SIG Events

Register now for an immersive multi-day summer school focused on critical education policy studies. Topics will include critical policy theories and methods, the role of research in policy making, and next steps for critical education policy studies, including in relation to Indigenous, climate, and Al futures.

The event will feature expert-led seminars, small group workshopping, and opportunities for informal conversation and networking in a beautiful setting in the Macedon Ranges, Victoria, Australia. Registration costs are AUS $180, with 25 spots available for Australian and international doctoral students. Co-sponsored by the AARE Politics and Policy SIG.

Summer school dates are 11-13 February 2025; registration deadline is 20 December, at cepsummerschool.com.

The Social Justice SIG is pleased to announce the launch of its upcoming Social Justice Seminar Series, designed to provide international, interdisciplinary, and intersectional insight on addressing inequities, advocating for marginalized communities, and promoting inclusive practices within the context of education. We invite you to join us in this timely discussion from key experts in the field. 

Schedule:

Session 1 - in collaboration with Children and Student Voices Across All Sectors SIG - Dr Angelique Howell (Postdoctoral Research Fellow, School of Teacher Education and Leadership, Queensland University of Technology)

• Focus: Social justice through Youth-Adult Participatory Action Research
• Fri 24th May, 2pm to 3pm AEST
• Online via Zoom

Session 2 - Professor Sherry Marx (Professor of ESL, Multicultural Education, and Qualitative Methods, Utah State University)

• Focus: Social justice and equity through research methods
• Fri 21 June 2024, 11am to 12pm AEST
• Online via Zoom
• Please bring along a pen and paper to engage in a mapping activity.

Video

Session 3 - Professor Gregory Noble (Professor at the Institute for Culture and Society, Western Sydney University)

Abstract

Doing diversity differently: multicultural education for a culturally complex world 

Institute for Culture and Society, Western Sydney University 

What’s the point of (multicultural) education? Multicultural education policies and programs have provided a set of practices which frame how Australian schools respond to cultural diversity. Yet, despite its benefits, multicultural education as it is currently practised in schools doesn’t always adequately address the challenges of the complex world in which we live. This is partly because of the competing ‘logics’ which pull teachers’ practices in divergent ways (cultural maintenance v equity) and partly because multiculturalism is governed by perceptions of cultural difference shaped by assumptions about distinct and unchanging ethnic communities. Drawing on case studies from the Rethinking Multiculturalism/ Reassessing Multicultural Education (RMRME) Project, this presentation examines the ways target schools developed projects which addressed issues in their school communities. It suggests that the ‘professional vision’ embedded in multicultural education fosters an ethos of respect and celebration which ironically promotes an unreflexive civility at the expense of the intellectual interrogation of cultural complexity. Returning to the opening question, this presentation argues for the development of a critical cultural intelligence which develops teachers’ and students’ intellectual capacities for negotiating the social relations and cultural complexities of a globalised world.

• Focus: Social justice and doing diversity differently
• Fri 2 August 2024, 10am to 11am AEST
• Online via Zoom

Video

Session 4 - Associate Professor Christina Ho (Associate Professor in Social and Political Sciences, University of Technology, Sydney)

Abstract

Expanding Opportunity? Class, Ethnicity and Educational Aspiration

This paper examines educational aspiration among working-class migrants and the mismatch between their definitions of success and those of the mainstream education system. It explores the educational aspirations and practices of Lebanese-Australian families in a disadvantaged area of Western Sydney. Despite their large numbers within Sydney schools, Lebanese-Australian students are dramatically under-represented in high achieving schools. They are a key target of a new initiative of the state government to increase the number of students from disadvantaged communities in academically selective schools and classes. The initiative is designed to shift parents’ views on their children’s education, to ‘raise aspirations’ and encourage them to consider applying for a selective place. This paper examines whether there is a ‘lack’ of aspiration among disadvantaged migrants, why they are under-represented in high achieving schools, and how the education system can better recognise and cater for diverse aspirations. It also provides a brief comparative analysis with Asian migrant families, who, on average, have had a vastly different experience of the Australian education system.

• Focus: Asian Australian education cultures, Australian multiculturalism and social justice
• Fri 27 September 2024, 1pm to 2pm AEST
• Online via Zoom

Video

Session 5 - Professor Tracey Bunda (Professor of Indigenous Education, Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland)

• Focus: First Nations representation and storying research in education 
• Feb 2025 (date and timing TBC)
• Online via Zoom

Session 6 - Professor Arathi Sriprakash (Professor of Sociology and Education, University of Oxford)

Abstract

Reparations and Reparative Justice in the field of Education

It is almost a truism to say that schooling systems are structurally unjust. Inequalities of opportunity are a feature of education systems across the world. This seminar explores the possibility of reparative frameworks to address the structural injustices of education systems – particularly relating to racial and classed dispossession. The idea of reparation requires us to understand the interconnections between past, present and future in both the formation of injustice and its repair. Arguably, until injustices are actively addressed, they can endure in social institutions – such as education – which also shape lives-to-come. But what does reparation in education look like? A new five-year participatory research project – Reparative Futures of Education (Repair-Ed) – seeks to explore this very question, focusing on the city of Bristol, England and its histories and geographies of inequality. I argue that injustice is not an inevitability in reparative futures of education: these are new, if challenging, horizons for the politics and practice of education.

• Focus: Reparations and reparative justice in education
• Monday 10th February 2025, 4pm - 5pm (online), 4pm - 6pm (in-person)
• Blended in-person and over Zoom (event registration with venue details and Zoom link will be sent out closer to the date)

Registration:
Please register via the links provided for sessions 1 to 4. Further details for sessions 5 and 6 will be provided in the near future.

Feel free to extend this invitation to interested colleagues. Should you have any questions or require further information, please contact Aaron Teo (aaron.teo@unisq.edu.au).  Look forward to seeing you there!

INDEPTH and the AARE Politics and Policy SIG present a joint session on the affective governance of Al in education. There will be two paper presentations: one from Carlo Perrotta and Mathias Decuypere, and another from Marcia McKenzie with co-authors.

Date: 12 November, 2024
Time: 3-5pm AEDT
Where: Via Zoom
             Meeting ID 814 2658 5866
             Passcode 033980;
             Or
             In-person at Q372, 100 Leicester Street, University of Melbourne

Join us for this simultaneous Roundtable event at the University of Southern Queensland, the University of Sydney, and the University of Melbourne (with online participation also available). Throughout 2024, we have had the opportunity through the Teachers’ Voice Panels to hear the perspectives of teachers and school leaders working in diverse schools across the states, territories, and sectors about the role, opportunities, and challenges of educational research in their work and contexts.  

At each Roundtable event, we will discuss what we have learned from these panels to collaboratively conceptualise school-based educational researching and develop recommendations that can inform a way ahead for meaningful and manageable research partnerships. We will also come together virtually across the states for a session of sharing and collaboration. 

Please note that you can still participate even if you have been unable to attend the Panel Series. 

Be part of this important work and join us for a Roundtable near you!

This event is funded by AARE. 

Event details
Date: November 4, 2024
Time: 9.00 am - 1.30 pm (AEST)
          10.00 am – 2.30 pm (AEDT)
Locations:
Location 1: University of Southern Queensland, Springfield Campus Room B206
Location 2: University of Sydney, Camperdown Campus, Room TBC   
Location 3: University of Melbourne, 915 Conference Room, Level 9
Location 4: online (zoom link to be provided at registration)

Cost: NIL for members
          $10.00 for non-members attending online (to be paid at registration) 
          $20.00 for non-members attending face-to-face (to be paid at registration) 

Morning Tea and Lunch will be provided.

We look forward to seeing you there!

Dr Ellen Larsen (University of Southern Queensland)
Dr Bronwyn Reid O’Connor (University of Sydney)
Steven Kolber (University of Melbourne)

As a SIG, we want to support each other’s work as we advocate for ways to effectively listen and act on children’s and student’s voices. We know that our SIG works across educational settings, and we would like to promote a collaborative network of support for each other in this endeavour.

Come and join us for monthly online writing sessions.

