ORCID Profile
0000-0002-3458-3617
Current Organisations
University of Adelaide
,
Flinders University
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Comparative and Cross-Cultural Education | Teacher Education and Professional Development of Educators | Curriculum and Pedagogy Theory and Development | Curriculum and Pedagogy |
Publisher: Springer Science and Business Media LLC
Date: 12-10-2021
Publisher: Routledge
Date: 11-2018
Publisher: Emerald
Date: 03-09-2021
DOI: 10.1108/HESWBL-07-2020-0154
Abstract: International work integrated learning (iWIL) placements for university students are widely promoted within universities. However, they cannot be offered and sustained without a great deal of time and effort most commonly the responsibility of an assigned university facilitator. Preparation and support are essential for a positive student experience and iWIL outcome. However, not all experiences and outcomes are positive, or predictable. Personal vignettes of university iWIL facilitators are used to create a collaborative autoethnography (CAE) of experiences and outcomes where placements have been affected by unexpected or unprecedented “critical incidents” and the impact incurred on these academics. The vignettes are analyzed according to the Pitard (2016) six-step structural analysis model. Analysis of the vignettes identifies a resulting workload cost, emotional labor and effect on staff wellbeing. Due to the responsibility and expectations of the position, these incidents placed the university iWIL facilitator in a position of vulnerability, stress, added workload and emotional labor that cannot be compared to other academic teaching roles. It is intended through the use of “real life” stories presented in the vignettes, to elicit consideration and recognition of the role of the iWIL facilitator when dealing with “the negatives” and “bring to light” management and support strategies needed. Research is scant on iWIL supervisor experience and management of “critical incidents”, therefore this paper adds to the literature in an area previously overlooked.
Publisher: Routledge
Date: 24-11-2021
Publisher: Informa UK Limited
Date: 29-01-2023
Publisher: Informa UK Limited
Date: 03-2011
Publisher: Informa UK Limited
Date: 24-04-2023
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: Informa UK Limited
Date: 26-10-2021
Publisher: Emerald
Date: 07-08-2017
Abstract: Equipping pre-service teachers with the skills and knowledge needed to teach health in socially critical ways requires pre-service teachers to examine and critique in idualistic understandings of health. The purpose of this paper is to use Bourdieu’s concepts of the bodily hexis (the body as both separate from society (autonomous in iduals) and the body as socially mediated (the influence of social forces upon in iduals)) and pedagogic work to investigate the challenges of redressing the reproduction of in idualistic conceptualizations of health in teacher education. The paper focusses on an analysis of 31 pre-service teachers’ reflective writing in a foundational health education course, which sought to engage students in thinking about health in socially critical ways. A systematic and procedural form of document analysis was employed to examine and interpret data to investigate the ways in which students were engaging with the socially critical health discourses and course content. The findings evidence that while students attempted to engage with and demonstrate their knowledge of a socially critical view of health, contradictions, or places where students unknowingly slipped into in idualistic ways of thinking appeared frequently across the data. Findings are presented to elucidate challenges facing pre-service teachers in teaching the AC:HPE curriculum. Findings suggest the need for teacher educators to employ pedagogic practices that can disrupt previous pedagogic work, serving to challenge and interrogate current constructions of health, and delve deeply into critical discourses through interchange and reflection. This paper extends the current scholarship of Bourdieusian theoretical concepts in relation to critical health discourses and pedagogies.
Publisher: Informa UK Limited
Date: 28-06-2023
Publisher: Informa UK Limited
Date: 15-11-2018
Publisher: Springer International Publishing
Date: 2019
Publisher: Informa UK Limited
Date: 07-12-2015
Publisher: Wiley
Date: 02-04-2021
DOI: 10.1002/BERJ.3720
Abstract: Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small‐scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio‐economically disadvantaged communities.
Publisher: Informa UK Limited
Date: 08-12-2020
Publisher: Edith Cowan University
Date: 2015
Publisher: Routledge
Date: 13-05-2019
Publisher: Informa UK Limited
Date: 15-04-2019
Publisher: Edward Elgar Publishing
Date: 29-01-2016
Publisher: Informa UK Limited
Date: 23-09-2020
Start Date: 2022
End Date: 12-2024
Amount: $367,168.00
Funder: Australian Research Council
View Funded Activity