ORCID Profile
0000-0002-8364-1676
Current Organisations
University of South Australia
,
Queensland University of Technology
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Publisher: Wiley
Date: 05-09-2023
DOI: 10.1002/BERJ.3909
Publisher: Springer Singapore
Date: 2015
Publisher: SAGE Publications
Date: 29-06-2017
Abstract: This article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is noted, and the associated risks of “fickle literacies” are considered. A case study of one child growing up and attending school in a location with intergenerational unemployment is discussed as an ex le of the risks associated with literacy policy and pedagogy in an era of global educational reform. Drawing on the work of Foucault and Massey, it is argued that despite the discourses of standardization, teachers can continue to educate culturally erse young people in ways that help them to negotiate and imagine positive and productive ways of learning together. The possibilities for working against deficit views of people in poverty are explored through three classroom ex les of place-conscious pedagogies which position young people as critically literate cosmopolitan citizens. The article concludes by advocating the need for translocal research alliances to work explicitly for social justice through place-conscious pedagogies and critical literacy education.
Publisher: Wiley
Date: 24-10-2006
Publisher: SAGE Publications Ltd
Date: 2013
Publisher: Elsevier
Date: 2023
Publisher: University of Alberta Libraries
Date: 04-1999
DOI: 10.20360/G2WG6N
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Routledge
Date: 14-07-2017
Publisher: SAGE Publications
Date: 2011
DOI: 10.2304/CIEC.2011.12.4.343
Abstract: In an era of normative standardised literacy curriculum continuing to make space for culturally responsive literacy pedagogy is on ongoing challenge for early childhood educators. Collaborative participatory research and ethnographic studies of teachers who accomplish innovative and inclusive early childhood education in culturally erse high poverty communities is urgent for the profession. Such pedagogies involve complex understandings of the cultural and political histories, and the dynamic potential, of the places in which school communities are located. By incorporating the study of local histories and biographies and researching neighbourhood changes teachers adapt mandated curriculum to maintain community knowledges and allow for positive identity work at the same time as they meet the authorised systems objectives. When teachers work with children as co-researchers through the study of people's lives in particular places and times, the community and its complex histories become a rich resource for young people's literacy repertoires.
Publisher: Wiley
Date: 05-2012
DOI: 10.1111/LIT.12330
Abstract: As part of this special issue on ‘Literacy for social justice’, and at this moment of post‐pandemic transitions in education, we invited Professor Barbara Comber to reflect on the needs for and trends in critical literacy education, both in her local context, in Australia, and internationally. In September 2022, we met with Barbara online to discuss her thoughts about what critical literacy educators need, how scholars and educators can work together to produce change, and where we can see hope in critical literacy and social justice education right now, as part of promising anti‐racist, decolonizing, and intersectional literacy frameworks and practices.
Publisher: Informa UK Limited
Date: 03-01-2017
Publisher: Springer Science and Business Media LLC
Date: 12-2000
DOI: 10.1007/BF03219732
Publisher: Routledge
Date: 30-05-2023
Publisher: Informa UK Limited
Date: 12-2006
Publisher: Palgrave Macmillan
Date: 2013
Publisher: Routledge
Date: 05-04-2010
Publisher: SAGE Publications
Date: 07-2005
Abstract: Internationally, normative discourses about literacy standards have rapidly proliferated, and spaces for teachers to engage in serious intellectual inquiry seem to be shutting down. Our concern about the impact of these forces on teachers led us to design a cross-generational teacher research project across two states of Australia to tackle some of the toughest challenges teachers face in their workplaces, including the issue of unequal outcomes in literacy achievement. In this article we report on how the project design sustained an intellectual community of inquiry and fostered ‘turn-around pedagogies'. We include excerpts from recent teacher writing (Comber and Kamler, 2005) to illustrate how teachers used technology and popular culture to reengage their most at-risk students. We argue that crossgenerational models of practitioner inquiry hold great promise for improving the learning engagement of students, the productivity of schools and the professional renewal of the teacher workforce.
