ORCID Profile
0000-0003-2476-9407
Current Organisation
Edith Cowan University
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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.
Information Systems | Higher Education | Aboriginal and Torres Strait Islander Environmental Knowledge | Gender, Sexuality and Education | Specialist Studies in Education | Aboriginal and Torres Strait Islander Information and Knowledge Systems | Environmental Education and Extension
Gender Aspects of Education | Expanding Knowledge in Education | Environmental Ethics | Protected Conservation Areas in Fresh, Ground and Surface Water Environments | Conserving Aboriginal and Torres Strait Islander Heritage |
Publisher: Wiley
Date: 11-2021
DOI: 10.1111/JPC.15649
Abstract: The climate crisis has detrimental impacts on the mental health and wellbeing of children and young people. Psychological effects include feelings of fear, overwhelm, worry, distress, hopelessness and anger PTSD depression anxiety phobias panic disorder sleep disturbances attachment disorders learning difficulties substance abuse shock and trauma symptoms adjustment problems behavioural problems and, suicidal thinking. First Nations' children and young people are particularly at risk due to loss of place, identity, culture, land and customs informed by kinship relationships with the Earth while sustainable land use practices and connection to Country and community can enhance climate resilience. In Western Australia (WA), some young people engage in climate activism – including striking from school – to demand government action to address the causes of climate change, including colonisation and capitalism. Climate activism can promote resilience, particularly when children and young people can emotionally engage in the climate crisis when mental health is systemically supported when climate communication is transparent and comprehensive and, when activism is informed by the knowledges and wisdoms of First Nations peoples and grounded on Country. This article is co‐authored by WA young people, Aboriginal and non‐Aboriginal academics, activists and practitioners engaged in youth, mental health and climate justice spaces. We argue for structural change to address the causes of the climate crisis, alongside enhanced evidence and approaches to appropriately support the mental health of children and young people. Furthermore, we support the call of Aboriginal peoples to ensure culturally appropriate, place‐based responses based in caring for Country.
Publisher: SAGE Publications Ltd
Date: 2014
Publisher: Informa UK Limited
Date: 27-02-2014
Publisher: Cambridge University Press (CUP)
Date: 09-2023
DOI: 10.1017/AEE.2023.30
Publisher: Elsevier BV
Date: 2005
Publisher: SAGE Publications
Date: 21-07-2021
Abstract: In response to the perception that climate change is too abstract and its consequences too far-reaching for us to make a difference, recent feminist environmental humanities scholars have drawn attention to connections that can be forged by noticing the intermingling of bodies, relations, materials, places and movements in the world. Inspired by these ideas, Tonya Rooney has proposed that there is potential in working with child–weather relations as a pedagogical response to making climate change more connected and immediate for young children. Mindy Blaise and her colleagues have also shown how ‘matters of fact’ dominate early childhood teaching, and call for new pedagogies that attend to ‘matters of concern’, such as climate change. In this article the authors build on these ideas by drawing also on María Puig de la Bellacasa’s suggestion that we extend our concern to ‘matters of care’ as an ‘ethically and politically charged practice’. The authors report on their work with educators and children in an Australian-based preschool where they have started to engage with matters of concern and matters of care to create new types of pedagogies that they call ‘weathering-with pedagogies’. These are situated, experimental, embodied, relational and ethical, and, the authors suggest, reflect a practice of care, thus providing young children with new ways of responding to climate change. The authors take as their starting point Donna Haraway’s invitation to ‘muddy the waters’ as a way to stir up the possibilities, tensions and challenges in doing such work.
Publisher: Cambridge University Press (CUP)
Date: 24-01-2022
DOI: 10.1017/AEE.2021.34
Abstract: In these regenerative times prompted by the Anthropocene, Aboriginal voices are situated to draw on ancient wisdom for local learning and to share information across the globe as ecological imperative for planetary wellbeing. In this paper, postqualitative research foregrounds the sentient nature of life as ancestral power and brings the vitality of co-becoming as our places into active engagement. It enables coloniality to surface and reveals how it sits in our places and lives, in plain sight but unnoticed because of its so-called common sense. Postqualitative research relates with ancient knowledges in foregrounding Country’s animacy and presence, revealing the essence of time as non-linear, cyclical and perpetual. In this way, we are places, weather and climate, not separate. Postqualitative research also relates with ancient knowledge in illustrating Country as agentic and time as multiple, free of constraint and directly involved in our everyday. Country is active witness in the lives of Aboriginal peoples, here always. This is a strong basis for decolonisation. We all have a responsibility to listen, to help create a new direction for the future in the present time.
Publisher: Informa UK Limited
Date: 09-2022
Publisher: Informa UK Limited
Date: 14-06-2021
Publisher: SAGE Publications Ltd
Date: 2014
Publisher: Wiley
Date: 18-06-2022
DOI: 10.1002/RRA.3822
Abstract: The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non‐innocent, and necessary river‐child stories. These stories highlight the emergence of a feminist anti‐colonial methodology that is attentive to settler response‐abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river‐child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river‐child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler‐colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.