• Time: 2:00 to 3:00 pm (AEST)
• 1^st Friday of the month from September to November 2024

Friday, 6 September 2024 - Registrations Closed

Save the date:

• Friday, 4 October 2024
• Friday, 1 November 2024

We are looking forward to writing and sharing with you in 2024.

Heather, Melinda and Clara
SIG Convenors of the Children and Student Voice Across All Sectors  

The Global Contexts for Education SIG is pleased to announce a series of three seminars to be offered online, accompanied by a face-to-face meeting for those based in Melbourne. 

The seminars showcase the diversity of research undertaken by our members and highlight the unique insights that researching education across contexts can offer. The seminars will be facilitated and incorporate opportunities for interactive discussion.

Seminar One: When Everyone Became a Capitalist: Unpacking Investment Discourse in Education
Speaker: Dr. Will Brehm, Canberra University
Date: 15 May 2024
Time: 5pm AEST

Seminar two: Reimagining the Education in Emergencies community 
Speaker: Dr Ritesh Shah, University of Auckland
Date: 22nd August 2024
Time: 5pm AEST

Seminar Three: Topic and Speaker to be confirmed 
Date: October 2024

Details of each seminar are attached.

Please register by clicking here or copy this link into your browser: https://forms.gle/M3aBGACGkE4Fb7c99

Best wishes,
Rhonda Di Biase, Pashew Nuri and Rebecca Spratt
Global Contexts for Education SIG Convenors

The Poststructural Theory SIG and Global Contexts in Education SIG warmly invite you to attend our free hybrid workshop, Intersections of theory and practice: Navigating post-structuralist and post-humanist approaches in diverse contexts!

Date: Thursday 17th October 2024 

Time: 4-6pm AEDT for the workshop, followed by a social component from 6-7pm AEDT

Where: 

• Australian Catholic University, Melbourne campus, room to be confirmed (in-person) 
•  Zoom (online), link will be provided upon registration 

The social component is for in-person participants only and will include light snacks and refreshments. 

• This workshop is for HDR students, and early and mid-career researchers who are curious about post-structuralism, post-humanism, and other related post-foundational spaces. 
• No prior knowledge is required — we want to cultivate a space where people can explore their curiosities. 
• But if you do have experience thinking with these theories, then please join us to build connections and share your valuable insights! 

The workshop will consist of a panel discussion, small group hands-on activities, and a social component where participants will get a chance to debrief and connect with one another. We are very fortunate to have three panelists who will share their experiences thinking with theories: 

• Dr Eve Mayes, Deakin University 
• Leanne Higham, La Trobe University 
• Maarten Klene, Deakin University 

Participant bios will be shared soon. 

Wednesday, 16 October
In-person at RMIT Oxford Scholar, 427 Swanston Street, Melbourne, 4 pm - 7 pm AEDT (discussion starts at 4:30)
Or Online via Zoom, 4:30 pm - 6:30 pm AEDT

We invite you to a hybrid event hosted by the AARE Special Interest Groups: Assessment and Measurement SIG and Professional and Higher Education SIG, in collaboration with RMIT Global, Urban, and Social Studies School. The event is accessible and will be held both in person at the RMIT Oxford Scholar, Melbourne and virtually via Zoom on Wednesday, 16th October, starting at 4 pm. The in-person event will be catered for with a selection of light snacks and beverages.

Event highlights:

• A distinguished panel consisting of professors, research fellows and students will discuss the many implications of Gen-AI in higher education assessment methodologies. The discussion will cover:
• Effective strategies for incorporating Gen-AI into existing curricula to
  enhance assessment practices,
• The profound impact of Gen-AI in curricula on student engagement,
  motivation, and learning outcomes.
• The pedagogical implications inherent in using Gen-AI for
  assessment, focusing on accessibility, inclusivity, and biases.

For details about our panellists, click here.

Would you like to learn more from leading academics in this field about how student voice and agency in STEM can be meaningfully supported in research and practice? We are thrilled to announce that Associate Professor Peta White, Dr Joe Ferguson and Dr Kate Quane will be sharing their experiences with us in an online discussion panel, supported by our SIG convenors and concluding with a synopsis from Professor Jan van Driel. Bring your lunch and join us on......

Date: Tuesday 8^th October 2024

Time: 12:15pm - 1:15pm

Where: Online via Zoom

Discussing the role of student voice and agency in STEM education and research

Associate Professor Peta White

​​Peta White is an Associate Professor at Deakin University and Co-director of the Centre for Regenerating Futures. She has led multiple research projects theorising sustainability and climate change education, posthuman perspectives and education in the Anthropocene, school-community-industry investments in education with several collaborators across Australia and internationally.

She is Editor-In-Chief of the Australian Journal of Environmental Education and Convenor of the Environmental Science Expert Group developing an ‘Agency in the Anthropocene’ competency framework for PISA 2025 Science Framework.

Dr Joseph Ferguson

Joseph is a Lecturer in Science at Deakin University, interested in investigating the various manifestations of reasoning in the science classroom, particularly reasoning of a creative kind. Through video-based methodologies and in-depth exploration of the philosophies and theories that underpin inquiry practices, Joseph seeks to add to efforts to clarify what it means for teachers and students to enact inquiry in the classroom. As an environmental educator often working beyond the confines of the traditional classroom, Joseph strives in his daily living and teaching to enact the types of relationships with the natural and human worlds that he supports his students to work towards in this challenging age of the Anthropocene.

Dr Kate Quane

Kate Quane is a Researcher and Lecturer in Mathematics and Science Education with UniSA Education Futures. Kate researches the intersectionality of mathematics education and inclusive education with a particular interest in students' experiences in small regional schools and students who are Hard of Hearing. Kate's current research investigates young children's attitudes towards mathematics. She has developed qualitative research techniques, a conceptual framework and analytical tools to successfully research attitudes towards mathematics. The research used children’s drawings, a written description of their drawing, semi-structured interviews and observations of mathematical learning experiences allowing for a multi-perspective exploration of children’s attitudes. The study investigated an under-researched area of mathematics education and makes a significant contribution to our understanding of the range and nature of attitudes towards mathematics held by children, which has implications for their engagement with learning mathematics.

Jan van Driel

Jan van Driel is a professor of science education at the Faculty of Education at The University of Melbourne. He is co-leading the Mathematics, Science & Technology Education Group (MSTEG). His research is on the intersection of science education and teacher education.

As educational researchers, listening to the voices of key stakeholders in the profession informs us about the what, why, and how of our research work. We are excited to invite you to the Teachers’ Work and Lives Teachers’ Voice Panel Series. In this series, we will host four online panels made up of different key teaching groups including early-career teachers, mid-career and experienced teachers, school leaders, and more specifically, school leaders from regional, rural, and remote contexts. Panelists will be asked to share their perspectives on what research topics and questions are important to them, explain how they might currently engage with researchers and research, and how they perceive we can best involve them in research that is manageable, beneficial, and accessible. These panels will assist you in thinking about your research programs and considering how research in the Teachers’ Work and Lives space can continue to evolve for mutual benefit.

Panel dates:
1. 24 June: Early career teacher panel 3.30 – 4.30 AEST Closed

Video

2. 29 July: Mid/late career teacher panel 3.30 – 4.30 AEST Closed

Video

3. 26 August: School leaders RRR panel 3.30 – 4.30 AEST Closed

Video

4. 23 September: School leaders panel 3.30 – 4.30 AEST Closed

Video

Please support our teachers in the profession by coming along to these panel sessions.

Feminist citational practices attend to the under-citation of women and other marginalised groups within academia. Paying attention towards who and how we read and cite is one way that we can begin to address biases and be more inclusive of the multiple ideas and voices contributing to the production of knowledges. This presentation will discuss why feminist citational practices are critical to making a difference to the visibility of women and will suggest different practices for reading and citing in ethically just ways.

Date: Wednesday 14th August, 2024
Time: 12.00pm (AWST) and 2.00pm (AEST)
Online: via Microsoft Teams

Politics and Policy SIG Event

Date: 13th August, 2024
Time: 3.00pm - 5.00pm AEST

In this interactive session intended for graduate researchers across Australia, Emma Rowe (DeakinU) and Sarah Langman (ACU) will discuss network ethnography and its uses in education policy research, including relevant concepts, examples, and relationships to other approaches such as actor-network theory.

