ORCID Profile
0000-0002-4967-5397
Current Organisation
Monash University
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Publisher: Informa UK Limited
Date: 18-05-2020
Publisher: Informa UK Limited
Date: 16-02-2023
Publisher: Informa UK Limited
Date: 10-2011
Publisher: Informa UK Limited
Date: 07-2013
Publisher: Informa UK Limited
Date: 14-07-2023
Publisher: Informa UK Limited
Date: 07-09-2023
Publisher: Informa UK Limited
Date: 02-05-2023
Publisher: Springer Singapore
Date: 2017
Publisher: Informa UK Limited
Date: 10-2016
Publisher: Informa UK Limited
Date: 14-03-2019
Publisher: Informa UK Limited
Date: 03-09-2018
Publisher: Informa UK Limited
Date: 10-2021
Publisher: Informa UK Limited
Date: 19-08-2020
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 11-08-2023
DOI: 10.1007/S10643-023-01552-1
Abstract: Research indicates an uneasy fit between curriculum frameworks and practice. In this paper, we explore the more subtle practices of context, providing insights into why teachers plan the way they do. Specifically, we examine the Australian early childhood education and care curriculum framework and local practices by analysing teacher planning templates and interviews. Using Bourdieusian tools of field and habitus, we investigate how early childhood teachers plan their programs by selectively adapting curriculum frameworks. Our case study approach uncovers a range of influences on teacher planning and how local practices reflect broader national agendas for young children.
Publisher: Informa UK Limited
Date: 03-02-2022
Publisher: SAGE Publications
Date: 29-09-2022
Publisher: Informa UK Limited
Date: 07-1998
Publisher: MDPI AG
Date: 18-05-2023
Abstract: The involvement of refugee families in early childhood education and care (ECEC) is a complex issue in many countries. In this paper, we explore how early childhood (EC) educators construct refugee families’ sense of belonging in two metropolitan and one regional EC setting in Victoria, Australia. We undertook a multiple case study, analyzing interview data. We implemented Bourdieu’s notion of cultural capital and identity capital, drawing on the Provision Articles from the Convention on the Rights of the Child (1989) and the Australian Early Years Learning Framework 2.0. Our study revealed the tensions between creating a sense of belonging and recognizing the identity and cultural capital of refugee children and their families as they access ECEC programs. We conclude with suggestions for ways forward to navigate this space, including the need for greater awareness of research on the importance of a sense of belonging for refugee families in ECEC settings.
Publisher: SAGE Publications
Date: 17-12-2013
Abstract: This paper describes the multi-methodological approach employed in a partial, situated, contingent and interpretive feminist political analysis of Catholic mothers and daughters. The study draws on a number of sources including transcripts of mother-daughter interviews, autobiographical anecdotes, photographs, music, icons of Catholicism and poetry. It is argued in this paper that a feminist multi-methodological approach is valuable to feminist research as it disrupts the linear and logocentric construct of traditional social science research. Moreover, a multi-methodological and multi-sourced approach opens up sites so that the mothers and daughters in this study could be positioned within specific histories and contexts, and provided with a space so that as women they could reconstruct themselves as self-referential subjects.
Publisher: Cambridge University Press (CUP)
Date: 07-1993
DOI: 10.1017/S0310582200005745
Abstract: Education is a vital political concern to Aboriginal and Islander women. Despite common assumptions that Aboriginal and Islander families do not hold high expectations for their children's education, Aboriginal and Islander families do value education for their children and hold high educational aspirations for them. This general perception of Aboriginal and Islander parents' disinterest has to do with the mismatch between the education provided and the culture of their children. Palm Island women as community other - Mothers, for instance, show a deep concern about their own and their children's education. It is only by gaining a political vocabulary by which to speak that Palm Island women can begin to articulate the educational needs for their children. This voice emanates from their standpoint and speaks in their interests, and contests Anglo-Australian paternalistic models of education. This article will give voice to Palm Island women as they speak about their children's education and their own educational aspirations.
Publisher: Informa UK Limited
Date: 27-05-2011
Publisher: Wiley
Date: 08-09-2022
DOI: 10.1002/TESQ.3068
Abstract: The complexity inherent in the TESOL field can present challenges for Language Teacher Associations (LTAs) in undertaking internal‐facing roles such as professional learning including networking, conferences and publications, as well as external‐facing roles such as advocacy work with stakeholders, and curriculum reform, among other issues (e.g., Elsheikh & Effiong, 2018b Lamb, 2012 Paran, 2016). LTAs must be cognizant of and responsive to changing socio‐political, policy, funding factors influencing TESOL provision, as well as the changing pedagogical needs of educators working across sectors. This study investigates the factors which influence and shape English as an Additional Language (EAL) education across a local (state based) EAL context and considers how these findings can inform the activities and practices of LTAs. Q methodology, which combines the use of qualitative and quantitative data, is employed to provide insights into current, deeply held perspectives of educators in relation to EAL provision. Findings provide insights into contextual variables which impact on EAL provision in adult education and school‐based contexts, including intensive English education for refugee and migrant children. This in turn provides an opportunity to consider implications of these findings for LTA activities and practices, in particular, in relation to professional learning, leadership and advocacy.
Publisher: Informa UK Limited
Date: 02-01-2014
Publisher: Informa UK Limited
Date: 03-2017
Publisher: SAGE Publications
Date: 30-12-2016
Abstract: The socio-historical events and libertarian cultural movements of the 1960s and 1970s shaped the Catholic mother-daughter relationship for the women in this feminist genealogical study. This study is based on interviews with 36 Anglo-Australian Catholic women – 13 sets of mothers and daughters – as well as dialogue between my mother and myself about family photographs. Women’s stories of secondary school days tell of the formation of lady-like identities circumscribed through uniform regulations, the cult of the Virgin Mary and ceremonies of everyday Catholic school life. The abject maternal body resurfaces in adolescence with the flow of menstrual blood, and the heralding sexuality of young women is circumscribed through patriarchal institutions such as Catholicism. Amid their silenced and contested dialogue, although years apart, the stories between mothers and daughters in this study drew parallels.
Publisher: Informa UK Limited
Date: 08-08-2023
Publisher: Springer Science and Business Media LLC
Date: 09-01-2018
No related grants have been discovered for Anne Keary.