Faculty of Education - Research Publications

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Meaning Making in Early Childhood Research: Pedagogies and the Personal

Iorio, JM ; Parnell, W ; Iorio, JM ; Parnell, W (Routledge, 2017)

Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.
A Critical Review of D’Andrea, F. M. (2012). Preferences and practices among students who read braille and use assistive technology. Journal of Visual Impairment and Blindness, 106(10), 585-596

White, E (South Pacific Educators in Vision Impairment (SPEVI), 2015)

Utilising research about the educational use of assistive technology by students with vision impairment to access computers (Corn & Wall, 2002: Farnsworth & Luckner, 2008; Fellenius, 1999) and recognising the importance of technology in school and personal life, D’Andrea investigated the current academic use of paper braille and assistive technology among twelve blind, braille-using students aged 16-22 in the United States, and their practice and attitudes regarding such use. Her results suggest a varying nature to how students used a range of high and low tech tools, and how their approaches to completing class work were largely influenced by their personal opinions and experiences of the technologies. The study also demonstrates the importance of students’ choice-making ability regarding the selection of tools and strategies.
Narrative Language and Literacy Education Research Within a Postcolonial Framework

Doecke, B ; Anwar, D ; Illesca, B ; Mirhosseini, SA (Springer, 2017)

This chapter explores the heuristic value of narrative as it might be applied to researching language and literacy education in postcolonial settings. We focus specifically on the importance of autobiographical writing as a means of enabling educators and researchers to engage with a ‘plurality of consciousnesses’ (Bakhtin MM, Problems of Dostoyevsky’s poetics (Emerson C, ed and trans). University of Minnesota Press, Minneaplois, 1984) and to explore the values and beliefs they bring to their work. In this way we challenge the pretensions to objectivity of the scientific research privileged by standards-based reforms. By locating autobiographical writing in a postcolonial framework, however, we also seek to differentiate our standpoint from the claims typically made on behalf of ‘narrative inquiry’ (Clandinin J, Connelly M, Narrative inquiry: experience and story in qualitative research. Jossey-Bass, San-Francisco, 2000). We argue that personal narratives should prompt analyses that investigate how our individual situations are mediated by larger social and historical contexts. This means combining storytelling with analytical writing in order to produce hybrid texts that challenge accepted forms of academic writing. Crucially, this also means embracing ‘trans-lingualism’ (Canagarajah S, Translingual practice: global English and cosmopolitan relations. Routledge, London/New York, 2013), working at the interface between English and other languages, and engaging with issues of language and socio-cultural identity vis-à-vis the globalization of English as the language of science.
To lead or not to lead? Gender disparity in the leadership of boys’ schools

Acquaro, D ; Stokes, H (Gender & Education Association, 2015)

This paper provides an analysis of gender disparity within Australian boys’ schools revealing a disproportionate number of men and the under-representation of women in senior school leadership roles. With women accounting for the vast majority of teachers worldwide and significant increases in women entering the teaching profession over the last two decades, they continue to be underrepresented in senior management roles in secondary schools (Yong-Lyun and Brunner, 2009). The pursuit of leadership in boys’ schools is more complex for women, with senior roles often beyond their reach. This marginalisation has left capable, enthusiastic female educators disenchanted, frustrated and resentful of a profession that sees them managing ‘soft’ roles, and making space for male counterparts who take up the top jobs. This paper draws on findings from semi-structured interviews with thirty-six female teachers across six boys’ schools. Drawing on feminist perspectives of leadership (Sinclair, 2014; Blackmore, 1999), this paper analyses teachers’ perceptions of factors that block them and lead to male domination within school leadership. Results show that career advancement in boys’ schools is not self-determined with sex discrimination and a lack of support or mentoring, diminishing female teacher’s aspirations for the top jobs. This research provides an important insight into the continuing yet under-researched operations of patriarchy within the feminized field of teaching. It challenges sex-role stereotyping and a deficit perspective of women in presenting boys with a fairer representation of gender within boys’ schools.
A New Class of Teachers

McKew, M ; Acquaro, D (University of Melbourne, 2015-09-24)

The next generation of educators is being schooled in a different approach to the classroom.
Exploring the Self through Songwriting: An Analysis of Songs Composed by People with Acquired Neurodisability in an Inpatient Rehabilitation Program

