ORCID Profile
0000-0002-6848-3091
Current Organisation
Deakin University
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Research Topics
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.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Sociology of education | Education policy | Higher Education | Sociology | Education Policy | Sociology of Education | Education policy sociology and philosophy
ANZSRC Socio-Economic Objective (SEO)
Equity and Access to Education | Ethnicity, Multiculturalism and Migrant Development and Welfare | Expanding Knowledge in Education |
Related Links
Publications
The Issue of Research Graduate Employability in Australia: An Analysis of the Policy Framing (1999–2013)
Publisher: Springer Science and Business Media LLC
Date: 05-03-2015
Access to languages other than English in Australian universities: an educational pipeline of privilege
Publisher: Informa UK Limited
Date: 29-10-2018
Teacher confidence and professional capital
Publisher: Elsevier BV
Date: 02-2017
The ‘Knowledge-Intensive Development’ Agenda and Equitable Access to Knowledge: Higher Education in Ethiopia
Publisher: James Nicholas Publishers
Date: 2011
DOI: 10.7459/WSE/12.2.03
Editorial: Capital, capability and educational justice
Publisher: SAGE Publications
Date: 22-03-2019
Inequality in Ethiopian higher education: reframing the problem as capability deprivation
Publisher: Informa UK Limited
Date: 06-01-2014
Critical policy scholarship in education: An overview
Publisher: Mary Lou Fulton Teacher College
Date: 10-01-2021
Abstract: This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose—it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.
Social justice intents in policy: an analysis of capabilityforandthrougheducation
Publisher: Informa UK Limited
Date: 10-12-2014
Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education
Publisher: Informa UK Limited
Date: 07-01-2022
Neo-Liberal Policy Agendas and the Problem of Inequality in Higher Education: The Ethiopian Case
Publisher: SAGE Publications
Date: 2014
DOI: 10.2304/PFIE.2014.12.2.297
Abstract: Under the influence of the external policy pressure of donors such as the World Bank, higher education in Ethiopia has witnessed a series of institutional and system-wide reforms. This article reviews selected policy documents to show key neo-liberal policy agendas endorsed in the reforms and explicate how they have affected social equity in the subsystem. The analysis shows that higher education reforms in Ethiopia, primarily framed by concerns of economic efficiency, have constrained social equity in two important ways. First, at a discursive level, the problem of inequality is represented as a lack of access and a disadvantage in the human capital formation of the nation. Second, the drive for greater efficiency and reduced costs in the educational provision embedded in the reforms is inconsistent with the need for the financial and political commitments required to benefit marginalised members of the society through relevant equity instruments. If the equity policy provisions should be instrumental in ensuring participation, retention and successful completion, and thereby supporting the social mobility of disadvantaged groups, they need to draw on a broad social justice perspective.
Educational disadvantage and policy: expanding the spaces of assessment
Publisher: Informa UK Limited
Date: 27-05-2023
Multiculturalism and refugee integration
Publisher: Routledge
Date: 26-05-2023
Economic participation, social engagement, and cultural citizenship
Publisher: Routledge
Date: 26-05-2023
Encyclopedia of Information Science and Technology, Third Edition
Publisher: IGI Global
Date: 31-07-2014
The problem of inequality in Australia’s early childhood education and care sector: A policy frame analysis
Publisher: SAGE Publications
Date: 20-10-2019
In pursuit of the African PhD: A critical survey of emergent policy issues in select sub-Saharan African nations, Ethiopia, Ghana and South Africa
Publisher: SAGE Publications
Date: 08-2016
Abstract: After decades of decline, African higher education is now arguably in a new era of revival. With the prevalence of knowledge economy discourse, national governments in Africa and their development partners have increasingly aligned higher education with poverty reduction plans and strategies. Research capacity has become a critical development issue and widening participation to doctoral education is seen as an instrument for enhancing this capacity. Against this backdrop, this paper presents a review of emerging initiatives and policies that have some bearing on the PhD in select sub-Saharan African nations, namely Ethiopia, Ghana and South Africa. The findings show a shared optimism about the economic value of higher education, and explicate ergences and convergences in the framing of problems and policy responses related to doctoral education across the three nations. In the conclusion we reflect on challenges and policy omissions in the pursuit of the African PhD.
