ORCID Profile
0000-0002-4758-5881
Current Organisation
Edith Cowan University
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Publisher: Informa UK Limited
Date: 07-2012
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
Date: 21-03-2019
Abstract: We use Weick’s sense-making and Lipsky’s street-level bureaucracy to tease out understandings and perspectives about youth night patrol services in New South Wales, Australia. We examine synergies, tensions, and contradictions in the different ways participants make sense of the purpose of youth night patrols and their role in service delivery. Although all the service were based on the same model, used the same program logic, and reported against the same measureable outcomes, they all looked different on the ground. We explore these differences in the light of participants’ sense-making efforts, demonstrating that a unitary policy does not necessarily result in similarity of program delivery.
Publisher: IEEE
Date: 02-2007
Publisher: Redfame Publishing
Date: 25-10-2017
Abstract: This article examines the practical difficulties encountered when a renewed curriculum is implemented in higher education. Attention has been given in the literature to the importance of coherent curriculum and approaches to curriculum design. Less attention has been paid to whether the renewed curriculum can be faithfully implemented within a given university context and how constraints to implementation change the curriculum design. Practical barriers to implementation arose from several sources. These included: how to ensure that all staff understood and supported the new approaches, in the context of a casualized academic workforce the need for academics to find sufficient time to engage with the renewal process and complete the necessary work to implement the new curriculum, in the context of intensification of academic work how to support academic staff to gain an understanding of curriculum design changes in a context where few staff have formally studied education and, the tension between explicit curriculum philosophies that inform alternative curriculum designs and tacit curriculum philosophies embedded in university systems. The project used an action-learning approach and situated the learning in the context of literature on curriculum, academic work and contemporary university practices, to draw conclusions about how universities can better support successful implementation of curriculum change. The article concludes that successful realisation of curriculum change requires on-going support from management and a flexible environment to ensure that planned changes can be implemented effectively. This has implications for many university systems including, academic support, professional development, academic workloads, and university reporting systems.
Publisher: Wiley
Date: 09-0006
DOI: 10.1002/AJS4.17
Publisher: Informa UK Limited
Date: 27-05-2017
Publisher: Informa UK Limited
Date: 20-02-2019
Publisher: BRILL
Date: 05-08-2019
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-2956-0.CH001
Abstract: Within this chapter the authors explore the implications of ‘digital disruption' for key youth work concepts like friendship, relationship, trust, and community and how changing everyday understandings of these concepts can be, or should be, adopted into youth work theorisation and praxis. Secondly, the authors discuss Freirean critical dialogue and the development of critical consciousness, and how this is challenged by the targeted disinformation found in social media. We argue that micro-targeted disinformation has profound implications for the practice of critical pedagogy. Finally, the authors provide an overview of the opportunities presented by digital technologies, particularly when integrated with existing methods, and some ex les of successful practice.
Publisher: Springer Science and Business Media LLC
Date: 11-06-2021
Publisher: Wiley
Date: 02-2003
Publisher: SAGE Publications
Date: 22-10-2020
Abstract: This paper reports on findings from four case studies, as part of a large-scale study undertaken to evaluate the KindiLink initiative across Western Australia in remote, regional and metropolitan communities. KindiLink is an educator-led playgroup initiative in public school sites in Western Australia targeted at Aboriginal children and their families. KindiLink aims included the cultivation of Aboriginal families’ and children’s developing sense of belonging and engagement at their local primary school. A constructivist paradigm was used to describe the subjective experiences of in iduals, which was important to ascertain if the aims of KindiLink had been met. To complement the meaning-making of the experience, qualitative data were collected via detailed studies of four KindiLink sites to capture similarities and differences of the settings and gain depth of experience through the voices of the participants. The study found KindiLink successfully connected Aboriginal children and families to schools and built a sense of belonging and productive relationships between families, staff, school and the community in a culturally safe space. Furthermore, KindiLink developed the capacity and confidence of parents as their children’s first teachers and supported the home learning environment. The Aboriginal Indigenous education officer in each programme was critical to the engagement of Aboriginal families and acknowledgement of cultural aspects important to children’s growing cultural identities. The relationships built between KindiLink staff and families, and between families, were important for children’s and their families’ growing sense of belonging to the school, which assisted participation at school.
