ORCID Profile
0000-0002-0225-5934
Current Organisation
Deakin University Burwood Campus
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Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Informa UK Limited
Date: 20-03-2023
Publisher: Informa UK Limited
Date: 24-10-2023
Publisher: Cambridge University Press (CUP)
Date: 11-2019
DOI: 10.1017/AEE.2019.30
Abstract: In these Anthropocene times humans are vulnerable through the effects of socio-ecological crises and are responsible for attending to past, present and future socio-ecological injustices and challenges. The purpose of this article is to challenge discursive structures that influence knowledge acquisition about/of the world through binary logics, acknowledging that we are never apart from the world we are seeking to understand, but that we are entangled through a mutual (re)configuring with the world. Through storytelling and entangled poetry from outdoor education and environmental science education contexts, this article explores discursive/material forces (socially meaningful statements/affective intensities) enacted through pedagogies ‘attuning-with’. As pedagogies ‘attuning-with’ take up a relational ontology, in which sense-making is generated from the grounded, lived, embodied and embedded politics of location in relationship with broader ecologies of the world, they illuminate a transdisciplinary environmental education. A transdisciplinary environmental education is important for these Anthropocene times, because it not only promotes a multivocal approach to environmental education, but in acknowledging our inherent and intrinsic responsibility and accountability for the kinds of worlds that we are co-constituting, it provides opportunities to change the story of how we choose to live with/in/for these Anthropocene times.
Publisher: Cambridge University Press (CUP)
Date: 06-2023
DOI: 10.1017/AEE.2023.13
Publisher: Cambridge University Press (CUP)
Date: 09-2022
DOI: 10.1017/AEE.2022.44
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: Springer Science and Business Media LLC
Date: 18-05-2022
DOI: 10.1007/S10763-022-10284-4
Abstract: Growing research evidence indicates student learning gains from guided representation construction/invention in school science and mathematics. In this inquiry approach, students address challenges around what features of a phenomenon roblem to attend to, what data to collect, how and why, and make collective judgments about multimodal accounts of phenomena. However, researchers to date have tended to focus on student learning rather than on the teacher’s role in guiding various phases of inquiry. In this paper we report on (a) analysis of Grade 1 students’ engagement in interdisciplinary mathematics and science inquiry practices in a classroom sequence in ecology (b) the teacher’s role in guiding such inquiry and (c) interpretation of these practices in terms of support of student transduction (connecting and remaking meanings across representations in different modes). Data from our study included video capture of two case study teachers’ guidance of tasks and classroom discussion and student artefacts. We examine the classroom processes through which the teachers used students’ invention and revision of data displays to teach the concepts of living things, ersity, distribution and adaptive features related to habitat in science. Mathematical processes included constructing and interpreting mapping, measurement and data modelling, s ling and using a scale. The analysis offers fresh insights into how teachers support student learning in these two subjects, through discrete stages of orienting, representation challenge, building consensus and applying and extending representational systems.
Publisher: Informa UK Limited
Date: 27-01-2021
Publisher: Cambridge University Press (CUP)
Date: 11-2017
DOI: 10.1017/AEE.2018.14
Abstract: Having participated in both the New Zealand Association for Environmental Education (NZAEE) and Australian Association for Environmental Education (AAEE) Research Symposia of 2016, the authors provide a critical analysis of the opportunities provided during these symposia for researchers to position themselves within the environmental education field. Each symposium is analysed in terms of its purpose and program structure, and the opportunities for researchers to communicate and share their ideas, build their research community, and frame their field. It was found that there were spaces for researchers to reinscribe the structures and practices of the environmental education field, but less space for its disruption. Furthermore, it seemed that there were some voices from the edge who were unintentionally silenced to some degree for ex le, emerging researchers, women, and Indigenous people. It is recommended that symposia organisers and delegates give careful consideration to these spaces for disruption and to inclusivity when planning and attending future symposia.
