ORCID Profile
0000-0001-7013-2090
Current Organisation
Southern Cross 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)
Literary Studies | Aboriginal Cultural Studies | Information Storage, Retrieval And Management | Australian And New Zealand | Historical Studies | Studies of Aboriginal and Torres Strait Islander Society | Specialist Studies in Education | Australian Literature (excl. Aboriginal and Torres Strait Islander Literature) | Aboriginal Studies | Aboriginal and Torres Strait Islander History | Organisation of Information and Knowledge Resources | Film and Television | Education Studies Not Elsewhere Classified | Aboriginal and Torres Strait Islander Performing Arts
ANZSRC Socio-Economic Objective (SEO)
Library and related information services | Aboriginal and Torres Strait Islander heritage | Aboriginal and Torres Strait Islander education | Understanding Australia's Past | Indigenous Health not elsewhere classified | Conserving Aboriginal and Torres Strait Islander Heritage | Aboriginal and Torres Strait Islander development and welfare |
Related Links
Publications
Moments of (aha!) walking and encounter: fluid intersections with place
Publisher: Intellect
Date: 03-2017
Abstract: In contemporary art, research and art education, the concepts of walking and mapping in singular and collaborative encounters with place are established as a generative learning, creative and research event. In this iteration of walking and encounter, four arts academics sought to extend and engage the practice of itinerant drift, collaboratively and discretely, mapping manifestations and then responding with an artful riposte in relation to educational practice. Using the provocation of playfulness, the methodology was inspired by the concept of the dérive and stimulated by Dada, Surrealist and Fluxus legacies. This visual essay portrays the assemblage of walking and encounter at the Peninsula c us site at Monash University through visual poetics, which aims to arouse continuing dialogue around place, learning, encounter, chance and disruption.
Youth4Sea and marine debris: An arts-based, site-specific, youth-framed inquiry
Publisher: Intellect
Date: 09-2023
DOI: 10.1386/ETA_00139_3
Re-turning education through art
Publisher: Intellect
Date: 09-2021
DOI: 10.1386/ETA_00071_2
Posthumanist learning: Nature as event
Publisher: Springer International Publishing
Date: 07-09-2020
Arts-research-education: connections and directions
Publisher: Springer International Publishing
Date: 2018
Vortex(t): The becoming of the socioecological learner-teacher-researcher
Publisher: BRILL
Date: 23-03-2022
Mapping-making philosophy in environmental education: Lines, knots and knotting
Publisher: Cambridge University Press (CUP)
Date: 07-2020
DOI: 10.1017/AEE.2020.30
De-imagining and re-invigorating learning with/in/as/for community, through self, other and place
Publisher: Springer International Publishing
Date: 07-09-2020
Site/sight/insight: becoming a socioecological learner through collaborative artmaking practices
Publisher: Springer International Publishing
Date: 07-09-2020
Australian Identity Today and Tomorrow
Publisher: SensePublishers
Date: 2015
Posthuman Arts-Based Experimentation through Place-as-Event
Publisher: BRILL
Date: 23-03-2022
Socioecological learners as agentic: a posthumanist perspective
Publisher: Springer International Publishing
Date: 07-09-2020
The risky socioecological learner
Publisher: Springer International Publishing
Date: 07-09-2020
The socioecological (un)learner: Unlearning binary oppositions and the wicked problems of the Anthropocene
Publisher: Springer International Publishing
Date: 07-09-2020
The socioecological learner in big history: Post-Anthropocene imageries
Publisher: Springer International Publishing
Date: 07-09-2020
Displacement, Dislocation and Ethnicities
Publisher: SensePublishers
Date: 2015
A/r/tographic Peripatetic Inquiry and the Flâneur
Publisher: Springer International Publishing
Date: 2018
Storymaking belonging
Publisher: University of Alberta Libraries
Date: 27-02-2019
DOI: 10.18432/ARI29429
Abstract: Sometimes data invites more of us. To be physically held and touched, through hands creating and crafting with matter, cultivating a closer connection to the fibres, threads, textures and sinews of data. Through touching and shaping the materiality of data, other beings, places and times are aroused. Here, we share the story of data that invited more of us and how this has spurred the creation of an exhibition titled Stories of Belonging with Indigenous and non-Indigenous artist/scholars for an arts festival in Queensland, Australia. This work by the collective, SISTAS Holding Space, deeply interrogates our ontological positionality as researchers, in particular what this means in the Australian context – a colonised nation populated through waves of migration. The scars of colonization, migration and shame are held and heard through Black and White Australian women creating and interrogating belonging alongside each other – listening and holding space for each other. We air the pains of ontological destruction, silencing, disconnection and emptiness. Through experimental making research methodology, we argue the primacy of storying and making, and for provoking resonant and entangled understandings of belonging and displacement.