Dr. Emma Rowe is an ARC DECRA Fellow in the Faculty of Arts and Education at Deakin University.

Lect. Sarah Langman is a Lecturer in Education Studies at Australian Catholic University.

Register to receive updates and the zoom link.

This session is jointly sponsored by INDEPTH and the AARE Politics and Policy SIG.

The Inter-Institutional Network for Discussions on Education Policy (INDEPth) is a group of graduate researchers from Monash University, the University of Melbourne and Deakin University interested in promoting conversations on education policy and similar fields (sociology, comparative education, etc.), and is supported by A/Prof. Radhika Gorur, A/Prof. Jason Beech and Sr/Lect. Howard Prosser. Join the mailing list for further information.

The AARE Politics and Policy SIG provides a space within which AARE members can present, discuss and debate research on the production, enactment and impacts of politics and policy in relation to educational issues. The SIG includes members engaged in quantitative, qualitative, interpretive, critical, ethnographic and comparative methodological approaches. For more information and to join the SIG, please see the AARE website SIG page or the SIG’s Linked In Group.

Language and Literacy SIG Webinar

Invitation to register for a free webinar with the Language and Literacy SIG (all welcome)

Wednesday 24th July 2024

5.00pm - 6.00pm (AEST)

Receiving a minor/major grant is a significant step in continuing to build on our research portfolio. Emerging and experienced academics are invited to a conversation with Dr. Janet Dutton (Macquarie University—ARC Discovery recipient) and Associate Professor Jennifer Alford (Griffith University—DECRA Fellow) about writing a successful grant application.

Topics: conceiving research ideas, framing research impacts, the overall process of applying for minor/major grants

Thursday 18th July 2024
7.00pm – 8.00pm AEST UTC/GMT +10 hours

This free seminar series consists of six 1-hour online seminars via Zoom on the topic of decentring the human in qualitative research methodologies. Each seminar features a presentation by a guest speaker who has experience with decentring the human in the context of qualitative research methodologies in educational research. Each seminar will also be followed by a debriefing session (see below for information).

The seminar series is inspired by Kuby and Bozalek’s (2023) webinar series that aspired to create an international online learning community that was inclusive of a range of scholars, including early career scholars and doctoral students. Importantly, for us, social learning is front and centre of this seminar series. Our main concern is not on transmitting knowledge from someone who already knows about decentring the human to someone who doesn’t. Instead, we want to work together to create a synergy that generates insights and ideas that we would not have had on our own.  Our ethical stance is one that values diversity and dialogic respect, and everyone is welcome regardless of where they are in their journey towards understanding decentring the human. We are eager to hear how your research concerning this topic has evolved; and is evolving – including the complexity, challenges and uncertainty involved.

You can read more about the seminar series, the presenters, and how to register here.

As a SIG, we want to support each other’s work as we advocate for ways to effectively listen and act on children’s and student’s voices. We know that our SIG works across educational settings, and we would like to promote a collaborative network of support for each other in this endeavour.

Join us!

Dr Angelique Howell will lead the Reading and Discussion Group and Discussion around pedagogical approaches and alternative learning settings for students.

Howell, A. (2023). From disenfranchisement to hope through Youth-Adult Participatory Action Research. Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00666-0

Upcoming sessions:

• Writing Session: Friday, 10 May 2024, 2:00 pm (AEST)
• Writing Session: Friday, 7 June 2024, 2:00 pm (AEST)
• Reading and Discussion Group Friday, 21 June 2024, 2:00 pm (AEST)

We are looking forward to writing and sharing with you in 2024.

Heather, Melinda and Clara
SIG Convenors of the Children and Student Voice Across All Sectors

Date: Friday 21st June
Time: 12:00pm-1:00pm
Online via Zoom

As a rising tide of authoritarian sentiment has found traction globally, the rights and freedoms of minorities in diverse communities have been further threatened. This roundtable explores how both historical research and education may combat this increasingly divisive rhetoric to foster pluralistic democracy.

Provocations for the conversation include:

• What role has education played in challenging adverse social and political trends in the past? How are these instructive in our time?
• How can the study of history at any level contribute to the maintenance of civil discourse and pluralistic democracy?
• How should the writing and study of history be decolonised?

Please bring along your thoughts and relevant research to share during this conversational session. This event is open to the wider AARE community as friends of the History and Education SIG.

Thursday 20th June 2024

7.00pm – 8.00pm AEST UTC/GMT +10 hours

This free seminar series consists of six 1-hour online seminars via Zoom on the topic of decentring the human in qualitative research methodologies. Each seminar features a presentation by a guest speaker who has experience with decentring the human in the context of qualitative research methodologies in educational research. Each seminar will also be followed by a debriefing session (see below for information).

The seminar series is inspired by Kuby and Bozalek’s (2023) webinar series that aspired to create an international online learning community that was inclusive of a range of scholars, including early career scholars and doctoral students. Importantly, for us, social learning is front and centre of this seminar series. Our main concern is not on transmitting knowledge from someone who already knows about decentring the human to someone who doesn’t. Instead, we want to work together to create a synergy that generates insights and ideas that we would not have had on our own.  Our ethical stance is one that values diversity and dialogic respect, and everyone is welcome regardless of where they are in their journey towards understanding decentring the human. We are eager to hear how your research concerning this topic has evolved; and is evolving – including the complexity, challenges and uncertainty involved.

You can read more about the seminar series, the presenters, and how to register here.

STEM education research has received enormous attention all over the world because the 21st century requires STEM-skilled humans. CHAT emphasises that children’s learning and development process, from lower form to higher mental functions, requires valued social or cultural experiences (Vygotsky, 1997). While STEM education has been researched in many ways, CHAT offers a unique/ valuable theoretical perspective because it helps to understand children’s conceptual (STEM) learning and development as a dynamic process (Vygotsky, 1987) where conceptual learning occurs in everyday contexts.  To provide participants with insight into the value of using CHAT in STEM education research, this seminar (finishing with a Q&A), will provide:

• a background on CHAT
• examples of how this theory can be used when researching STEM education.

The seminar combines presentations from a research expert and two PhD students to offer diverse perspectives on using CHAT in STEM education research.

Date and Time: June 12, 2024, 1 pm to 2:30 pm (AEST time, Canberra, Melbourne, Sydney).

To join the presentation, please register on the link below, and you will receive a confirmation email.

Registration link: https://charlessturt.zoom.us/meeting/register/u5EpdOmvpz8jG9Go97w97H1A9Fjk4qZ0zdhI

Expert Presenter: Laureate Professor Marilyn Fleer, Monash University, Australia

PhD Researcher: Ms Jenny Dwyer, Charles Sturt University, Australia

PhD Researcher: Ms Winnie Chen, University of Canterbury, New Zealand

Moderators: Dr Shukla Sikder, Senior Lecturer, Charles Sturt University, Australia and Dr John Cripps Clark, Senior Lecturer, Deakin University, Australia

Presentation 1: Rising to the concrete: Concept development of children from infancy to end of primary school in Conceptual PlayWorlds (Laureate Professor Marilyn Fleer)

Abstract: This presentation draws on two contributing theoretical frames from cultural-historical theory. First, Davidov’s conception of rising to the concrete to examine the development of theoretical thinking, and second, Vygotsky's conception of word-meaning as discussed in Volume 1 to explore the genesis and relations of everyday and scientific concept formation of children aged 1 -12 years. An intervention of a Conceptual PlayWorld across these cultural age periods gave the possibility of determining the earliest generalisation of word-meaning, where institutional practices enabled replication of the historical development of family as an early form of rising to the concrete. Conceptual PlayWorlds gave opportunities for the formation of more mature concepts within motivated conditions thereby realising a family system as an early form of an ecosystem that supported the core theoretical thinking of older children. The genesis of the lived experience of a concept from which other concepts are formed/embedded/imagined, are discussed through video highlights and a series of recent published studies.

