ORCID Profile
0000-0001-6741-2489
Current Organisation
Deakin University
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.
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Social Change | Curriculum and Pedagogy Theory and Development | Sociology | Sociology of Education
Environmental Education and Awareness | Civics and Citizenship | Pedagogy |
Publisher: SAGE Publications
Date: 14-11-2019
Abstract: This article conceptualizes the materialities of school governance council meetings. A concern for the material a/effects of spatial positioning emerged during a participatory action research project concerned with secondary school students’ sense of the benefits and challenges of student representation on school councils. Attending to affective, spatial and material dimensions of power with the conceptual resources of new materialisms, I question representational logics in policy, research and practice related to school councils. In particular, I interrogate whether the presence of human bodies representing interest groups necessarily promotes more democratic relations, and whether questions of power are best explored through discursive analysis alone. School council meetings are understood to be events where the political philosoph(ies) of a school materialize in concrete relations between bodies, and where subjects form, re-form (and de-form) in and through material-discursive practices.
Publisher: Equinox Publishing
Date: 28-09-2022
DOI: 10.1558/JASR.23297
Abstract: Dianne Rayson, Bonhoeffer and Climate Change: Theology and Ethics for the Anthropocene. London: Rowman and Littlefield, 2021, pp. 283, ISBN: 978-1-9787-0183-0 (hbk). US$110.
Publisher: Springer Singapore
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 04-2020
Publisher: Informa UK Limited
Date: 24-10-2023
Publisher: Informa UK Limited
Date: 20-01-2023
Publisher: SAGE Publications
Date: 15-06-2023
DOI: 10.1177/01634437221104686
Abstract: Climate activists and environmental communicators stress that addressing the climate crisis requires both global and local advocacy for transformational change-making. While journalists in small, rural communities are known to actively advocate on issues for the common good, there has been little investigation of local media advocacy on climate change in rural Australia: a region at the forefront of global heating. This paper analyses the accounts of local journalists of their media coverage of the School Strikes 4 Climate in rural and regional Australia, as an empirical entry point for a conceptual discussion of local media advocacy in reporting climate change. We find that normative ideas about journalism coupled with polarised community views on climate change hindered these journalists from taking an advocacy stance. We explore and critique the tacit ‘quiet advocacy’ practices used by these journalists reporting on climate in rural and regional Australia.
Publisher: Springer Science and Business Media LLC
Date: 03-2021
Publisher: Informa UK Limited
Date: 28-02-2022
Publisher: Informa UK Limited
Date: 24-04-2023
Publisher: Informa UK Limited
Date: 29-06-2020
Publisher: SAGE Publications
Date: 08-2019
Publisher: Emerald
Date: 26-09-2019
Abstract: The purpose of this paper is to consider historical shifts in the mobilisation of the concept of radical in relation to Australian schooling. Two texts composed at two distinct points in a 40-year period in Australia relating to radicalism and education are strategically juxtaposed. These texts are: the first issue of the Radical Education Dossier ( RED , 1976), and the Attorney General Department’s publication Preventing Violent Extremism and Radicalisation in Australia ( PVERA , 2015). The analysis of the term radical in these texts is influenced by Raymond Williams’s examination of particular keywords in their historical and contemporary contexts. Across these two texts, radical is deployed as adjective for a process of interrogating structured inequalities of the economy and employment, and as in idualised noun attached to the “vulnerable” young person. Reading the first issue of RED alongside the PVERA text suggests the consequences of the reconstitution of the role of schools, teachers and the re-positioning of certain young people as “vulnerable”. The juxtaposition of these two texts surfaces contemporary patterns of the therapeutisation of political concerns. A methodological contribution is offered to historical sociological analyses of shifts and continuities of the role of the school in relation to society.
