Faculty of Education - Research Publications
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ItemYouth Transitions(Oxford University Press, 2022)The transitions young people make from school to work or further study have become increasingly complex, fragmented and non-linear over the past two decades. In part this is because economic and political forces have enabled the boundaries between school and work to become blurred: many high-school students are now engaged in the labour force part-time and many who have left high school can only find casual work rather than full-time employment. Young people undertaking further study at university are also often balancing this with a part-time job. In addition, an increasingly precarious labour market demands from young people and young adults a lifelong learning approach to be successful in the employment spere of their lives. As a result, the pathway from school to work is not a simple one-way street or linear process. Many young people may decide at a later stage to re-enter education or training, and many may change direction completely after making their initial career and /or study decisions. All of the decisions that young people make during this transitional process tend to have long-term consequences: for themselves, for their families and communities, and, in a broader sense, for the economy and society.
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ItemOnline Citizenship Learning of Chinese Young People(Springer, 2020-01-01)This chapter examines Chinese young people’s citizenship learning through their participatory activities on the Internet. The discussions presented in this chapter are informed by recent developments in citizenship studies which maintain that citizenship learning is a lifelong process of participation in different formal and informal communities and practices (Biesta et al. 2009) and in the meaning-making activities reflected in various forms of social participation (Hoskins et al. 2012). Two intertwined forms of citizenship learning were identified from Chinese young people’s online activities. The first is young people’s learning about online citizenships through engaging with different virtual communities. Their learning of online citizenships is illustrated by their understanding of the norms and communal practices shaped by the shared language, values, attitudes, and joint enterprises for mutual engagement in these virtual communities. The second is their internet-mediated learning about Chinese society. The Chinese internet, in this case, offers a new way of engaging with and learning about Chinese society. The outcome of these two forms of learning constitutes the landscape of practice upon which their notion of Chinese citizenship is drawn. This chapter draws attention to the digital and constitutive nature of young people’s social engagement in defining new forms of citizenship which are meaningful and relevant to their everyday lives (Lister, 2007; Wood, 2014).
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ItemEncountering a Pedagogy of the World in a University Setting(Taylor & Francis, 2021)Taking up Biesta’s (2019) notion of a pedagogy of the world, we ask: How might participating in an arts-based educational program with/in a university enable young people from schools with low Index of Community Socio-Educational Advantage (ICSEA) values to encounter the world of higher education differently and become different in that encounter? This chapter comes from our engagement with empirical material generated during a (post)qualitative inquiry into the pedagogy of The Art of Engagement-a multi-arts studio program involving relational pedagogy and a/r/tography as curriculum located in SPACE, 1 whereby secondary school students from schools in less socio-educationally advantaged communities came together with undergraduate university students for a five-day intensive within a University of Melbourne breadth subject. The program’s rationale was to connect with secondary school arts students completing their schooling in lower ICSEA value schools 2 through the design of authentic university encounters with/in site, practices and communities. It welcomed the secondary school students into the world of our university and enhanced their capacity to “be at home” in this world, creating the conditions for considering and potentially living different post-school futures.
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ItemScicurious as method: Learning from GLAM young people living in a pandemic about cultivating digital co-research-creation spaces that ignite curiosity and creativity(Bristol University Press, 2020-10-23)Could COVID-19, this unexpected crisis, act as a comma in a co-research-creation project to become a breathing space and not a full stop? Maybe this pause is a colon: the two different periods of the project (and life in general) on either side of the pandemic, equally important and dependent on each other for full meaning. In this chapter, we tell the story of how a co-research-creation event (the Sci Curious Project) unfolded before and during the COVID-19 pandemic; the lead-up to its irruption (St. Pierre, 1997) and then what came after. ‘Scicurious as method’ emerged out of the unexpected pause and recalibration of the project; a method that emphasizes the creation of research spaces that activate scicuriosity in situated practice. We understand scicuriosity as emerging from collaborative research-creation events that ignite curiosity and creativity. Scicurious as method is presented through an encounter with speculative fiction and scicurious zine travels. Scicurious as method has significant ethical implications, these reify the potential of co-designed speculative inquiries with creativity and curiosity at their heart. This is, in part, due to its contingency on cultivating digital co-research-creation spaces that enfold rather than eschew the analogue and highlight the joyous potential of a deeply situated, co-designed speculative inquiry; an inquiry with galleries, libraries, archives and museums (GLAM) young people living in a pandemic.