Improving refugee integration
Publisher: Routledge
Date: 26-05-2023
Higher Education in Ethiopia
Publisher: SensePublishers
Date: 2014
Refugees and equity policy in Australian higher education
Publisher: Informa UK Limited
Date: 20-08-2020
Identifying professional functionings of early childhood educators
Publisher: Informa UK Limited
Date: 13-03-2019
Knowledge aid as instrument of regulation: World Bank's non-lending higher education support for Ethiopia
Publisher: Informa UK Limited
Date: 30-07-2013
The ‘Universal Access to early childhood education’ agenda in Australia: rationales and instruments
Publisher: Springer Science and Business Media LLC
Date: 03-10-2019
Building teacher professional capabilities through transformative learning
Publisher: Informa UK Limited
Date: 04-10-2021
Racial moral panic and African youth in Australia
Publisher: Elsevier BV
Date: 09-2021
Human Development Optimism and Political Pitfalls in Ethiopia
Publisher: Informa UK Limited
Date: 23-10-2018
Refugee education: homogenized policy provisions and overlooked factors of disadvantage
Publisher: Informa UK Limited
Date: 30-06-2021
Teacher agency and professional practice
Publisher: Informa UK Limited
Date: 02-01-2020
Preparing African students with refugee backgrounds for transition: School practices
Publisher: SAGE Publications
Date: 08-03-2021
Abstract: For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment.
Teacher professional learning through pedagogy of discomfort
Publisher: Informa UK Limited
Date: 02-11-2018
Qualitative inequality: experiences of women in Ethiopian higher education
Publisher: Informa UK Limited
Date: 29-10-2014
Supporting teacher professionalism through tailored professional learning
Publisher: UCL Press
Date: 2019
DOI: 10.18546/LRE.17.2.03
Abstract: The issue of continuing professional learning for educators in the early childhood education and care sector is in the spotlight in Australia due to the government's reform agenda, which seeks to professionalize the workforce. In an effort to ensure quality programmes are on offer for all children, educators are expected to upskill. The assumption is that quality learning opportunities for children are aligned with a more skilled and capable workforce. This is problematic due to the ersity of the early childhood education and care workforce and its ability to convert professionalization opportunities into achievements. The focus of this article is a study that problematized the alignment of professional attributes valued in the policy space and in the field of practice to understand educator agency, a key element of professional capability. Once this alignment is known, professional learning experiences can be tailored to better support the professionalization of these educators.
Higher Education Policy Reform in Ethiopia: The Representation of the Problem of Gender Inequality
Publisher: Springer Science and Business Media LLC
Date: 02-10-2012
DOI: 10.1057/HEP.2012.25
Equity in early childhood education: policy framing, translation and enactment
Publisher: Elsevier
Date: 2023
Crisis and policy imaginaries: higher education reform during a pandemic
Publisher: Springer Science and Business Media LLC
Date: 09-08-2022
DOI: 10.1007/S10734-022-00899-5
Abstract: Crisis makes bold policy actions possible. In responding to socioeconomic and technological ruptures, policymakers create new imaginaries or revitalise existing ones. With the Australian Government’s Job-Ready Graduates (JRG) reform during the COVID-19 pandemic as an empirical case, this paper shows how crisis instrumentalism and policy imaginaries intersect to effect swift policy changes. Drawing on a thematic analysis of key documents that constitute the JRG reform, we highlight three findings. First, the reformers used a new crisis context to repackage pre-existing policy agendas. Second, in justifying the timeliness of the reform, rather than constructing new imaginaries, the Government reactivated old neoliberal visions of society and the economy. Finally, the reform agendas are characterised by reductionist accounts of the value of university education, a nativist view of the future workforce, and the omissions of key issues: research training, social justice, and the urgency of decarbonising the economy. We close the paper by arguing that crisis makes swift reform possible to the extent that key actors can mobilise new or pre-existing policy imaginaries .
African refugees in Australia
Publisher: Routledge
Date: 26-05-2023
Education and refugee integration
Publisher: Routledge
Date: 26-05-2023
Researching professional recognition in a pre-school setting: a critical realist approach
Publisher: Informa UK Limited
Date: 20-10-2020
Higher education opportunities
Publisher: Routledge
Date: 26-05-2023
Higher education participation
Publisher: Routledge
Date: 26-05-2023
African refugee youth in Australia: higher education participation
Publisher: Informa UK Limited
Date: 04-12-2020
Metaphor as a methodological tool: identifying teachers’ social justice dispositions across diverse secondary school settings
Publisher: Informa UK Limited
Date: 27-05-2016
A política da sociologia crítica das políticas: mobilidades, amarras e redes de elite
Publisher: Universidade Estadual de Ponta Grossa (UEPG)
Date: 2022
DOI: 10.5212/PRAXEDUC.V.17.19696.001
Abstract: Este artigo reflete sobre o que significa fazer sociologia crítica das políticasna mudança de contextos teóricos, empíricos e metodológicos da educação. Concentramos nossas lentes analíticas em duas considerações principais.Em primeiro lugar, refletimos sobre a política da criticidade, examinando diferentes afirmações e debates sobre o que significa fazer pesquisa crítica e ser um pesquisador crítico da política educacional, prestando atenção especial a como os sociólogos das políticas posicionam seu trabalho em relação ao poder da elite e às redes de políticas.Em segundo lugar, apoiamo-nos sobre essas bases para considerar a tendência de pesquisar mobilidades dentro da sociologia crítica das políticas, de modo a argumentar que a pesquisa “siga a política” contemporânea corre o risco de orientar os pesquisadores para os problemas e as agendas já estabelecidas por agentes políticos de elite e organizações, enquanto obscurece as forças não tão móveis que continuam a definir as políticas e as práticas educacionais.Também levantamos questões sobre as redes de elite e os níveis privilegiados de recursos normalmente necessários para conduzir esse tipo de pesquisa. Em conclusão, convidamos a uma discussão mais aprofundada sobre a política de produção de conhecimento e os desafios para os sociólogos das políticas que buscam ser críticos em contextos de mudança.