Publisher: Routledge
Date: 08-09-2017
Publisher: Routledge
Date: 30-07-2015
Publisher: Informa UK Limited
Date: 02-01-2021
Publisher: Wiley
Date: 06-09-2014
DOI: 10.1111/LIT.12041
Publisher: Università degli Studi di Torino
Date: 2018
Publisher: Wiley
Date: 05-11-2012
DOI: 10.1002/9781405198431.WBEAL0287
Abstract: Critical theory is typically referred to in the singular, but the term refers to multiple theories coming from different disciplinary traditions, which compete with each other for dominance and engage in debates about their relative explanatory power.
Publisher: Routledge
Date: 06-11-2016
Publisher: Informa UK Limited
Date: 12-1997
Publisher: Informa UK Limited
Date: 2006
Publisher: Oxford University Press
Date: 26-09-2017
DOI: 10.1093/ACREFORE/9780190264093.013.115
Abstract: Society is constituted by both historical and spatial elements however, education research, policy, and practice often subordinates the spatial in preference for the temporal. In what is often referred to as the “spatial turn,” more recently education researchers have acknowledged spatial concepts to facilitate understandings and inform debates about identity, belonging, social justice, differentiation, policy, race, mobility, globalization, and even digital and new communication modes, amongst many others. Social geographers understand place as more than a dot on a map, instead focusing on the sociocultural and sociomaterial aspects of spaces. Space and place are core elements of social geography. Schools are comprised of architectural, material, performative, relational, social, or discursive spaces, all of which are socially constructed. Schools and education contexts, as social spaces and places, produce and reproduce modes of social interactions and social practices while also mediating the relational and pedagogical practices that operate within. Pedagogical spaces are also about the exercise of power—a spatial governmentality to regulate behavior. Yet pedagogy can focus on place-based and place-conscious practices that highlight the connectedness between people and their non-human world. A focus on the sociospatial in education research is able to foreground inequalities, differences, and power relations that are able to speak to policies and practices. As such, in this field there is often a focus is on spatial justice, where inequalities based on location, mobility, poverty, or indigeneity are analyzed using spatial understandings of socioeconomic or political characteristics. This brings together connections between place and space in a powerful combination around justice, equity, and critical thinking.
Publisher: Informa UK Limited
Date: 12-1997
Publisher: Routledge
Date: 09-03-2020
Publisher: Elsevier BV
Date: 08-2021
Publisher: Informa UK Limited
Date: 06-2007
Publisher: Springer Singapore
Date: 2019
Publisher: Wiley
Date: 26-06-2017
DOI: 10.1002/TRTR.1539
Publisher: University of Chicago Press
Date: 03-2001
DOI: 10.1086/499681
Publisher: Informa UK Limited
Date: 09-2009
Publisher: Wiley
Date: 02-1999
Publisher: Routledge
Date: 08-09-2017
Publisher: Routledge
Date: 19-02-2016
Publisher: Springer Science and Business Media LLC
Date: 08-1995
DOI: 10.1007/BF03219593
Publisher: Informa UK Limited
Date: 16-09-2021
Publisher: Springer Science and Business Media LLC
Date: 08-2008
DOI: 10.1007/BF03216881
Publisher: Informa UK Limited
Date: 15-03-2019
Publisher: Routledge
Date: 10-09-2009
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 08-2010
Publisher: SAGE Publications
Date: 16-11-2019
Abstract: Examining how young children learn to write is increasingly important as global society moves further towards a knowledge economy, where the production of texts of various kinds is an increasingly ubiquitous practice in everyday life and work. While there has been recent policy and practice focus on children’s writing performance in standardised tests, in this article, the authors focus on what can be learned by listening to children’s voices as they are engaged in ‘draw and talk’ methodologies. While children’s drawings have a material reality, they are also representations of children’s perceptions of their experiences with learning to write. In this article, the authors explore the processes, practices and relationships involved in learning to write, depicted in children’s drawings when they are asked to draw themselves learning to write. The authors identify representations of writing, evident in the children’s drawings focusing the relational, the material and the spatial elements of writing.