The enduring politics of art education: the common European framework of reference for visual literacy − prototype
Publisher: Intellect
Date: 03-2019
Abstract: This article is a discussion that replies to a generous call from European colleagues to evaluate and respond from an Australian perspective, to a new Art1 education framework in the area of visual literacy. This call also asks whether such a framework is relevant to Art education in the Australian context. The initial impression of the framework from an Australian perspective is that it is a useful if not complex attempt to generate a common language and understandings in the domain of visual education across and through the multifarious linguistic and cultural entities that comprise the European continent. This is an ambitious undertaking and a courageous one, given the complexities of the domain of Art education, and one that is embedded in the on-going politics of contemporary education generally and contemporary Art education specifically. The structure of this essay will be to first explain and contextualize the framework as I have viewed it so that the reader is oriented to the discussion. This is followed by a dialogue on its relevance initially and philosophically to Art Education as a domain more generally, and then specifically towards Art education in the Australian context. Finally, I offer some humble comments upon possible further developmental elements of the Common European Framework of Reference for Visual Literacy (CEFR-VL).
Transitions, Resolutions and Belongings
Publisher: SensePublishers
Date: 2015
My favourite dress: Fashion as historical document, family legacy and imprimatur
Publisher: SensePublishers
Date: 2015
Walking with A/r/tography
Publisher: Springer International Publishing
Date: 2022
Basket weaving as an Aboriginal methodology and theoretical framework
Publisher: SAGE Publications
Date: 07-08-2023
DOI: 10.1177/11771801231187180
Abstract: This article explores the development of an Aboriginal basket-weaving theoretical-methodological framework developed as part of a doctoral study that explores Aboriginal and Torres Strait Islander teachers’ aspirations towards school leadership in Australia. Aboriginal basket weaving framed as theory-methodology is positioned through the cultural lens of Indigenous and post-structural theoretical frameworks. Connected and relational ontology is woven through the methodologies of storying and yarning that are held by the basket-weaving theoretical framing yet to be enacted in the fieldwork and analysis. This article is a first look at the framework developed by the lead author in concert with her doctoral supervisors.
Art spoken here: reggio emilia for the big kids
Publisher: Wiley
Date: 10-2013
Walking as a radical and critical art of inquiry: Embodiment, place and entanglement
Publisher: Intellect
Date: 03-2021
DOI: 10.1386/ETA_00047_2
Collaboration as individual learning event: collective consciousness and shared practice in the development of pedagogical content knowledge in visual arts pre-service teachers
Publisher: Springer International Publishing
Date: 02-12-2018
Young people’s understandings and attitudes towards marine debris: a systematic scoping review
Publisher: Informa UK Limited
Date: 21-12-2021
Displacement, Identity and Belonging
Publisher: SensePublishers
Date: 2015
Spaces of Speaking: Liminality and Case-Based Knowledge in Arts Research and Practice
Publisher: Springer International Publishing
Date: 02-12-2018
Pentimento: an ethnic identity revealed, concealed, revealed
Publisher: Springer International Publishing
Date: 02-12-2017
Collaborative visual mapping as performance: Visual arts pre-service teachers' reflections on practicum
Publisher: Intellect
Date: 06-2014
Walking A/r/tography with youth at risk: mapping movement and place
Publisher: Springer International Publishing
Date: 2022
REVIEWS
Publisher: Intellect
Date: 25-10-2012