Publisher: Cambridge University Press (CUP)
Date: 18-05-2020
DOI: 10.1017/AEE.2020.15
Abstract: We share a story about a katitjin bidi , a learning journey in a bioregion with a multimillennial Aboriginal history. As part of this katitjin bidi , three environmental educators implemented a place-based pedagogy called ‘becoming family with place’, while a fourth participated in the preplanning and final reflective stages. Our story includes cycles of ways of knowing, resulting in an enriched practice of being-with our place. Our story is underpinned by Aboriginal epistemologies to reimagine regenerative futures linked with those of ‘the long now’ — the past, present and future here now. Ours is a particular story that lives in a particular southwest place. There are layers of meanings that live right across the landscapes in the southwest of Australia — and many of them are hiding in full view. You might like to try this pedagogy in school learning, teacher education, and community education contexts.
Publisher: Cambridge University Press (CUP)
Date: 11-2020
DOI: 10.1017/AEE.2020.35
Publisher: SAGE Publications
Date: 03-2011
DOI: 10.1177/097340821000500112
Abstract: The Regional Centre of Expertise on Education for Sustainable Development in Saskatchewan (RCE Saskatchewan, Canada) is part of the United Nations University RCE Initiative in support of the UN Decade of Education for Sustainable Development (2005–14). With funding from the Government of Saskatchewan’s Go Green Fund, RCE Saskatchewan carried out research identifying education for sustainable development (ESD) projects within six priority areas for sustainability in its Canadian prairie region. This ESD capacity assessment was conducted by eight post-secondary students from late 2007 to 2009 and resulted in a searchable database and visual representation (map) of these ESD projects along with ongoing documentation of project milestones and processes. The database has become a useful tool assisting networking of Saskatchewan ESD providers, researchers and participants. This article describes the importance of the inventory in advancing the RCE, the project conception and management, the processes utilised for its successful completion (including descriptions of the technology utilised), the project findings and their implications. It concludes that for an RCE with minimal resources, an ESD project inventory employing student researchers within a higher education setting using Free/Open Source technologies is a cost-effective way of advancing the networking and capacity-building goals of an RCE.
Publisher: Edith Cowan University
Date: 08-2020
DOI: 10.14221/AJTE.2020V45N8.6
Abstract: Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. We have created and tested a model of collaboration. Data were drawn from: recordings of monthly group meetings discussion threads and documents on our leaning management site in idual interviews with all members of the group conducted three times across the project and reflections on these interview transcripts by in idual annotation and group discussions. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted by pairs of collaborators, international networking, and enactments of scholarship. A key element of the success of this model was the foundation of this research in arts-based inquiry. The model has enabled rapid and rich development of academic collaboration with flexibility to develop new practices and projects that benefits research and teaching.
Publisher: Cambridge University Press (CUP)
Date: 11-2017
DOI: 10.1017/AEE.2017.23
Abstract: The 19th Biennial Conference for the Australian Association for Environmental Education (AAEE) was a wonderful milestone for any national organisation. Our South Australian hosts were very excited to see us all descend on Adelaide in September 2016 to take up their offer of ‘Tomorrow Making’. ‘Our Present to the Future’ was four days filled with considering what we were working on and what we are working towards, both in idually and collectively. Youth presentations, collegial collaborations, and sharing of goodwill and thought resulted in a generative conference, just like we have come to expect from environmental educators. Sally and I are pleased to maintain the tradition of guest editing the AJEE Special Issue, showcasing six papers as a representation of the knowledge shared, considered, adapted, and devised at the conference.
Publisher: Informa UK Limited
Date: 22-07-2014
Publisher: Informa UK Limited
Date: 02-11-2017
Publisher: Informa UK Limited
Date: 16-07-2021
Publisher: Cambridge University Press (CUP)
Date: 06-2022
DOI: 10.1017/AEE.2022.30
Publisher: Cambridge University Press (CUP)
Date: 30-08-2023
DOI: 10.1017/AEE.2023.22
Abstract: This paper presents a learning journey about deepening capacity for teaching with Place through relational learning and shares three pedagogical ingredients that are integral in enacting more ethical, decolonial place pedagogies. We are three women, educators working in community and teacher education with interests in environmental education, decoloniality and indigeneity. We write from the position of people whose ancestry is not Indigenous to the places we were born, nor those where we live now. We bring erse experiences, voices, bodies and memories of Place into productive conversations as we think and write together about how we are learning with Place, and our response-abilities for enacting regenerative place pedagogies. We situate our emergent and relational inquiry within our experiences and encounters with Place in solidarity with the call for the sharing of stories that “explore knowing and being as relational practices” (Bawaka Country et al.). Our paper is premised on the understanding that our ethical commitment to decoloniality involves learning to live and learn with and love the places we are now, and prioritising Indigenous philosophies, scholarship and ways of knowing Place throughout our education practices.
