. Specifically, we find that #aaeeer offers us a form of refuge from academic stressors, creating spaces for ‘composting together’ through processes of ‘decomposing’ and ‘recomposing’. Our rejection of neoliberal norms has gifted us experiences of joyful collective pleasures. We share our experiences here in the hope of supporting and inspiring other emerging and established researchers to ‘make kin’ and challenge the potentially isolating processes of becoming researchers.
Publisher: Cambridge University Press (CUP)
Date: 29-01-2016
DOI: 10.1017/AEE.2016.3
Abstract: The AAEE 2014 research symposium in Hobart provided a privileged space for researchers and practitioners within environmental education and sustainability education (EE/SE) to come together and create dialogues about education for sustainability research. This essay is a critical reflection from postgraduate researchers about the symposium and the EE/SE research landscape more broadly. The authors interrogate contemporary research frameworks and practices, and deliberate on how current perceptions enable and inhibit performance within EE/SE research. The authors ask provocative questions and encourage readers to imagine for themselves what a new research landscape, freed of calcified frameworks and entrenched systems, might look like. The essay then draws on an ecological systems perspective as a means of reimagining EE/SE research within a more emergent landscape that values inclusivity, democracy, collaborative inquiry and curiosity.
Publisher: Routledge
Date: 20-03-2020
Publisher: Springer International Publishing
Date: 05-2019
Publisher: Cambridge University Press (CUP)
Date: 18-12-2019
DOI: 10.1017/AEE.2019.25
Abstract: Critical discourses of sustainability challenge modern rhetoric of economic growth and challenge current modes of social development. Yet sustainability discourses are shaped predominantly by the perspectives and interests of middle-class, tertiary-educated urban policy makers or environmentalists, and have insufficiently engaged people beyond these cohorts, even in the advanced capitalist societies where they have originated. This article shares findings from a study that investigated how people who are not strongly engaged with sustainability discourses understand and engage with many of the underlying concerns that animate these discourses from the context of their situated, everyday experiences. This is important information for sustainability educators, because it challenges dominant ideas of what sustainability is and offers new and alternate ways of engaging different groups of people in actions for sustainability. Bourdieu’s concepts of habitus, field and capital were used to inform the research design that employed focus groups and interviews with people from a range of socio-economic and cultural backgrounds and life stages in Tasmania, Australia. The findings provide insight into the ways in which people who are disengaged from discourses of sustainability may be actively engaged in practices of sustainability that may provide practical guidance for environmentalists and policy makers concerning how current discourses of sustainability reflect specific social contexts and experiences.
Publisher: Informa UK Limited
Date: 20-01-2020
Publisher: Informa UK Limited
Date: 23-07-2023
Publisher: Informa UK Limited
Date: 20-09-2021
Publisher: MDPI AG
Date: 02-05-2018
Publisher: Informa UK Limited
Date: 14-04-2021
Publisher: University of Waikato
Date: 28-07-2021
Abstract: The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students’ activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing. Keywords: COVID-19, refugee-background students, education loss, physical, mental and social wellbeing, Australia
Start Date: 2018
End Date: 2018
Funder: University of Tasmania
View Funded ActivityStart Date: 2017
End Date: 2017
Funder: University of Tasmania
View Funded Activity