Publisher: Informa UK Limited
Date: 04-2013
Publisher: Elsevier BV
Date: 08-2009
DOI: 10.1016/J.EVALPROGPLAN.2008.12.001
Abstract: Independent evaluation of refugee-focused programs in developed nations is increasingly a mandatory requirement of funding bodies and government agencies. This paper presents an evaluation of the Integrated Services Centre (ISC) Pilot Project that was conducted in Australia in 2007 and early 2008. The purpose of the ISC program was to provide integrated support to humanitarian refugees in settlement, physical health, mental health and employment. The Pilot Project was based in two primary schools in Perth, Western Australia. The evaluation utilized a flexible qualitative 'engaged' methodology and included interviews, focus groups and telephone interviews with the key stakeholders, project staff and a small number of refugee families. The strength of the qualitative methodology (including data that is narrative rich) is that it highlights issues as perceived by each stakeholder and provides insights into the daily work by ISC staff that helped to uncover unintended outcomes. Despite the fact that the ISC evaluation was supposed to be a 'before and after' design, the researchers acknowledge a common weakness in many evaluations (including the ISC) that when baseline data is required, evaluators are recruited after the project has begun. This issue is discussed in the paper. It is critical that independent evaluators are able to begin collecting baseline data as soon as programs are launched, if not before.
Publisher: Springer Science and Business Media LLC
Date: 03-2020
Publisher: Wiley
Date: 06-12-2021
DOI: 10.1111/CHSO.12526
Abstract: This article argues that the right of young people to participate in decisions being made about them forms the basis for professional youth work practice. The authors consider the nature of ‘participation’ and its relation to human rights, and introduces the concept of ‘adultism’ and the challenges for youth workers combatting ‘adultist’ beliefs and practices in the work of participation. The paper considers the benefits and limitations of youth participation models, and addresses the relationship between rights‐based participation practice, and critical pedagogy (dialogical) in youth work.
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-7297-9.CH004
Abstract: This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits.
Publisher: Emerald
Date: 13-05-2019
DOI: 10.1108/IJCED-10-2018-0038
Abstract: The purpose of this paper is to explore: why the concept of teaching excellence has been uncritically accepted into the lexicon of university management and how it has been used to co-opt university teaching staff into supporting the myth that teaching quality can be maintained as financial support for teaching has declined. This paper is conceptual and analytical rather than empirical and a critical management perspective is adopted. Per capita funding of university teaching has declined steadily. The concept of teaching excellence has been used to distract attention away from discussions about funding and the conditions required to promote good teaching in universities. The construction of teaching excellence as an attribute of in idual teachers has co-opted university teachers into supporting the illusion that teaching quality can be maintained, despite falling organisational support and decreased funding. Teaching in universities can only be improved through changes to the management approach and maintenance of per capita funding, and ultimately democratisation of universities. This will require changes to the regulatory framework, and national policy. The author concludes that teaching excellence is unhelpful as a concept. Instead the focus of discussion needs to return to ensuring that the necessary conditions for responsive teaching are in place. Democratise the workplace and management methods adopt matrix management structures Rebalance to focus on social benefit and public good. This paper uncovers tensions, contradictions and missing elements in current policy and concludes with suggestions for change.