Researching experiences of African refugee youth in high-income countries: Reflections on conceptual challenges and possibilities
Publisher: Elsevier BV
Date: 09-2022
Calibrating the PhD for Industry 4.0: global concerns, national agendas and Australian institutional responses
Publisher: Informa UK Limited
Date: 02-07-2019
Teacher professional learning as a social practice: an Australian case
Publisher: Informa UK Limited
Date: 31-05-2018
Cultural Citizenship and Refugee Integration
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-7283-2.CH003
Abstract: This chapter sheds light on the cultural citizenship of refugee-background Black Africans in Australia. Specifically, it elaborates on cultural citizenship as an analytical framework, outlines recent multicultural policy provisions in Australia, and highlights how conservative politicians and media personalities racialize youth violence and stigmatize Black Africans as dangerous criminals. Then the chapter proceeds to explain why racialized moral panic undermines the integration of African refugees. It argues that public humiliation emasculates self-efficacy, leading to youth disengagement. Second, the deprivation of cultural citizenship diminishes refugee youth's sense of affiliation. Third, public racial disparagement reinforces interpersonal racial prejudice and discrimination. Fourth, racial stigmatization perpetuates socio-economic disadvantages of refugee communities, durably positioning them on the margin of society. In light of these points, it is argued that a claim for equal respect and dignifying representation is a demand for full citizenship.
Higher Education in Ethiopia
Publisher: Springer Singapore
Date: 2018
Positional matters: school leaders engaging with national equity agendas
Publisher: Informa UK Limited
Date: 24-12-2018
Educational aid, symbolic power and policy reform: The World Bank in Ethiopia
Publisher: UCL Press
Date: 2019
DOI: 10.18546/LRE.17.3.09
Abstract: The World Bank uses a combination of financial and non-financial aid to influence educational reform in aid-recipient countries. Drawing on an interpretive policy analysis methodology and using Pierre Bourdieu's concept of symbolic power as a 'thinking tool', this article aims to shed light on the Bank's non-financial pathways of policy influence in the Ethiopian higher education policy space. Specifically, it identifies knowledge-based policy regulatory instruments of the Bank, including sector reviews, advisory activities, analytical reports and learning events. The key argument is that in order to understand the full extent of donor power in national education policy fields in sub-Saharan Africa, it is imperative to problematize less visible discursive means of policy imposition.
Educational aspirations and experiences of refugee-background African youth in Australia: a case study
Publisher: Informa UK Limited
Date: 11-03-2019
African Refugees in Australia: Social Position and Educational Outcomes
Publisher: Informa UK Limited
Date: 08-08-2020
The politics of critical policy sociology
Publisher: Informa UK Limited
Date: 14-02-2021
PhD crisis discourse: a critical approach to the framing of the problem and some Australian ‘solutions’
Publisher: Springer Science and Business Media LLC
Date: 26-04-2014
African Heritage Australian Youth
Publisher: Routledge
Date: 26-05-2023
The Politicization of the PhD and the Employability of Doctoral Graduates: An Australian Case Study in a Global Context
Publisher: Palgrave Macmillan US
Date: 2015
Teacher professional learning in Early Childhood education: insights from a mentoring program
Publisher: Informa UK Limited
Date: 08-12-2016
Related Organisations
Related Funding Activities
ARC Future Fellowships - Grant ID: FT220100062
Start Date: 03-2023
End Date: 02-2027
Amount: $784,074.00
Funder: Australian Research Council
View Funded ActivityDiscovery Early Career Researcher Award - Grant ID: DE190100193
Start Date: 01-2019
End Date: 02-2023
Amount: $350,000.00
Funder: Australian Research Council
View Funded Activity