Abstract: DESENHO INFANTIL E SEU ENSINO A CRIANÇAS CEGAS: RAZÕES E MÉTODO, MARIA LÚCIA BATEZAT DUARTE (2011)Curitiba, Brazil: Insight Editora, 203 pp., ISBN: 978-85-62241-03-1, p/bk, DVD, price on request INTELLECTUAL BIRDHOUSE: ARTISTIC PRACTICE AS RESEARCH, FLORIAN DOMBOIS, UTE META BAUER, CLAUDIA MAREIS AND MICHAEL SCHWAB (EDS) (2011) Cologne and London: Verlag der Buchhandlung Walther König,295 pp.,ISBN: 978-3-86335-118-2, p/bk,€19.80 TRANSFORMING THE CURRICULUM THROUGH THE ARTS, ROBYN GIBSON AND ROBYN EWING(2011) South Yarra, Victoria, Australia: Palgrave Macmillan, 244 pp., ISBN: 97814202 5643 7, p/bk, AUS$59.95
Un/Folding Socioecological Learning: An Aesthetic Portrayal
Publisher: Springer International Publishing
Date: 07-09-2019
water/watery/watering: Concepts for Theorising in Environmental Education
Publisher: Cambridge University Press (CUP)
Date: 07-2020
DOI: 10.1017/AEE.2020.17
Abstract: The assemblage of water/watery/watering is a lively cartography of how water may be accounted for when theorising with and through environmental education research. Challenging the universalising claims of Western technoscience and the colonial logic of extraction, the article develops an alternative theoretical mapping of environmental education through engagements with Ingold’s (2007, 2012, 2015) concepts of lines, knots, and knotting. For this article and for the Special Issue in which it is housed, the concepts of such knottings are defined as an assemblage of haecceities, lived events that are looped, tethered and entangled as material and conceptual agencies that inhere within situated encounters. Thus, this article grapples with the need to account for water differently in contemporary posthuman ecologies. To overcome anthropocentric and mastery-oriented approaches, various other ways to account for water in science or environmental education will continue to come to the surface, bubbling and rushing like a waterfall as they have done in this work. Some of these will include thinking with water, which will be central to a theoretical mapping of water that seeks embrace sticky knots. The article explores a (re)turn to artful practices and encounters as spaces in which posthumanist concepts for environmental education might be cultivated.
The (quaran)timeliness of art educational inquiry
Publisher: Intellect
Date: 09-2020
DOI: 10.1386/ETA_00034_2
Walking with A/r/tography: An Orientation
Publisher: Springer International Publishing
Date: 2022
Becoming-with as Becoming-Maternal—Writing with Our Children and Companion Species: A Poetic and Visual Autoethnographic Portrayal of Mothering Assemblages
Publisher: Springer International Publishing
Date: 2020
Working towards ‘doing it better’: seeking the student voicein teacher education
Publisher: Edith Cowan University
Date: 2019
Touchstones for Deterritorializing Socioecological Learning
Publisher: Springer International Publishing
Date: 2020
Walkings-through paint: A c/a/r/tography of slow scholarship
Publisher: Informa UK Limited
Date: 04-05-2017
Children as artists: the preschool as a community of creative practice
Publisher: Informa UK Limited
Date: 02-01-2017
The Visual Diary, the Conceptual Framework, the Practices, and the Frames: Pedagogical Possibilities of the Secondary Visual Arts Curriculum in New South Wales, Australia
Publisher: Wiley
Date: 23-01-2019
DOI: 10.1002/9781118978061.EAD002
Abstract: In Australia, the New South Wales (NSW) visual arts secondary syllabi offer a highly elegant curriculum, developed in the late 1990s. This curriculum allows for a range of tailored pedagogical approaches, which can be adapted specifically to the needs of in idual students, school cultures, teacher expertise, and available resources. Teachers are able to use their particular pedagogical content knowledge to enact ergonomic responses to the structures of this curriculum, in order to enable deep engagement through creative and critical thinking in distinctive ways. Through the lenses of the “Conceptual Framework,” the “Frames,” and the “Practices,” teachers in NSW have the freedom to structure learning in highly in iduated modalities. This chapter explores the pedagogical possibilities of this curriculum from both the teacher's and the teacher educator's perspectives.