Publisher: Routledge
Date: 04-11-2004
Publisher: Informa UK Limited
Date: 11-05-2018
Publisher: Informa UK Limited
Date: 20-11-2017
Publisher: Informa UK Limited
Date: 13-10-2022
Publisher: Informa UK Limited
Date: 09-2021
Publisher: SAGE Publications
Date: 04-2004
Abstract: As part of the Commonwealth’s drive to enhance Australia’s competitiveness in the global economy, Australia is five years from implementing ‘National Benchmarks’ to leverage measurable literacy outcomes from schools. This ‘back to basics’ agenda is in tension with another drive to foster advanced thinking skills in children. Teachers are being positioned as deskilled technicians on the one hand and model ‘new economy’ workers on the other, whilst working to meet the needs of erse student populations. This article discusses the impact of these tensions on ‘Riverside Primary School’ located in a culturally erse, socio-economically disadvantaged suburb of Adelaide. A case study of student–teacher interactions during a literacy lesson is used to illustrate how dominant educational and political discourses operate at a classroom level to construct children as ‘normal’, ‘gifted’ or ‘slow’.
Publisher: Multilingual Matters
Date: 31-12-2006
Publisher: Routledge
Date: 22-07-2022
Publisher: Informa UK Limited
Date: 10-01-2021
Publisher: Springer Science and Business Media LLC
Date: 10-08-2016
Publisher: SAGE Publications Ltd
Date: 2003
Publisher: SAGE Publications Ltd
Date: 2009
Publisher: SensePublishers
Date: 2013
Publisher: Wiley
Date: 05-03-2013
Publisher: Inderscience Publishers
Date: 2017
Publisher: Wiley
Date: 12-11-2019
DOI: 10.1002/TRTR.1879
Abstract: The authors explore the possibility that school literacy practices sent home as homework are changing family reading interactions by adding to the tasks that teachers expect parents to undertake. The authors consider how reading, formerly an elective leisure practice between parents and their children, has been reorganized and how this positions parents differently. The authors also examine teachers’ views on the importance of parents reading to their children and teachers’ expectations of parents to support school literacy practices in the form of homework. Evidence that teachers now depend on parents to support school‐based literacy practices and how this serves to change the nature of literacy practices in the home is discussed.
Publisher: Wiley
Date: 22-12-2014
DOI: 10.1002/JAAL.370
Publisher: SAGE Publications
Date: 10-07-2017
Abstract: This article examines the resources, tools, and opportunities children enact as they engage with teacher-devised writing experiences within their classroom space. We begin with discussion about classroom writing time from the perspective of both the teacher and children of one Grade 1/2 composite class. We also reveal resources within the classroom space to consider the expertise available during writing times. We then examine a 5-week unit that focused on multimodal text construction. Using optical flow computer vision analysis to examine the movement of children during four video-recorded independent writing instances, we provide commentary about how the classroom writing experiences have been interpreted as the use of space, resources, and interactions come to the forefront. In taking this approach, this article will explore learning to write from a sociomaterial perspective, as we investigate the operation of the classroom.
Publisher: Edith Cowan University
Date: 04-2017
Publisher: Springer International Publishing
Date: 2016
Publisher: SAGE Publications Ltd
Date: 2005
Publisher: Wiley
Date: 26-12-2018
DOI: 10.1002/JAAL.920
Publisher: Informa UK Limited
Date: 31-10-2017
Publisher: Kluwer Academic Publishers
Date: 2006
Publisher: Informa UK Limited
Date: 06-2012
Publisher: Informa UK Limited
Date: 08-08-2023
Publisher: Routledge
Date: 26-11-2013
Publisher: Informa UK Limited
Date: 11-1994
Publisher: Informa UK Limited
Date: 08-2006
Publisher: Informa UK Limited
Date: 29-07-2022
Publisher: Informa UK Limited
Date: 12-01-2021
Publisher: Wiley
Date: 25-10-2019
DOI: 10.1002/JAAL.1015
Publisher: SAGE Publications Ltd
Date: 2005
Publisher: Elsevier BV
Date: 2021
Publisher: SAGE Publications
Date: 30-07-2020
Abstract: The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders’ re-imagining and redesigning of early childhood educational learning communities in a range of erse settings. The examination of the processes and artefacts used to promote democratic identities and agency highlights the significance of establishing shared principles, sociality and challenging power relations to engage in processes of communing that are contextually meaningful, sustainable and democratic.