Publisher: Springer International Publishing
Date: 2021
Publisher: Frontiers Media SA
Date: 07-07-2022
DOI: 10.3389/FRSUS.2022.920375
Abstract: Higher education institutes (HEI) face considerable challenges in navigating how to respond to the escalating and intertwined socio-ecological sustainability crises. Many dedicated in iduals working in the sector are already driving meaningful action through rigorous research, teaching, knowledge sharing, and public engagement, while there is a growing consensus that sector-wide change is needed to ensure that aspirational declarations and positive in idual actions translate into sustainable and transformative change. This article seeks to contribute to such efforts by illustrating a number of trends, ex les, and reflections on how third-level educational institutes can act sustainably. We highlight the potential of five strategies HEI could employ to support the creation of a more sustainable future namely, (i) innovative approaches to climate change education (ii) research agendas for societal transformations (iii) providing climate change education for professional development (iv) supporting public intellectuals and (iv) investing in whole-systems approaches to greening the c us. The insights are the product of an interdisciplinary working group with members from across Europe, Australia, and the UK. These international ex les provide insight and a sense of possibility for future application.
Publisher: Elsevier BV
Date: 2021
Publisher: Edward Elgar Publishing
Date: 15-09-2020
Publisher: Cambridge University Press (CUP)
Date: 15-11-2022
DOI: 10.1017/AEE.2021.24
Abstract: Two school strikers − Niamh and Harriet − come together with two environmental education academics − Peta and Joseph − to explore what it means to be young people enacting politics for the environment in Australia, and what this might mean for re-imagining education. Niamh and Harriet are leaders of, and were integral to initiating, the highly effective School Strike 4 Climate − Australia (SS4C) movement, enacting ‘principled disobedience’. Peta and Joseph work in teacher education, preparing future teachers who will teach students who are increasingly climate savvy and politically active. In coming together and through the lens of pragmatism, we highlight the political nature of what Niamh and Harriet have been undertaking as they negotiate social, cultural, educational and environmental issues implicated in the climate crisis. Collaborative autoethnography framed our exploration of motivations for action, politics and education within our communities. Through Niamh’s and Harriet’s experiences, we explore how young people express agency while developing identity. Our autoethnographic conversations highlighted the experience and political agency that many of our young people demonstrate and led to us reflecting on the resulting opportunity for educators to ‘dare to think’ differently about education.
Publisher: Springer International Publishing
Date: 2023
Publisher: Cambridge University Press (CUP)
Date: 11-2021
DOI: 10.1017/AEE.2021.26
Publisher: Routledge
Date: 10-11-2022
DOI: 10.4324/B23046-6
Publisher: Cambridge University Press (CUP)
Date: 03-2023
DOI: 10.1017/AEE.2023.3
Publisher: Edith Cowan University
Date: 05-2021
DOI: 10.14221/AJTE.2021V46N5.2
Abstract: Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of collegiality and engagement with professional networks, and being overloaded with responsibilities. The findings also suggest that being overworked is less of a contributing factor to burnout than feeling disconnected from one’s school, peers, and community. Adaptive strategies for alleviating the effects of burnout were explored and recommendations for practice presented.
Publisher: Springer Singapore
Date: 12-08-2017
Publisher: No publisher found
Date: 2020
DOI: 10.1017/AEE.2020.27
Publisher: Springer International Publishing
Date: 2021
Publisher: Cambridge University Press (CUP)
Date: 29-05-2023
DOI: 10.1017/AEE.2023.9
Abstract: The purpose of this communication is to explore possibilities for children’s literature to enable futures learning. It introduces the ways in which two different frameworks might be used to analyse children’s literature. The first framework draws upon the Earth Charter Principles (ECP) (Auld et al., 2021). The second framework brings together the pillars of sustainability with the principles of Education for Sustainability (EfS) in a framework for ecological sustainability of children’s literature (White et al., 2020). The communication starts by introducing a text – a recent ex le of ‘awarded’ and therefore high-quality children’s literature. We then outline the two frameworks and explore the possibilities of applying these frames for analysing this text. We conclude that the sustainability frameworks are useful tools and resources for analysing children’s literature to determine the quality of the text and how the experience of reading the text may impact children, their learning and their environmental consciousness and practices.