Baker, FA ; Tamplin, J ; MacDonald, RAR ; Ponsford, J ; Roddy, C ; Lee, C ; Rickard, N (Oxford University Press, 2017-03-01)

Background: Neurological trauma is associated with significant damage to people’s pre-injury self-concept. Therapeutic songwriting has been linked with changes in self-concept and improved psychological well-being. Objective: This study analyzed the lyrics of songs composed by inpatients with neurological injuries who participated in a targeted songwriting program. The aim of this study was to understand which of the subdomains of the self-concept were the most frequently expressed in songs. Methods: An independent, deductive content analysis of 36 songs composed by 12 adults with spinal cord injury or brain injury (11 males, mean age 41 years +/– 13) were undertaken by authors 1 and 2. Results: Deductive analysis indicated that when writing about the past self, people created songs that reflected a strong focus on family and descriptions of their personality. In contrast, there is a clear preoccupation with the physical self, on the personal self, and a tendency for spiritual and moral reflections to emerge during the active phase of rehabilitation (song about the present self). Statistical analyses confirmed a significant self-concept subdomain by song interaction, F(10, 110) = 5.98, p < .001, ηp2 = .35), which was primarily due to an increased focus on physical self-concept and a reduced focus on family self-concept in the present song, more than in either past or future songs. Conclusions: The analysis process confirmed that songwriting is a vehicle that allows for exploration of self-concept in individuals with neurological impairments. Songwriting may serve as a therapeutic tool to target the most prevalent areas of self-concept challenges for clients undergoing inpatient neurological rehabilitation programs.
A theoretical framework and therapeutic songwriting protocol to promote integration of self-concept in people with acquired neurological injuries

Tamplin, J ; Baker, FA ; Macdonald, RAR ; Roddy, C ; Rickard, NS (The Grieg Academy Music Therapy Research Centre, 2016)

A positive self-concept after neurological injury is associated with enhanced quality of life and good mental health. Therefore, effective reconstruction of identity is heralded as an important goal of rehabilitation. We have developed and tested a songwriting protocol for people with acquired brain injury and/or spinal cord injury (SCI) that focuses on six domains of self-concept (physical, personal, social, family, academic/work, and moral). Over 12 music therapy sessions, people create three songs that reflect their perception of their past, present, and future selves. The therapeutic process of creating these songs aims to integrate residual components of the past self with that of the present injured self. This article outlines the theoretical foundations for the use of songwriting as a medium for change and describes the protocol in detail. We then present a case study of a man with SCI to illustrate the application of the protocol and the ensuing changes in self-concept.
Literary Conversations: An Australian Classroom

Gill, P ; Illesca, B ; van de Ven, P-H ; DOECKE, B (Sense Publisher, 2011)

This essay arises from an ongoing discussion about the teaching of Literature which followed after a 'critical friend', Bella Illesca spent a series of consecutive lessons observing the action in Prue Gill's Year 12 Literature class. By examining, interpreting and exploring the events of the classroom as students discussed the short stories of contemporary Australian writer, Beverley Farmer, we were lead to articulate our aims with teachers, our puzzles and our concerns in ways that helped each of us think afresh about teaching.
(In-between) the complicities of the imagination: Teaching English in Public and Private Schools

Illesca, B ; DOECKE, B ; PARR, G ; Sawyer, W (Phoenix Education, 2014)

The following story arises in response to a reading of Hannah Arendt’s essay, ‘The Crisis in Education’ (1954/1976) and her concept of natality found in The Human Condition (1958/1998). In these works, Arendt prompts us to think about teaching not as something that we do unthinkingly in compliance with the dictates of an impersonal bureaucratic system, but as ‘words and deeds’ in response to the presence of the children before us and the worlds of experience and language that they bring with them to the classroom. These ideas are particularly pertinent to us at this moment in Australia’s history when government policies continue to conceptualize curriculum and pedagogy in ways that try to represent students’ human qualities as quantifiable data and English teachers’ professional knowledge and practice as likewise things that can be measured.
ePoster Mathematics and assessment in early childhood education

Pollitt, R ( 2017)

https://vimeo.com/230711323/44d98316b5

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