ORCID Profile
0000-0002-3486-6721
Current Organisation
University of South Australia
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Springer International Publishing
Date: 2202
Publisher: Springer Science and Business Media LLC
Date: 12-10-2021
Publisher: BRILL
Date: 10-09-2018
Publisher: Springer International Publishing
Date: 2022
Publisher: University of Alberta Libraries
Date: 27-02-2019
DOI: 10.18432/ARI29413
Abstract: A conceptual framework for looking and listening operates within aesthetic and affective moments when crafting objects. Assembling and modifying Sea Balls into arranged composition is my craft process that I use to access a state of mind play. Each found and modified object represents a key theoretical framework that I connect and re-organize in relation to each other to produce new ways of perceiving. Considerations of Massumi, Fish and Jameson’s (2002) notion of perception and how I experience affect through embodiment in the moment of re-crafting and re-assembling items is central to the practice. Emergent ideas occur through re-crafting found objects in conjunction with broader considerations of relational aesthetics.
Publisher: Informa UK Limited
Date: 2000
Publisher: Emerald
Date: 19-04-2022
Abstract: This article explores the childhood, professional life and social activism of Alice Rigney (1942–2017) who became Australia's first Aboriginal woman principal in 1986. The article draws on interviews with Alice Rigney along with newspapers, education department correspondence and reports of relevant organisations which are read against the grain to elevate Aboriginal people's self-determination and agency. The article illuminates Alice/Alitya Rigney's engagement with education and culture from her childhood to her work as an Aboriginal teacher aide, teacher, inaugural principal of Kaurna Plains Aboriginal school in Adelaide, South Australia and her activism as a Narungga and Kaurna Elder. Furthermore, the article highlights her challenges to racial and gender discrimination in the state school system. While there is an expanding body of historical research on Aboriginal students, this article focuses on the experiences of an Aboriginal educator which are also essential to deconstructing histories of Australian education.
Publisher: Springer International Publishing
Date: 2023
Publisher: Emerald
Date: 27-09-2023
Publisher: Routledge
Date: 06-04-2023
Publisher: Springer Science and Business Media LLC
Date: 11-04-2020
Publisher: SAGE Publications
Date: 26-03-2021
Abstract: To date, the work of Aboriginal early childhood educators in the mid-twentieth century has not been widely acknowledged. Nancy Barnes, nee Brumbie (1927–2012), exemplifies the strength and tenacity of Aboriginal Australians who had to negotiate their lives and work in white institutions and a society which denied them fundamental human rights. Nancy graduated from the Adelaide Kindergarten Training College in December 1956 as the first qualified Aboriginal kindergarten director in South Australia. Following on, she was the foundation director of Ida Standley Preschool in Alice Springs (1959–1962) then the first ‘regional director’ in the Kindergarten Union of South Australia. Based on traditional archival research and analysis of public documents and Barnes’ autobiography, the article begins with her childhood and youth as a domestic servant and then explores her career, political activism, experiences of racism and lifelong commitment to addressing inequalities between Aboriginal and white Australians through education.
Publisher: Edith Cowan University
Date: 02-2013
Publisher: The University of Queensland
Date: 22-01-2012
DOI: 10.1017/JIE.2012.15
Abstract: Since 2001 there has been an increase in migration patterns by Indigenous families from remote communities to urban and semi-rural locations. Indigenous student emigration from remote Indigenous schools to urban and semi-rural schools is an emerging crisis as there are routinely inadequate service providers for Indigenous émigrés. Migration away from a particular location from which a person's ancestors, kin and Dreamings come (henceforward named as Country) to semi-rural and urban locations raises many complex issues. This article outlines Aboriginal Community Education Officers’ (ACEOs) role as support workers for Indigenous students who utilise an Indigenous ethics of care framework as a support mechanism to aid the transition of Indigenous students into new schools. The article draws on research undertaken between 2000–2008 (MacGill, 2008) in conjunction with current literature in the field (Pearce, 2012) to highlight ACEOs’ border work and ethics of care practices necessary for successful Indigenous student transitions as émigrés.
Publisher: SAGE Publications
Date: 02-01-2020
Abstract: Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically erse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.
Publisher: Springer Science and Business Media LLC
Date: 09-2022
Publisher: Informa UK Limited
Date: 09-2016
Publisher: Wiley
Date: 18-09-2023
DOI: 10.1111/JADE.12479
Publisher: SAGE Publications
Date: 09-2010
Publisher: Informa UK Limited
Date: 19-04-2019
No related grants have been discovered for Belinda MacGill.