Publisher: Springer International Publishing
Date: 2021
Publisher: Frontiers Media SA
Date: 17-03-2023
DOI: 10.3389/FEDUC.2023.1100171
Abstract: There are new demands on science education for students moving into uncertain futures, including engagement with scientific practices, and understanding of the nature of science and scientists’ work. Furthermore, there is increasing recognition of and interest in the construct of identity as a powerful way of looking at students’ engagement with science studies and futures. In Australia there has been policy-level curriculum advocacy focused on finding practical ways to represent scientists, their research practices and specialist knowledge as a powerful context for learning. Research into partnerships shows this has strong identity outcomes and pedagogies that privilege student active engagement with scientific practices. As part of an ongoing research program investigating the possibilities for a more thorough and scalable representation of contemporary science research practices in classrooms, this paper reports on (a) a survey of science teachers probing their beliefs and practices regarding representation of contemporary science, and (b) the identity entailments of producing and evaluating online resources that represent scientists working in key contemporary areas. The survey identifies that teachers are overwhelmingly positive about representing contemporary science and the varied ways they do that, but also identifies a range of structural barriers resulting in low levels of this practice. We describe the design principles process by which scientists’ practices are translated into classroom learning sequences that engage students with scientists’ backgrounds and motivations, research design and data analysis, and ethical and wider framings of scientific research. Preliminary trialing of the resources (previously reported) shows enhanced student engagement with contemporary, societally relevant scientific knowledge and practices. In this paper we interpret these experiences as identity forming and agency-developing. We argue in the paper that the construction and availability of such resources is a potentially powerful way of engaging students with: the practices of contemporary science the motivations and living reality of scientists and the societal and personal relevance of science to students’ lives. Engagement with such resources that involve students in actively generating and responding to contemporary concerns we argue is a more powerful way of introducing science ideas and providing identity-shaping opportunities than current established practices identified in the survey.
Publisher: Informa UK Limited
Date: 25-05-2022
Publisher: Informa UK Limited
Date: 05-07-2021
Publisher: Routledge
Date: 09-11-2018
Publisher: Springer Singapore
Date: 2019
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: Oxford University Press (OUP)
Date: 22-05-2020
DOI: 10.1093/JTM/TAAA081
Abstract: Australia implemented a travel ban on China on 1 February 2020, while COVID-19 was largely localized to China. We modelled three scenarios to test the impact of travel bans on epidemic control. Scenario one was no ban scenario two and three were the current ban followed by a full or partial lifting (allow over 100 000 university students to enter Australia, but not tourists) from the 8th of March 2020. We used disease incidence data from China and air travel passenger movements between China and Australia during and after the epidemic peak in China, derived from incoming passenger arrival cards. We used the estimated incidence of disease in China, using data on expected proportion of under-ascertainment of cases and an age-specific deterministic model to model the epidemic in each scenario. The modelled epidemic with the full ban fitted the observed incidence of cases well, predicting 57 cases on March 6th in Australia, compared to 66 observed on this date however, we did not account for imported cases from other countries. The modelled impact without a travel ban results in more than 2000 cases and about 400 deaths, if the epidemic remained localized to China and no importations from other countries occurred. The full travel ban reduced cases by about 86%, while the impact of a partial lifting of the ban is minimal and may be a policy option. Travel restrictions were highly effective for containing the COVID-19 epidemic in Australia during the epidemic peak in China and averted a much larger epidemic at a time when COVID-19 was largely localized to China. This research demonstrates the effectiveness of travel bans applied to countries with high disease incidence. This research can inform decisions on placing or lifting travel bans as a control measure for the COVID-19 epidemic.
Publisher: Springer International Publishing
Date: 2021
Start Date: 2018
End Date: 2021
Funder: Australian Research Council
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