Bio of Laureate Professor Marilyn Fleer: Marilyn Fleer holds the Foundation Chair in Early Childhood Education and Development at Monash University where she is also a Kathleen Fitzpatrick Australian Laureate Fellow. Professor Fleer has also received Emeritus Sir John Monash Distinguished Professor. She researches in the areas of early childhood and primary year science, engineering and technologies with particular attention on digital visual methodology framed through cultural-historical theory. Her Laureate Fellowship on the theme ‘Imagination in play and imagination in STEM’ investigates how families and teachers create conditions for children’s conceptual thinking in play-based settings.

Presentation 2: How can children’s mathematical graphics provide a steppingstone for children’s development of everyday and scientific (mathematical) concepts? (Ms Jenny Dwyer, PhD Candidate)

Abstract: This presentation draws on the findings from my doctoral study on Children’s Mathematical Graphics: Making mathematical connections with their world. To conceptualise and interpret the data, Vygotsky’s Cultural-historical theory has been used, specifically looking at how young children’s mathematical graphics support their development of everyday and scientific (mathematical) concepts. Children’s links to their social-cultural and physical worlds allows children to access, process and express mathematical conceptual knowledge through their mathematical graphics. This is a visual way of consciously understanding mathematical concepts. Using a dialectic model, this presentation will show the symbolic learning processes of young children through examples of children’s implicit mathematical graphics (graphics that show everyday and mathematical concepts) and children’s explicit mathematical graphics (the synthesis of graphics and speech to highlight everyday and scientific [mathematical] concepts). Children’s mathematical graphics create visual working memories and mental images of everyday and scientific concepts. The Findings reveal that children’s access to everyday and mathematical concepts is through their mathematical graphics of their personal worlds. These mathematical graphics are unconventional rather than being replicative of standardised written notation and highlights the symbolic, inventive, and non-literal ways of children’s learning. This presentation will show how everyday concepts and scientific (mathematical) concepts are dialectically connected and support each other to mature both forms of concepts simultaneously.

Bio of Ms Jenny Dwyer: Ms Jenny Dwyer is an early childhood teacher, a doctoral candidate at Charles Sturt University, and sessional academic teaching early childhood education. She has worked in the early childhood field for many years as a teacher and director, university lecturer and TAFE teacher, teaching students about how young children play and learn.

Presentation 3: Exploring the potential use of cultural-historical activity theory to unpack early childhood teachers pedagogical practices regarding children’s digital play. (Ms Winnie Chen, PhD Candidate)

Abstract: Children growing up in the 21st century are considered active users of digital devices. The domestication of digital technologies in children’s lives has given rise to a new form of play, which is referred to as digital play. A significant challenge for early childhood teachers is engaging and leveraging children’s digital play. To better understand the challenges and opportunities that this presents to the early childhood education context, I propose exploring the influences of contexts on teachers’ practices. This PhD study will be undertaken over the next two years to explore the cultural implications of digital play in two countries. This research will employ the Cultural-Historical Activity Theory to examine the pedagogical practices of two groups of early childhood teachers: one group based in China and the other based in New Zealand.

In this talk, I will present my proposed framework and explore how it will inform this study. The focus will be on exploring the possibilities of using CHAT to unpack teachers’ practices in a cross-cultural study.

Bio of Ms Winnie Chen: Kia ora, my name is Ruowei (Winnie) Chen. I am a first year PhD student studying in New Zealand at the University of Canterbury. My research interest is digital technology in early childhood education, and I am particularly interested in how teachers can better support children’s digital play. I have found the Cultural-Historical Activity Theory a necessary framework for my studies. I employ CHAT to examine the pedagogical practices of early childhood educators across China and New Zealand.

We invite all AARE members to two upcoming events discussing a new youth-adult partnership methodology that was piloted in an alternative learning setting.

We hope to see you there!
Heather, Melinda and Clara, with Aaron and Simon (SIG Convenors)

Suggested reading: Howell, A. (2023). From disenfranchisement to hope through Youth-Adult Participatory Action Research. Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00666-0

Title: From disenfranchisement to hope through Youth-Adult Participatory Action Research

Paper Abstract
This paper proposes dovetailing the concept of youth-adult partnership with youth participatory action research to generate a methodology of youth-adult participatory action research. Within contemporary education, deficit-oriented discourses of hopelessness and demoralisation among ‘at risk’ young people and their teachers, particularly those in marginalised and/or high poverty communities, pervade the literature. However, scholarship suggests that negative emotions do not tend to stem from a sense of hopelessness but one of uncertainty, which is typically caused by a lack of accurate information and thus provides a starting point for investigations through integrating reason and emotion. Embedded in Fraser’s conceptualisation of justice as parity of participation, coupled with Freire’s notion of intergenerational dialogue and a critical-democratic conceptualisation of engagement, youth-adult participatory action research seeks to generate communities of praxis in which students, teachers and researchers form explicit tripartite partnerships as co-investigators and co-learners. As they jointly explore their shared concerns, the members of the community mobilise their collective power and agency to co-design context-specific solutions and in so doing, transform the negative emotion and disenfranchisement stemming from uncertainty into a critical hope for more optimistic futures than those alluded to by the ‘at risk’ and ‘disengaged’ policy tags.

Brief Biography: Angelique Howell is a Postdoctoral Research Fellow in the School of Teacher Education and Leadership. She is particularly interested in addressing the issue of student disengagement through youth-adult partnerships, particularly in marginalised and/or high poverty communities

Thursday 16th May 2024

7.00pm – 8.00pm AEST UTC/GMT +10 hours

This free seminar series consists of six 1-hour online seminars via Zoom on the topic of decentring the human in qualitative research methodologies. Each seminar features a presentation by a guest speaker who has experience with decentring the human in the context of qualitative research methodologies in educational research. Each seminar will also be followed by a debriefing session (see below for information).

The seminar series is inspired by Kuby and Bozalek’s (2023) webinar series that aspired to create an international online learning community that was inclusive of a range of scholars, including early career scholars and doctoral students. Importantly, for us, social learning is front and centre of this seminar series. Our main concern is not on transmitting knowledge from someone who already knows about decentring the human to someone who doesn’t. Instead, we want to work together to create a synergy that generates insights and ideas that we would not have had on our own.  Our ethical stance is one that values diversity and dialogic respect, and everyone is welcome regardless of where they are in their journey towards understanding decentring the human. We are eager to hear how your research concerning this topic has evolved; and is evolving – including the complexity, challenges and uncertainty involved.

You can read more about the seminar series, the presenters, and how to register here.

For the first four months of 2024 (Feb to May), we will offer an online 1 hour shut up and write session the first Friday of each month at 12pm Qld time. These sessions will include a 5 min introduction, a 5 min presentation about a relevant ‘topic of the month’ followed by 20 min writing time, a 5 min break, another 20 min writing time and finishing up with 5 min conclusion.

Friday 3^rd of May 12pm - 1pm QLD time  
Topic: TBA

SIG convenors are in the process of locking in the ‘topic of the month’ for March, April and May.
If you have a specific topic you would like to know more information about or present on for 5mins to benefit other researchers in the SIG please contact us.
e.meissner@griffith.edu.au

The Teachers Work & Lives SIG are excited to invite you to our first event of the year - a networking opportunity.

When: Thursday 2nd of May, 2024
Time: 4.00pm - 5.00pm (AEST)
Online: ZOOM link will be provided upon registration

This event will be an opportunity for you to connect with researchers working in the TW&L space. Coming along will be some key esteemed academics in the field who you will have an opportunity to network with, including:

• Professor Anna Sullivan
• Professor Linda Hobbs
• Associate Professor Jessica Holloway 
• Professor Jane Wilkinson

For ECRs, this will be an excellent opportunity to share your areas of research with colleagues in the field and gain advice on your research career. For MCRs and senior academics, this is a great opportunity to also share about your research, mentor emerging research leaders in the TW&L space, and meet others who may be future collaborators. 

Thursday 18^th April 2024

7.00pm – 8.00pm AEST UTC/GMT +10 hours

This free seminar series consists of six 1-hour online seminars via Zoom on the topic of decentring the human in qualitative research methodologies. Each seminar features a presentation by a guest speaker who has experience with decentring the human in the context of qualitative research methodologies in educational research. Each seminar will also be followed by a debriefing session (see below for information).