Publisher: Informa UK Limited
Date: 13-12-2017
Publisher: Springer Science and Business Media LLC
Date: 09-03-2022
Publisher: Informa UK Limited
Date: 03-07-2020
Publisher: Informa UK Limited
Date: 06-2019
Publisher: Wiley
Date: 04-03-2020
DOI: 10.1002/BERJ.3613
Publisher: Informa UK Limited
Date: 03-04-2020
Publisher: Informa UK Limited
Date: 29-08-2021
Publisher: Informa UK Limited
Date: 10-02-2021
Publisher: Oxford University Press
Date: 21-06-2023
DOI: 10.1093/ACREFORE/9780190264093.013.1902
Abstract: It is well-understood that systems of education tend to disproportionately benefit already advantaged social groups. Students have been positioned in recent reform efforts as agents with the right to be involved in decision-making on an increasing range of issues related to their education, in practices commonly termed “student voice” in policy, practice, and research. Student voice has been argued to be a mechanism to intervene in educational inequalities and a means to enhance students’ choices at school. Student voice is frequently represented as a neutral proposition: that is, that students’ involvement in decision-making will directly benefit both the school and the students themselves. This apparently neutral proposition elides how, in practice, some students may benefit from experiences of “student voice” more than others. Critiques of student voice, as well as contemporary calls for a return to class analysis in education, compel attention to the potential ways that student voice practices can aggravate existing inequalities. Classed dynamics contour even well-intentioned attempts to intervene in educational inequalities. The dynamic experience of class has shifted in relation to student voice across contexts and over time, particularly in in idualistic, market-driven educational systems structured by the rhetoric of “choice.” Further research into the shifting nature of class in relation to student voice may include longitudinal processes of “studying up” to understand how student voice can be mobilized to cultivate educational advantage and distinction in class-privileged schooling contexts. What is also needed is a renewed uptake of the concept of class consciousness in student-voice practice—that is, beyond voice as a strategy to personalize in idual students’ learning and toward enactments of student voice as collective work—if student voice is to disrupt the reproduction of structural inequalities through schooling.
Publisher: Springer Science and Business Media LLC
Date: 16-05-2019
Publisher: Routledge
Date: 08-09-2023
Publisher: University of Alberta Libraries
Date: 17-12-2022
DOI: 10.18733/CPI29658
Abstract: This article presents an account of a collaborative inquiry engaging with sympogogy a pedagogic processes of learning-with, specifically in relation to practices of play. It is presented by a collaboration of researchers known as the PlayTank Collective ORCID: 000-0002-3001-6316
Publisher: SAGE Publications
Date: 30-03-2016
Abstract: The conception of the child that a researcher holds has implications for research methods. This article adds to work that mobilises Deleuze and Guattari’s becoming-child in Childhood Studies, exploring what their conceptual tools do to research methods and analysis. I map how puppet production emerged as a research method during an ethnography at a high school and how the students and I co-theorised the methodological value of puppet production. Exploring one particular puppet production, it is argued that puppet productions, analysed with young people, may open up conceptual possibilities, but must be examined alongside the dynamic conditions of their creation and analysis.
Publisher: Informa UK Limited
Date: 17-09-2019
Publisher: Elsevier BV
Date: 08-2020
Publisher: Informa UK Limited
Date: 25-05-2022
Publisher: Informa UK Limited
Date: 21-10-2019
Publisher: Emerald
Date: 26-09-2019
Abstract: The purpose of this paper is to introduce a broad theoretical orientation for the themed section of History of Education Review , “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”. Through the conceptual frame of “contrapuntal historiography”, it commends the practice of re-looking at taken-for-granted concepts and re-readings of the cultural archive of Australian schooling, with especial attention to silences, discontinuities and the movements of concepts. Drawing on Edward Said’s approach of “contrapuntal reading”, this paper refers to the recent work of Bruce Pascoe as an exemplar of this practice in the field of Australian history. It then relates this approach to the study of the history of Australian schooling as demonstrated in the three papers that make up the themed section “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”. Following in the style of Said’s contrapuntal reading and the ex le of Pascoe’s work, this paper argues that there are inerasable traces of historical politics – that is, the records of constitutive exclusions and silences – which “haunt” taken-for-granted concepts like the migrant, the secular and the radical in the history of Australian schooling. Taken alongside the three papers in the themed section, this paper urges the proliferation of different theoretical and disciplinary approaches in order to think anew about silences, discontinuities and movements of concepts as a counterpoint to dominant narrative lines in the history of Australian education.
Start Date: 2022
End Date: 2025
Funder: Australian Research Council
View Funded ActivityStart Date: 02-2022
End Date: 11-2025
Amount: $454,582.00
Funder: Australian Research Council
View Funded Activity