Hungary Hungarians; Australia Hungarians
Publisher: SensePublishers
Date: 2015
Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement
Publisher: Emerald
Date: 24-12-2022
DOI: 10.1108/IJMCE-07-2021-0080
Abstract: Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience. This investigation utilised survey design to gather data from primary preservice teachers ( n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics. Findings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching. The preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts. This research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students. While the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
Propositional A/r/tography: An Analytical Protocol
Publisher: SAGE Publications
Date: 08-06-2022
DOI: 10.1177/10778004221093418
Abstract: This article explores a/r/tography’s speculative and propositional potentials and returns to the a/r/tographic renderings to offer new approaches to a/r/tographic analyses. Propositional a/r/tography provokes ways to think with the renderings that can perform as analytical gateways for experimentation with further layered generative and iterative data creations consequentially. This protocol emerged from deep engagement in data creation processes in response to c/a/r/tographic fieldwork with young people in, on, with, and through the world heritage listed Gondwana Rainforest site in Southeast Queensland, Australia. As such, the propositional a/r/tographic analytical protocol was created as an emergent response to making, materialities, and mappings. It is anticipated that the analytical protocol be engaged as speculative propositions for thinking and experimentation with and through the a/r/tography renderings.
Journeys and Investigations
Publisher: SensePublishers
Date: 2015
Hopeful art education
Publisher: Intellect
Date: 09-2022
DOI: 10.1386/ETA_00102_2
Abstract: This editorial articulates the hope art educators might find in the radical belief of futural possibilities. Co-authors embrace the editorial process and our journey through it as an editorial team for this journal as the nurturing and coalescing of potential. The journal and its contents manifest the hope that even dire situations could be otherwise.
Walking-With Covid: Posthuman Walking Propositions
Publisher: Springer International Publishing
Date: 2023
Australian Immigration
Publisher: SensePublishers
Date: 2015
Thinking through ways of art education
Publisher: Intellect
Date: 06-2020
DOI: 10.1386/ETA_00023_2
Findings, windings and entwinings: cartographies of collaborative walking and encounter
Publisher: Intellect
Date: 09-2015
Abstract: In the continuing ‘Not Ourselves’ practice-based project, we are attempting to unravel the harmonics of the collaborative voice in educational research, in which the singular voice of the ‘author’ also gives voice to multiple others. We approached this project as an enquiry into the process of ‘collaboration in the making’ and as an emergent practice. Each of the authors of the article has a different professional background: one an environmental educator another an arts educator and the third a contemporary artist. We explored walking together|apart to yield outcomes that were not tied to traditional notions of collaboration. The maps we created as we walked speak to collaborations that are rutted, insecure and ambiguous through irregular cooperations. This visual essay is structured into three sections where we collectively and in idually explore concepts we refer to as ‘findings, windings and entwinings’.
Propositions for an environmental arts pedagogy : a/r/tographic experimentations with movement and materiality
Publisher: Springer International Publishing
Date: 2018
Arts-Based Educational Research: Foregrounding Critical Visual Languages
Publisher: Springer Singapore
Date: 2013
Preschool children, painting and palimpsest: collaboration as pedagogy, practice and learning
Publisher: Wiley
Date: 15-09-2018
DOI: 10.1111/JADE.12113
Related Organisations
Related Funding Activities
Discovery Indigenous Researchers Development - Grant ID: DI0560542
Start Date: 2005
End Date: 12-2007
Amount: $60,720.00
Funder: Australian Research Council
View Funded ActivityLinkage Infrastructure, Equipment And Facilities - Grant ID: LE0989090
Start Date: 2009
End Date: 05-2010
Amount: $650,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Infrastructure, Equipment And Facilities - Grant ID: LE0882507
Start Date: 2008
End Date: 03-2009
Amount: $500,000.00
Funder: Australian Research Council
View Funded ActivitySpecial Research Initiatives - Grant ID: SR200200902
Start Date: 08-2021
End Date: 08-2024
Amount: $116,265.00
Funder: Australian Research Council
View Funded ActivityLinkage Infrastructure, Equipment And Facilities - Grant ID: LE100100079
Start Date: 06-2010
End Date: 09-2011
Amount: $520,000.00
Funder: Australian Research Council
View Funded Activity