The seminar series is inspired by Kuby and Bozalek’s (2023) webinar series that aspired to create an international online learning community that was inclusive of a range of scholars, including early career scholars and doctoral students. Importantly, for us, social learning is front and centre of this seminar series. Our main concern is not on transmitting knowledge from someone who already knows about decentring the human to someone who doesn’t. Instead, we want to work together to create a synergy that generates insights and ideas that we would not have had on our own.  Our ethical stance is one that values diversity and dialogic respect, and everyone is welcome regardless of where they are in their journey towards understanding decentring the human. We are eager to hear how your research concerning this topic has evolved; and is evolving – including the complexity, challenges and uncertainty involved.

You can read more about the seminar series, the presenters, and how to register here.

Tuesday 9 April 5pm-6pm (Australian Eastern Standard Time) 

Via Zoom

We will kickstart our first 2024 Language and Literacy SIG event by diving into the world of publishing in language and literacy education research. Please join us for a lively conversation with experts in the field as we discuss best practices, tips, and tricks for getting your work out there. This event features a presentation by our guest speakers (see below) and is followed by a Q&A session.

Associate Professor Robyn Cox - RMIT, Melbourne, Australia is the Editor-in-Chief of the Australian Journal of Language and Literacy.

Dr Nathan Lowien - University of Southern Queensland, Australia is an Associate Editor of the Australian Journal of Language and Literacy.

Whether you're a seasoned researcher or just starting out, this event is perfect for anyone looking to enhance their publishing skills. Don't miss out on this opportunity to learn from the best and connect with fellow SIG members. As part of the event, we will seek information from participants regarding research interests and the potential for future research collaborations within our network. Please register now and share widely with people who would be interested in this topic. 

Topics: Getting published, the selection and review process and experiences of writing and editing.

For the first four months of 2024 (Feb to May), we will offer an online 1 hour shut up and write session the first Friday of each month at 12pm Qld time. These sessions will include a 5 min introduction, a 5 min presentation about a relevant ‘topic of the month’ followed by 20 min writing time, a 5 min break, another 20 min writing time and finishing up with 5 min conclusion.

Friday 5^th of April 12pm - 1pm QLD time 
Topic: TBA

SIG convenors are in the process of locking in the ‘topic of the month’ for March, April and May.
If you have a specific topic you would like to know more information about or present on for 5mins to benefit other researchers in the SIG please contact us.
e.meissner@griffith.edu.au

Thursday 21^st March 2024

7.30pm – 8.30pm AEDT (Australian Eastern Daylight Time) UTC/GMT +11 hours

This free seminar series consists of six 1-hour online seminars via Zoom on the topic of decentring the human in qualitative research methodologies. Each seminar features a presentation by a guest speaker who has experience with decentring the human in the context of qualitative research methodologies in educational research. Each seminar will also be followed by a debriefing session (see below for information).

The seminar series is inspired by Kuby and Bozalek’s (2023) webinar series that aspired to create an international online learning community that was inclusive of a range of scholars, including early career scholars and doctoral students. Importantly, for us, social learning is front and centre of this seminar series. Our main concern is not on transmitting knowledge from someone who already knows about decentring the human to someone who doesn’t. Instead, we want to work together to create a synergy that generates insights and ideas that we would not have had on our own.  Our ethical stance is one that values diversity and dialogic respect, and everyone is welcome regardless of where they are in their journey towards understanding decentring the human. We are eager to hear how your research concerning this topic has evolved; and is evolving – including the complexity, challenges and uncertainty involved.

You can read more about the seminar series, the presenters, and how to register here.

Tuesday 19 March, 5.00-8.00pm AEST (Queensland), 6pm AEDT (Sydney)

Via Zoom - A Zoom link to join the event will be provided via confirmation email upon registration.

The aim of this online event is to undertake a collective brainstorming activity through a pre-mortem exercise focused on achieving inclusive education in Australia. A pre-mortem is a proactive assessment of the risk of failure in a project. The activity involves imagining an event has already occurred and identifying the external factors that threaten potential failure. Such approaches have long been used in corporate fields to leverage research on “prospective hindsight” and challenge conventional thinking to improve the accuracy of risk prediction and increase the likely success of innovations and reforms.

This pre-mortem focuses on the risks and opportunities for transformation of Australian education systems away from the existing dual track of regular schools and special schools to create a single inclusive system. The event involves individuals from diverse professional backgrounds including researchers, consultants and policy-makers from Australia, Europe, North America and Africa, and a convenor, Graeme Innes AM, with expertise in disability, legislative reform and education.

Each of the speakers have researched or been involved with inclusive education reform in their respective jurisdictions. They are being brought together to engage in a collective brainstorming activity and identify potential threats for Australia as well as opportunities to support success. Speakers have been asked to respond to the provocation:

Imagine the year is 2060 and that 30 years have elapsed since a national agreement and policy reforms were implemented with the aim to desegregate the education system. Despite these initiatives, inclusive education reform in Australia has failed. Special schools remain operational and the government continues to fund and resource these. In this online event, a panel of international speakers have been asked to draw on their expertise from various international contexts, to shed light on possible reasons that would explain why inclusion “failed” here in Australia.

Presenter Bios:

Dr Joanne Banks 
Dr Joanne Banks is an Assistant Professor and researcher in inclusive education at the School of Education in Trinity College Dublin. Joanne's research interests are in the field of inclusive education and educational inequality. She has published widely on special and inclusive education policy and practice, school exclusion, and student diversity. She is the creator/presenter of the Inclusion Dialogue podcast series.

Dr Michael Shevlin
Dr Michael Shevlin is a Professor in Inclusive Education and Director of the internationally renowned and award-winning, Trinity Centre for People with Intellectual Disabilities in Trinity College Dublin. As Director of the Trinity Centre for People with Intellectual Disabilities, he manages the delivery of an accredited education into employment transition programme for young people with intellectual disabilities. His research interests focus on developing inclusive learning environments and facilitating learner voice within mainstream settings. He has published widely within the area of inclusive education and contributed to policy-making in establishing inclusive education environments in Ireland.

Mr Jody Carr 
Mr Jody Carr is currently a lawyer in private practice in Fredericton and Oromocto, New Brunswick. He has more than 20 years of experience in political, legislative and government affairs. Mr. Carr was first elected to the New Brunswick Legislature in 1999. He served as Minister of Education and Early Childhood Development between 2010-2013 and two terms as Minister of Post -Secondary Education, Training and Labour in 2006 and from 2013 to 2014. These mandates included responsibility for early childhood learning, public schools, universities and colleges, labour, training and the human rights commission.

Dr Gordon Porter 
Gordon L. Porter, C.M., O.N.B. is the Director of Inclusive Education Canada and a member of the Order of Canada and the Order of New Brunswick. He has focused on making schools inclusive for more than four decades. Dr. Porter has worked as a principal, school district administrator, and university professor. He has been a senior policy advisor to Education Ministries in Canada, Peru, Panama, Colombia, the Bahamas, Portugal, Sweden, Spain, and the Netherlands. He is currently a policy advisor on an EU-funded project on inclusion policy in Portugal, Spain, and Italy. Gordon Porter is the former chair of the New Brunswick Human Rights Commission and the Canadian Association of Human Rights Agencies. He has edited several books and videos about inclusive education. He received the Canadian Education Association’s - Whitworth Award for Research in Education.

.
Dr Elizabeth Walton
Elizabeth is a Professor of Education at the University of Nottingham with an interest in inclusive education. She is the co-convenor of the Unesco chair for Teacher Education for Diversity and Development and is also a visiting Professor at the Wits School of Education in Johannesburg South Africa. Elizabeth’s research applies diverse theoretical perspectives to understand exclusion and enable the realisation of more inclusive and equitable education systems. Her research interests include

● Teacher education for inclusive teaching;
● The field of inclusive education - its history, knowledge, and knowers
● Exposing exclusion and enabling inclusion in education.

Dr Wacango Muguro Kimani
Dr Wacango Kimani is a researcher and teacher educator in the field of inclusive education and is based in South Africa. She is a teacher by background, working as an inclusive educator in classrooms within both primary and secondary schools. Her current academic research focuses on practices that promote and support the inclusion of all students with a particular focus on teachers’ quality of engagement within professional learning communities.