Publisher: Stockholm University Press
Date: 2019
DOI: 10.16993/SJDR.571
Publisher: SAGE Publications
Date: 12-2009
DOI: 10.1177/011719680901800404
Abstract: In recent years newly arrived refugees from Africa, Burma and Middle Eastern nations have dominated the refugee intake to Australia. Coming from war torn nations, extremely poor economies and rural areas, their transition into Australia has not been easy. This paper is based on the evaluation of the Integrated Services Centre Pilot Project (ISC) which assessed co-location as an alternative service delivery model. The evaluation focused on project staff, service providers and a small s le of the refugees themselves. The objectives of the research did not warrant a greater focus on the clients as the evaluation centered on co-location as an alternate service delivery model. Data gathered from the evaluation indicated that the basic support needs of African refugees were not being met by traditional refugee services, but that the ISC Project was meeting these needs. Data also showed that African refugees had a higher level of need than other refugee groups. The article concludes with some recommendations on how current service provision can be more responsive to the needs of African refugees.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 03-12-2017
DOI: 10.14742/AJET.3026
Abstract: The case study discussed in this article examines how the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2010) was used to redesign the digital learning environment in the context of an Australian university. Some purposes were to replicate features of a traditional classroom and to support collaboration between professionals with different expertise. The discussion addresses three questions. Firstly, how useful was the CoI model in context and to what extent was the success (or failure) of the redevelopment attributable to the CoI? Secondly, what are the implications for current debates about the CoI model? Thirdly, what are the emergent issues and areas for future research? The paper concludes that the CoI model was useful as a communication and design heuristic rather than as a model that makes universal truth claims about the world.
Publisher: Emerald
Date: 23-10-2007
DOI: 10.1108/03684920710827391
Abstract: This paper sets out to report on research by the authors into the development and application of four extensions to Ashby's Law of Requisite Variety (LoRV) that increase its utility in the arena of unplanned changes in hegemonic control of designed complex socio‐technical systems/digital eco‐systems in the built environment that are structurally dynamic or emergent. Research on which the paper is based focused on exploration of classical systems approaches to the design of complex socio‐technical systems in which ownership, power, control and management of structure and benefit generation and distribution are distributed, dynamic and multi‐constituent. Support for development of these four extensions to Ashby's Law comes from observation of four decades of socio‐technical systems development along with critical thinking that combined systems analysis theories with theories and findings from fields of hegemonic analysis, design research, management, management information systems, behaviour in organisations and sociology. The paper outlines application of four new extensions to LoRV in relation to unplanned changes in distributions of power, ownership, control, benefit generation and benefit distribution in complex socio‐technical systems/digital eco‐systems in the built environment that are emergent or have changing structures. Three of these extensions have been outlined earlier in relation to the design of learning object‐based e‐learning systems. The fourth extension builds on these via application of Coasian analysis. The paper also describes a suite of five guidelines to assist with the design of complex socio‐technical systems derived from the four extensions to Ashby. The four extensions of Ashby's Law that underpin the design guidelines in this paper are deduced from observation and critical analysis rather than being “proven” empirically. They are derived from observation of the behaviour of real‐world complex systems together with critical analytical thinking that integrated theory and research findings from a range of disciplines where each informs understanding of hegemonic aspects of emergent complex socio‐technical systems involving multiple, changing constituencies, and evolving system structures. A design method is derived comprising five design guidelines for use in pre‐design and design of complex socio‐technical systems/digital eco‐systems in the built environment. The paper describes the application of four new extensions to LoRV that extend the analytical role of Ashby's Law in diagnosis of changes in power relations and unintended design outcomes from changes in the generation and control of variety in complex, multi‐layered and hierarchical socio‐technical systems that have multiple stakeholders and constituencies. From these, a suite of five new design guidelines is proposed.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-2799-3.CH003
Abstract: This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits.
Publisher: BRILL
Date: 22-03-2019
Publisher: OMICS Publishing Group
Date: 30-08-2010
DOI: 10.4066/AMJ.2010.399
Publisher: Springer Science and Business Media LLC
Date: 18-10-2016
Publisher: Springer International Publishing
Date: 2018
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Trudi Cooper.