Publisher: Wiley
Date: 03-11-2021
DOI: 10.1002/BERJ.3685
Publisher: Edith Cowan University
Date: 2022
DOI: 10.14221/AJTE.2022V47N8.1
Abstract: This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels of student ersity, disadvantage, and poverty. The study drew on theories of teacher agency and agency more broadly to examine the workshadowing observations of the teachers’ practice in classrooms augmented by their reflective accounts in interviews. The study found that the ECTs’ agency, or contextualised social action, can be conceptualised as temporally embedded social engagement directed at addressing their students’ cultural, social and academic needs. The teachers drew on past learnings from their ITE program, committed to future-oriented innovations in teaching, and made in-the-present decisions about actions to resolve emergent contingencies such as resource shortages. We argue that these understandings are usefully enhanced by recognising contingency, consciousness, criticality and creativity as additional features of the teachers’ deliberative programs of action.
Publisher: Informa UK Limited
Date: 09-2004
Publisher: SAGE Publications Ltd
Date: 2015
Publisher: Springer International Publishing
Date: 2022
Publisher: Wiley
Date: 25-10-2018
DOI: 10.1002/JAAL.905
Publisher: BRILL
Date: 2009
Publisher: Springer International Publishing
Date: 2022
Publisher: Universidad Distrital Francisco Jose de Caldas
Date: 31-07-2018
Abstract: Learning how to recognise and make student and community assets the subject of curriculum is at the core of teachers’ designs and enactments of critical and inclusive pedagogies. However, this era of globalisation and standardisation, where education is increasingly seen as a commodity that underscores economic competitiveness, has made space for local knowledge production, hard to find. Knowing how to incorporate community problems in school-based student-led inquiries, whilst meeting authorised learning outcomes, is also challenging. At the same time there are particular pressures on language teachers where states extol the benefits of English, or another foreign language literacy for global competitiveness. Yet, educational researchers and teacher educators know the potential power of working with students’ assets and motivations to enhance language and literacy learning in classrooms. Community based approaches to language education in various places in Latin America are explored in this issue with contributions from teacher-researchers, collaborative teams, teacher educators and university-based researchers.
Publisher: Wiley
Date: 11-1997
Publisher: SAGE Publications Ltd
Date: 2012
Publisher: SAGE Publications Ltd
Date: 2015
Publisher: Informa UK Limited
Date: 13-10-2020
Publisher: Informa UK Limited
Date: 03-2005
Publisher: Wiley
Date: 05-03-2013
Publisher: Routledge
Date: 10-09-2019
Publisher: Springer Science and Business Media LLC
Date: 12-1998
DOI: 10.1007/BF03219678
Publisher: Springer Science and Business Media LLC
Date: 05-2011
Publisher: BRILL
Date: 2006
Publisher: Informa UK Limited
Date: 07-10-2008
Publisher: Routledge
Date: 22-08-2019
Publisher: Routledge
Date: 2012
Publisher: Informa UK Limited
Date: 09-2009
Publisher: Routledge
Date: 2011
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 28-02-2008
Publisher: Oxford University Press
Date: 29-07-2019
DOI: 10.1093/ACREFORE/9780190264093.013.791
Abstract: Teacher research is well established internationally. Teacher research serves an important role for teacher education, both as the object of academic study and as a practice within programs and the profession. Teacher research has the potential to build teacher knowledge for practice, in practice, and of practice. An understanding of the role of research in these different types of knowledge, enables a demonstration of both the richness of and potential for the education field. Research has an important role in both preservice and in-service education and the potential to bring about change personally, professionally, and politically.
Start Date: Start date not available
End Date: End date not available
Funder: Australian Research Council
View Funded ActivityStart Date: 2009
End Date: 2011
Funder: Australian Research Council
View Funded ActivityStart Date: 2004
End Date: 2007
Funder: Australian Research Council
View Funded ActivityStart Date: 2003
End Date: 2003
Funder: Australian Research Council
View Funded ActivityStart Date: 2009
End Date: 2012
Funder: Australian Research Council
View Funded ActivityStart Date: 2015
End Date: 2017
Funder: Australian Research Council
View Funded ActivityStart Date: 2002
End Date: 2004
Funder: Australian Research Council
View Funded ActivityStart Date: 2004
End Date: 2007
Funder: Australian Research Council
View Funded ActivityStart Date: 2012
End Date: 2015
Funder: Australian Research Council
View Funded ActivityStart Date: 2012
End Date: 2014
Funder: Australian Research Council
View Funded ActivityStart Date: 2003
End Date: 2003
Funder: Australian Research Council
View Funded Activity