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ItemNo Preview AvailableThe crack up: How what happened to data and me transformed my research(Emerald Publishing, 2022-07-27)In this chapter I present a pedagogic encounter with an intense affective scene that occurred at a critical time in my PhD research. The encounter, which I call 'what happened to data and me', acts as an illustrative example of what may come from seeking out ways to account for contingency, complexity and contiguity by focussing on affect as a researchable phenomenon and affect as a productive force in a (post)qualitative inquiry. At the heart of 'what happened to data and me' is an unravelling of self, prompted by the realization of an onto-epistemological conflict between what my research was trying to do and how I, the researcher, was trying to go about the research. I invite the reader to return with me to 'the snap' and together witness how a snap experienced as a pedagogic encounter can create the conditions for transformative learning to occur-a learning that transforms an individual's relations with the world rendering them more capable. In conveying how 'what happened to data and me' rendered us (data, me, my supervisors, and more) more capable, I discuss how entering into artful relations with data can reconfigure the researcher-researched-research in affirming ways. I propose artful inquiry to do data in a way that accentuates the art of data, creating the conditions for data to transgress into da(r)ta. I conclude with six insights that researchers interested in 'the post' may like to consider. The intention is that hindsight will become foresight, not only highlighting what transgressive data can do but also drawing attention to the potential of critically and creatively engaging with the (post)qualitative inquiry.
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ItemNo Preview Available‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015(Springer Nature Singapore, 2022-01-01)
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ItemExploring Collaborative Research Partnerships in Remote Indigenous Communities(Routledge, 2022-07-18)‘Gularri (fresh water) has met the dhukun (metaphorically meaning confusion, doubt, misunderstandings or myths) and over the past three years become clear again, drinkable and nourishing.' This story of freshwater, contamination and nourishment was told during a yarning circle by a community member. It was used to describe their research journey in a collaborative research project that sought to create, enact and evaluate a ‘bridge’ that early childhood education curriculum supported at one end by the strengths and content of local culture, and at the other by a proven pedagogy and learning strategy from the broader culture. This chapter draws on our experiences of implementing 3a (Abecedarian Approach Australia) in Families as First Teachers (FaFT) playgroups in two remote Indigenous communities in the Northern Territory (NT), Australia and explores the contextual realities and relational aspects of researching family practices and young children’s early learning in remote communities. Specifically, we discuss the factors that shaped the implementation of the research and consider the approaches to grow research relationships of trust and collaboration. These partnerships within the research team (university and FaFT) enabled culturally appropriate adaptations and local language interpretations that ensured the strengths of Aboriginal identity, culture and language were upheld in the implementation of the programme. Insights from our efforts to collaboratively develop a culturally responsive Early Childhood Education and Care (ECEC) programme are discussed as design principles that might influence Indigenous early childhood educational research more broadly.
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ItemNo Preview AvailablePlay, Science and Engineering in the Early Years in Australia(Springer Nature, 2022-07-18)This chapter provides insight into science and engineering learning through play in early childhood education in Australia. Discussion includes the roles of government, the curriculum documentation and educators’ involvement. Early childhood education in Australia is directed by government legislation at both the Federal and State levels. A guiding document for early childhood educators, the Early Years Learning Framework (EYLF) provides direction for the structure, care and practice in early childhood learning and development around the country. In the EYLF, disciplinary-based learning is not mentioned, with the consequence that Science and Engineering education has tended to be unsupported, relying on the educators’ interpretation of what this provision might look like. However, with recent Federal Government funding of several programs that are investigating science and STEM provision, STEM education (including science and engineering) in preschools appears to be taking on greater importance. This chapter discusses several initiatives which are influencing current policy and practice and will use recent research findings to comment on the engagement of science and engineering presented through children’s play experiences.
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ItemNo Preview AvailableTeaching Linear Equations with Technology: A Flipped Perspective(Springer, 2022)This chapter discusses the experiences and perceptions of one secondary school teacher’s implementation of a technology-enhanced flipped pedagogic approach over a 4-week period whilst teaching the topic linear equations in a Year 9 mathematics class in Victoria, Australia. The study found significant teacher time demands during the initial implementation of the flipped pedagogy, primarily due to the process of establishing teacher technology competence. The use of formative assessment to monitor students’ progress was found to be helpful to support the teacher to plan and monitor student participation. Student engagement was increased in the flipped group, as it seemed to allow more time in class for the teacher to help individual students, resulting in reduced time pressure on the teacher in class. We conclude that a number of professional development opportunities should be considered to support teachers’ implementations of a flipped approach, to include the development of: teacher technology competence, teacher strategies for monitoring students’ expectations for learning mathematics and teachers’ abilities to be critical about aspects of teaching and learning, which might be enhanced through a flipped classroom approach.