Dr Paula Hunt
Dr Paula Hunt is a Portuguese native with a vast teaching experience in both Portugal and the USA, where she holds teaching certificates in both regular and special education. She completed Master's and Ph.D. degrees in Special Education, as well as a Graduate Specialization in International Development. Paula started her professional life working in special schools with children "at risk", children with disabilities, children with special education needs, and children and adolescents in conflict with the law, or in the care of the State. While working in segregated settings, such as special schools and institutional care facilities, she became an advocate for Inclusive Education. After dedicating 20 years to the teaching profession, she transitioned to a long-term consultancy at the UNICEF Regional Office for Europe and Central Asia as the Inclusive Education Specialist and Regional Disability Focal Point.
Paula has managed and operated DED Lda. since 2015 and worked with countries from Europe, Africa, Asia and North America to realise the rights of children under the United Nations CRC and the CRPD.

Dr Suzanne Carrington
Suzanne is a Professor in The Centre for Inclusive Education (C4IE) and a member of the Faculty of Creative Industries, Education and Social Justice. Suzanne’s areas of expertise are in inclusive education, ethical leadership for inclusive schools, disability and teacher preparation for inclusive schools. She has engaged in research to inform policy and practice in Australian and international education contexts. She has published over 100 journal publications, books, book chapters and research reports. She was the Program Director of Program 2: The School Years for The Cooperative Research Centre for Living with Autism (Autism CRC) (2013-2022). http://www.autismcrc.com.au/. Her work appears in leading international journals.

Dr Kate de Bruin 
Dr Kate de Bruin is a former high-school teacher and Senior Lecturer in inclusive education at Monash University in Australia. Her research is based on a human rights approach to education and draws on the Multi-Tiered System of Supports (MTSS) framework to examine legislation, policy and funding models, as well as system, school and classroom level practices that are supported by evidence and that improve educational equity, quality and inclusion for all. Kate’s current projects focus on system-wide scaling of MTSS to ensure high-quality literacy instruction for all students and equitable access to intervention and support on the basis of need.

Dr Sofia Mavropoulou
Dr Sofia Mavropoulou is Associate Professor at the School of Early Childhood & Inclusive Education and Leader for the Inclusion/Exclusion Program at the Center for Inclusive Education at Queensland University of Technology. Sofia is Convenor for the Inclusive Education Special Interest Group in AARE , Study Area Coordinator for the Inclusive Education Study Area (Master of Education) and Vice Chair of the Faculty Equity Committee at QUT. Her research is mainly focused on evidence-based tiered supports for autistic learners. In collaboration with colleagues, Sofia has explored social inequalities for families raising autistic children and has analyzed disability policies in Australia.

Graeme Innes, AM 
Graeme Innes AM is a lawyer, author, and company director. His autobiography Finding A Way achieved popular acclaim in 2016. Graeme led the merger of four blindness agencies to form Vision Australia, and chaired the board of that agency. He is also a Director of The National Disability Insurance Agency and The State Insurance Regulatory Authority, regulating workers’ compensation and motor vehicle accident insurance in NSW. He is the Chancellor of Central Queensland University. He has been a human rights practitioner for more than 30 years and is a conference presenter and facilitator. Graeme was a Commissioner at the Australian Human Rights Commission for nine years, responsible for issues relating to disability, race and human rights.

For the first four months of 2024 (Feb to May), we will offer an online 1 hour shut up and write session the first Friday of each month at 12pm Qld time. These sessions will include a 5 min introduction, a 5 min presentation about a relevant ‘topic of the month’ followed by 20 min writing time, a 5 min break, another 20 min writing time and finishing up with 5 min conclusion.

Friday 1^st of March 12pm – 1pm QLD time 
Topic: TBA

SIG convenors are in the process of locking in the ‘topic of the month’ for March, April and May.
If you have a specific topic you would like to know more information about or present on for 5mins to benefit other researchers in the SIG please contact us.
e.meissner@griffith.edu.au

The AARE Gender, Sexualities and Cultural Studies SIG will host an online sharing and networking event for those involved in sex, gender, and sexualities research on Thursday, 15th February 2024.  

Come along and share your research and hear about others' research in the field, meet our new convenors, and join us for the presentation of the 2023 Raewyn Connell Award.
We also welcome members of the BERA Sexualities and Gender SIG.

 You are welcome to share about previous research or research you are planning - we anticipate each person will have about five minutes to share.

 The time of the event is as follows (Thursday 15th February, 2024):

• 5 pm AEDST (NSW, ACT, Vic)
• 4 pm AEST (Qld)
• 4:30 pm ACDT (SA, NT)
• 2 pm AWST (Western Australia)
• 7 pm NZ time
• 6 am GMT (London) 

Michelle Jeffries, Lizzie Maughan, And Pasley and Barrie Shannon
AARE Gender, Sexualities and Cultural Studies SIG Convenors

For the first four months of 2024 (Feb to May), we will offer an online 1 hour shut up and write session the first Friday of each month at 12pm Qld time. These sessions will include a 5 min introduction, a 5 min presentation about a relevant ‘topic of the month’ followed by 20 min writing time, a 5 min break, another 20 min writing time and finishing up with 5 min conclusion.

Friday 2^nd of February 12pm – 1pm QLD time
Topic: Research Development Plan

The Sociology of Education SIG invites you to a series of ‘Lunch and Learn’ online Seminars to spotlight research. Hosted by Garth Stahl, Babak Dadvand, Nerida Spina and Sarah McDonald.

See below for details:

Seminar One: The old and new sociology of education

When: Friday 11 August 12-1.30pm (AEST)

Author
Julie McLeod

Abstract
In this inaugural presentation as part of the Sociology of Education SIG’s ‘Learn and Lunch’ seminar series, Professor Julie McLeod (University of Melbourne) opens the conversation about the sociology of education with critical commentary about the field's past, present and future directions. 

Seminar Two: Researching digital ecologies of primary school children

When: Tuesday 22 August 12-1.00pm (AEST)

Authors
Susan Nichols, Education Futures, University of South Australia 
Karen Dooley, Queensland University of Technology 
Hannah Soong, Education Futures, University of South Australia 
Michelle Neumann, Southern Cross University 

Abstract
How digital technologies enable, constrain and mediate children’s social and educational lives is the subject of this project (ARC DP 2101010226; Nichols, Dooley, Neumann & Soong). This presentation will begin with a consideration of what is meant by ‘digital ecologies’ with reference to theorisations taken from developmental psychology, technology studies, media studies, and new literacy studies. The design of a study capable of investigating digital ecologies is described with specific reference to the How Do You Connect networking interviews conducted with Grade 5 children and followed by close case studies of a cohort of children, their parents, and educators. Findings of analysis conducted to date will be presented and the audience will be invited to discuss possible implications. 

View Slides

Seminar Three: Explorations of belonging with African diaspora youth

When: Thursday 14 September 12-1.00pm (AEST)

Authors
Melanie Baak, UniSA Education Futures, University of South Australia
Hellen Magoi, UniSA Education Futures, University of South Australia
Eddie Hypolite, UniSA Education Futures, University of South Australia
Simon Angok, UniSA Education Futures, University of South Australia
Cas Gemoh, UniSA Education Futures, University of South Australia

Abstract
As the number of Black African diaspora youth increases in Australia, their sense of belonging becomes an increasingly urgent social issue. On the one hand, many Black African diaspora youth now struggle to belong in hegemonically white Australian schools and society. Yet ‘belonging’ is an aspirational demand of policies that reflect the norms of an Australian national identity based on cultural diversity and multiculturalism. In this presentation we will discuss research approaches and emerging findings from research with African diaspora youth as co-researchers (ARC DE230100249). This research uses decolonial participatory action research approaches to examine understandings and experiences of belonging, particularly in schools, for African diaspora youth. In addition, we will reflect on possibilities for collaborative exploration with Black African diaspora PhD candidates and youth co-researchers. 