Publisher: Routledge
Date: 30-01-2012
Publisher: SAGE Publications
Date: 19-05-2013
Abstract: This article engages with air from a posthuman performative perspective to prompt new thinking about postcolonial Hong Kong. Drawing from a small experiential study of Hong Kong air, this article shows how three becoming-with research practices sensing air, tracing childhood memories, and cominglings were enacted to engage with data differently. Becoming-with Hong Kong air illuminates how new connections are made with data through inter- and intra-actions between human, nonhuman, and the material and discursive. This article argues that becoming-with practices are productive and necessary to rethink postcoloniality in Hong Kong.
Publisher: Informa UK Limited
Date: 17-05-2023
Publisher: Informa UK Limited
Date: 11-2013
Publisher: Informa UK Limited
Date: 14-07-2022
Publisher: Informa UK Limited
Date: 11-2007
Publisher: Springer Science and Business Media LLC
Date: 23-05-2018
Publisher: Informa UK Limited
Date: 07-09-2015
Publisher: Informa UK Limited
Date: 16-03-2023
Publisher: Informa UK Limited
Date: 03-2022
Publisher: Informa UK Limited
Date: 22-07-2017
Publisher: Routledge
Date: 02-2023
Publisher: SAGE Publications
Date: 08-2018
Abstract: In the spirit of reformulating notions of critique, this response builds on the creative research experimentation that the authors enacted to consider air differently. The authors continue to be lured by generosity, curiosity, surprise, and wonder and suggest two feminist responses that relate to and generate knowledge in alternative ways. Two experimentations (collective experimental story writing and erasure poetry) are offered to readers with the aim of activating new thinkings, doings, and relations with air.
Publisher: Informa UK Limited
Date: 06-2009
Publisher: Cambridge University Press (CUP)
Date: 09-2023
DOI: 10.1017/AEE.2023.28
Publisher: Routledge
Date: 12-11-2005
Publisher: SAGE Publications
Date: 20-02-2015
Abstract: Events in Australia have acted as provocations to thinking about the consequences of becoming a ‘package’ and then being processed. The image of the human, as prisoner, together with narratives about the child and the nonhuman animal as package, are used here in order to understand the world we share with others. These disparate elements are gathered together to form an uneasy assemblage. Thinking through Gilles Deleuze and Felix Guattari, a posthuman performative methodology is used to create this assemblage with its flows, images and stories. Posthumanism presents a challenge that recognizes the possibility of being in the world in a connected/entangled/knotted way. The work of Donna Haraway, Cary Wolfe and Karen Barad underpins the theoretical and methodological perspective. Drawing on evidence from the media, the internet, human and animal rights work and visual representations, this work considers what it means to be packaged, commodified and de-humanized/de-animalized. Once packaged certain experiences become normalized and the (re)packaging of people and animals proliferates and emerges in new iterations. This article argues that by following the flows that circulate around the packaged animal or human everything changes, and becoming part of the assemblage invites active engagement with the unease that emerges. In this process our response-ability is called into question along with aspects of a relational ethics.
Publisher: Informa UK Limited
Date: 04-2021
Publisher: Informa UK Limited
Date: 12-2013
Publisher: Informa UK Limited
Date: 24-05-2022
Publisher: Springer Science and Business Media LLC
Date: 11-09-2014
Publisher: Informa UK Limited
Date: 03-07-2022
Publisher: Informa UK Limited
Date: 19-12-2020
Publisher: Springer Science and Business Media LLC
Date: 03-09-2022
DOI: 10.1007/S12564-022-09789-Y
Abstract: What is regenerative learning in Australian higher education? This paper addresses the intersecting crises of climate, species loss and injustice often called a conceptual emergency. We tackle the problem of disciplinary compartmentalisation, preventing integration of important related concepts. The particular case is separation of the Australian Curriculum Cross-curriculum Priorities at school and university for teaching, learning and research purposes. We are concerned with two of the three: sustainability, and Aboriginal and Torres Strait Islander histories and cultures. The project generates significant conceptual linkages, which strengthen sustainability with Indigenous histories and cultures. The linked concepts have the potential to re-centre Indigenous knowledge systems and knowledge holders in Australian higher education for sustainability. The interconnectedness facilitates learning of, for and through regenerative cultures, which are healing and wellbeing-oriented. Centring Indigenous histories, concepts and wisdom in sustainability education will reveal deeper meanings such as communicative ways of understanding worlds. These have multiple applications in teaching and learning, and improved outcomes in practice. Each case study presented in this paper utilises a decolonising, regenerative research method for answering research questions. The methods challenge Western, colonising power relationships that continue to act upon Indigenous lived experience enable communicative relations with more than human worlds and are transformative. Together, they value experience, the collective, being creative, narrative, justice, ways of knowing and responding to sentient, animate places. In this paper, decolonising ways of working towards regenerative futures foreground Indigenous ways of knowing, being, valuing and doing, revealing Indigenous knowledge making for contemporary contexts.
Publisher: SAGE Publications
Date: 2012
Publisher: Informa UK Limited
Date: 02-2013
Publisher: Informa UK Limited
Date: 20-10-2023
Start Date: 02-2023
End Date: 01-2028
Amount: $700,411.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2021
End Date: 12-2024
Amount: $214,024.00
Funder: Australian Research Council
View Funded Activity