Seminar Four: Intersections of class and ethnicity: revisiting Asian educational achievement in Australian schools

When: Tuesday 19 September 12-1.00pm (AEST)

Authors
Quentin Maire, Melbourne Graduate School of Education, University of Melbourne
Christina Ho, Faculty of Arts and Social Sciences, University of Technology Sydney

Abstract
The colour line of educational success is a recurring issue in Australian public discourse, and it has received increased academic attention. In particular, a range of explanations have been offered for the comparative educational success of Asian Australians. Arguments regularly appeal to the culturally distinctive educational dispositions and practices of Asian migrant families to explain this pattern. In this paper, we argue that a more systematic consideration of the intersection of social class and ethnicity helps develop more robust analyses of the educational trajectories of Asian Australians. We argue that taking class seriously helps overcome the limitations of explanations resorting to coarse and homogenising racial categories and to cultural essentialism. To examine the intersections of class and ethnicity among Asian Australians, we use survey data from successive cohorts of Australian high school students. The results highlight the diversity of educational outcomes and experiences among Asian Australians. We conclude by arguing that future research on Asian families’ educational practices in Australia would benefit from exploring migration trajectories more dynamically, i.e. from the point of view of class positions and cultures of origin and destination.  

Seminar Five: Pressure to attend university and the changing job market: Beyond narrow conceptions of pathways to a ‘good life’

When: Wednesday 18 October 12-1.00pm (AEST)

Authors 
Sally Patfield, University of Newcastle
Kristina Sincock, University of Newcastle
Leanne Fray, University of Newcastle

Abstract
Securing stable and well-paid employment has become increasingly difficult world-wide. In recent years, job insecurity has been further exacerbated by new global economic challenges. Particularly since the 2008 financial crisis, traditional full-time permanent positions of employment have given way to casual, part-time, or temporary work globally. This transition has had broad repercussions for young people, including generating impediments to first-time home ownership, with implications for marriage, family formation and social mobility. Concerned about current prospects for youth, we extended a study on school student aspirations by re-interviewing 21 young people about their educational and career outcomes and aspirations since leaving school one-to-five years prior. Questions focused on how participants are navigating their post-school transition into further study or employment. The interviews were thematically coded using a combination of inductive and deductive logic, with the analysis aimed at determining key equity issues that impacted participants’ ability to realise their educational and occupational aspirations. Results demonstrated a range of factors that impacted the participants’ trajectories, with the overwhelming pressure to attend university, the impact of mental ill-health, and the impact of COVID-19 on universities most prevalent. In this paper, we report on the former of these themes in detail. We found that these participants experienced immense pressure from their families, teachers, and communities to attend university, even if career aspirations did not require a degree. They spoke of being repeatedly told that university is key to securing the ‘good life’ and of other post-school pathways being derided. Concerningly, many of these participants faced uneven, fractured and sometimes difficult pathways through university, with a change of degree a common occurrence. This contrasted markedly with their peers who pursued vocational education, who spoke of more secure pathways and post-study jobs. Given evidence elsewhere that up to a third of students who enrol in university do not graduate and data showing that many young people with professional degrees struggle to find permanent work, we argue that the pressure on youth to attend university risks creating a generation disillusioned by false promises. 

When: Friday 30th June 2023, 01:00pm - 2:00pm AEST

Jimena's doctoral research aims to understand how feedback practices can support students' evaluative judgement. Underpinned by a sociocultural approach to feedback, she is interviewing students and teachers and collecting data regarding feedback designs to understand how students may understand what quality work looks like.

In her presentation, Jimena will:

• Provide a literature background about feedback and evaluative judgement;
• Present a conceptualisation of evaluative judgement for the purpose of her research;
• Present her intended research design and briefly mention how her data collection is going, pointing out the conceptual and methodological challenges she had/has.

Venue: La Trobe University City Campus, Level 2, 360 Collins Street, Melbourne
Date/Time: Tuesday, 20 Jun 2023 8:30 AM - 4:30 PM AEST

This workshop brings together leading scholars and academics from around Australia and overseas to discuss existing and emerging research on practical approaches to community engagement for inclusive education. The workshop focus aligns closely with the aims of the Sociology of Education and Social Justice SIGs at the Australian Association for Research in Education (AARE). A bottom-up approach to research and practice in education that engages with schools and communities is the first critical step in addressing the significant disadvantages that students from culturally and linguistically diverse and Indigenous communities and those from minority groups face in education. This workshop offers a range of activities followed by the keynote from Professor Tyrone Howard, including seminars, workshops and roundtable discussions led by academics and scholars on fostering strong school-community engagement for equity, diversity and social justice education.

If you have any questions regarding this event please email Dr Babak Dadvand b.dadvand@latrobe.edu.au

Register now for the second online event in our Teachers’ Work in Challenging Times Symposium Series.

When: Monday 19 June 4.00-5.00 pm AEST

Where: Zoom link to be provided on registration

With presentations from
Professor Jane Wilkinson on Invisible labour: Principals’ emotional labour in volatile times,
a project with Professor Lucas Walsh, Professor Amanda Keddie, Dr Fiona Longmuir and Dr Christine Grice.

Professor Jo Lampert on Impact of teacher shortages on teachers remaining in hard to staff schools,
a project with Dr Amy McPherson and Professor Bruce Burnett.

We look forward to seeing you!

Ellen Larsen and Craig Wood

Date: Tuesday, 16 May 2023
Time: 2:30 PM - 4:30 PM ACST

Researchers are more frequently using alternative, often arts-based, methodologies to collect and produce data such as walking tours, drawing, video and crafting to name a few. This produces data sets that are often complex and messy creating new challenges to analysis. This zoom panel session will build capacity and start a conversation about the various ways we might manage and analyse qualitative data. It will help GSCS SIG members and AARE members beyond the SIG to learn about managing and analysing qualitative data beyond more traditional approaches such as thematic or discourse analysis.

If you have any questions regarding this event please email lizzie.maughan@flinders.edu.au.

The Teachers’ Work and Lives SIG invites you to a special online symposium.

When: 10 May 4.00-5.00 pm AEST

Topic: Teachers’ work and challenging times

We are delighted to bring you two exciting presenters who will provide insights about and from their current projects.

Professor Anna Sullivan - Early career teacher induction: Supporting precarious teachers project; and

Professor Robyn Brandenburg -  “I left the teaching profession… and this is what I am doing now”: A national study.

We look forward to you joining us!

Ellen Larsen and Craig Wood

We would like to draw attention to an upcoming event organized jointly by the Global Contexts for Education SIG, STEM Education SIG; and the Cultural Historical & Activity Theory SIG. The activity is supported by a grant from AARE.

Venue: Melbourne Graduate School of Education
Time/Date: 10-4pm Friday 31 March and Saturday 1 April, 2023 (AEDT)
Mode of Delivery: Face to face (inclusive of morning/afternoon tea, lunch, and networking activities).
An online attendance option will be available for some of the presentation sessions and discussion panels across the two days.

This seminar will explore the 'what, how, and why' of international research collaborations in education. We are particularly interested in discussing questions about what can be learnt from the comparative dimension, how different theories can be used to open up multiple lines of investigation, and the practical implications of establishing and maintaining collaborations, and applying for funding. Associate Professor Samia Khan, from the University of British Columbia, will lead the seminar drawing on her extensive experience leading international research projects. The seminar will involve a mix of presentations, panel discussions, networking opportunities and a practical workshop (on grant writing). We have a range of presenters from across the three SIGs who will be involved in the sessions. The seminar has been organised through collaboration between three SIGs, in order to explore connections and learn from different SIG perspectives.

If you are interested, click here for further information about the program.

Thursday, 3rd November 2022
4.00pm - 5.30pm AEDT
Online Joint-SIG webinar

This presentation will bring into focus how imagination in STEM and imagination in learning come together in an intervention model called a Conceptual PlayWorld. Framed from a cultural-historical perspective, details of the concepts used to inform the development of this intervention model will be outlined, followed by video examples of STEM practices in primary schools to show how imaginary play supports STEM thinking. The presentation concludes with an example of an Engineering PlayWorld in a Samoan preschool to show how traditional practices and well-known fables can motivate and contextualise children’s STEM learning.

Speaker: Laureate Professor Marilyn Fleer at Monash University
Principal Investigator School of Educational Psychology and Counselling
Marilyn is Monash's Foundation Chair in Early Childhood Education and Development, and an ARC Kathleen Fitzpatrick Australian Laureate Fellow. Marilyn is an honorary Research Fellow in the Department of Education, University of Oxford, holds a second Professor position in the KINDknow Centre, Western Norway University of Applied Sciences, and is an honorary professor at the Danish School of Education, Aarhus University, Denmark. She was awarded the 2019 Ashley Goldsworthy Award for Outstanding leadership in university-business collaboration.

The festival program is being held over 3 days (21-23 November) at studioFive (UNITWIN partner) at the University of Melbourne, with the 4th day (27 November) being at the University of South Australia (preceding the AARE 2022 Conference) in Adelaide.
 
The Melbourne festival program is comprised of 12 carefully curated Acts which bring invited keynote speakers and practice-based facilitators into conversation with each other. Invited keynotes are purposefully paired and discussion will be facilitated by the convenors as a decolonising act. 

ECR and HDR are welcomed into the conversation via Pecha Kucha sessions (see CFP). The aim is to connect communities of educational researchers to each other, while offering the space and time to trouble and speculate as a community post COP27. 

In the face of an increasingly volatile, uncertain, complex, and ambiguous world, the festival of ideas poses three questions to kickstart the event:   

1. What are the knowledges, practices and relationships that can address the climate challenges of our rapidly changing world?  
2. How can researchers, practitioners and activists contribute to a new ecosystem of learning around issues of climate justice and meaningful action?  
3. What do we, as a community, need to do to transform education, policy and practice for our climate futures? 

The festival of ideas is free to attend and is made possible by a University of Melbourne Dyason Fellowship and competitive SIG funding from Australian Association for Research in Education (AARE) that brings together the Arts Education Practice Research (AEPR) and Poststructural Theory (PST) Special Interest Groups. 
 
21-23 November at the Melbourne Graduate School of Education, University of Melbourne  
 
27 November at the University of South Australia  

The AARE Teacher Education and Research Innovation SIG warmly invites AARE members to the upcoming virtual symposium: ‘Teacher Education: Preparing Teachers for a Changing World.’ The symposium will be held:

Friday, 28th October 2022
10.00am - 1:00pm AEDT or 9:00am - 12:00pm AEST

COVID-19, geopolitical tensions, climate change and economic instability are just some of the challenges facing today’s world. These global challenges, alongside emerging and continuing local problems and issues, impact students, teachers, and their school communities. This symposium aims to bring together teacher educators and teacher education researchers to consider the implications of a changing world for teacher education research and practice.

The symposium will feature keynote presentations from Professor Jo Lampert and Professor Karen Martin, who will, respectively, speak about their research on preparing teachers in times of crises and trauma-informed practice in education.

The symposium also includes presentations by AARE members on a topic related to the symposium theme. These presentations feature examples of research and practice and/or wonderings about teacher education in a changing world. The call for presentation abstracts is now closed.

Looking forward to meeting you at the symposium.

Warm regards,

Teacher Education and Research Innovation (TERI) convenors
Australian Association for Research in Education (AARE)

Kim Anh Dang (Faculty of Education, Monash University)
Jon Quach (Melbourne Graduate School of Education, University of Melbourne)
Jessica Premier (Faculty of Education, Monash University)
Bianca Coleman (Faculty of Education, University of Tasmania)

We are excited to announce another Teachers’ Work and Lives SIG hosted event with Associate Professor Stewart Riddle speaking about his latest book, co-edited with Dr Amanda Heffernan and Dr David Bright, titled ‘New perspectives on education for democracy’. 

 
Date: Wednesday 19 October

Time: 5pm–6pm AEDT / 4pm–5pm AEST

With an amazing line-up of academics each sharing their work from the book, the session will be as follows: 

• Stewart Riddle: Introduction to the book
• Stephanie Wescott: The ordinary everyday: Centring the embodied practice of classroom teaching
• Rafaan Daliri-Ngametua: Students’ experiences of overt data-talk in the classroom: ‘It’s all just this stupid system’
• Mihajla Gavin: Teacher workload in Australia: National reports of intensification and its threats to democracy
• Andrew Hickey: Relational pedagogy and democratic education
• Alice Elwell: Critical affective literacy, feminist pedagogies and democracy: Exploring possibilities for the high school English classroom

Followed by a full-panel discussion on democracy and teachers’ work and lives.  

Exciting event on 24 August!

Join Nicole Mockler, Greg Thompson, and Anna Hogan for an online symposium.

This online AARE event is hosted by the Teachers’ Work and Lives SIG and the presenters will be discussing their ARC Linkage project on Time Use, Time Poverty and Teachers’ Work.

The Time Use, Time Poverty and Teachers’ Work project focuses on understanding teacher workload (hours of work), teacher workload intensification (complexity of work), and the impact of both on teacher wellbeing. The ARC research project has developed an app that records time use and time poverty in teachers’ work.

2022 Residential Winter School

The Asia-Pacific Cultural-historical & Activity Theory Winter School will be held physically, from Monday 20th to Friday 24th June 2022, at the Warrnambool campus of Deakin University, an idyllic rural setting on the banks of the Hopkins River, and a pleasant train journey from Melbourne. The cost for accommodation and food for the five days (four nights) is $220. We thank AARE for subsiding this event. We are planning a variety of sessions including extended workshops, small group discussions, deep reading sessions, international presentation from the field on how theory is being applied, one-to-one consultations, and working on research methodology and analysis.

We will be together in individual rooms in student accommodation in a large house and with shared meals. Participation will only be face-to-face. Those who have already registered will be carried forward. All Warrnambool participants must be fully vaccinated and follow Victoria and Deakin University Health requirements.

Educational Theory and Philosophy - AARE

Date: 10th-11th February 2022 (via zoom)

The conference theme: “The Legacy of John Dewey on Contemporary Pedagogy”. Please refer to the attached Conference Program and Speakers and Abstracts for more specific information. 

Conference on the Legacy of John Dewey on Contemporary Pedagogy Abstracts:

Philip Cam: Thinking as Method

James Harrison and Henk Roodt: The legacy of John Dewey: His contribution to cyclical and iterative processes
and its potential for addressing contemporary problems

Robert Stevens: Thinking as orientation 

Zhihang Li: What does the School as a Community mean

Online citizen science projects use the Internet to bring together professional researchers and volunteers for mutual benefit. From an educational perspective, they offer rich opportunities to engage students in authentic research projects, with multiple learning benefits.

Please join our colleagues from New Zealand as they share some of their experiences from a multi-year project in which primary and secondary teachers have been embedding online citizen science projects into their teaching and learning programmes. Specifically, they will  focus on the ways in which online citizen science projects can be used to support students to gather data, interpret representations, and critique evidence – capabilities that are important for STEM.

Presenters 

Dr. Cathy Buntting is Director of the Wilf Malcolm Institute of Educational Research at the University of Waikato in Hamilton, New Zealand, and co-director of the 3-year project ‘On2Science: Multiple affordances of online citizen science’ funded by the New Zealand Government’s Teaching and Learning Research Initiative.

Melissa Coton is Senior Syndicate Team Leader at Boulcott Primary School, Wellington, New Zealand, and a graduate of the New Zealand Government’s Science Teaching and Leadership Programme.

Online event for the Global Contexts for Education SIG about the situation in Myanmar.

Presenters: Professor Joe Lo Bianco and Professor Fazal Rizvi  

We look forward to an interesting discussion which will include a multilevel analysis of the situation, raise issues of citizenship and explore new possibilities for cooperation.   

This is an online event via Zoom.  Please register below.

Join AARE’s Teachers’ Work and Lives SIG for an online symposium on teacher workload and wellbeing. 

Workload and Wellbeing: Research, policy, and experiential narratives aims to foster scholarly dialogue, between researchers, policy-makers, and teachers, and that will continue to contribute to knowledge and understandings of workload and wellbeing issues specifically in the context of Australia’s school teacher workforce. 

Our Workload and Wellbeing: Research, policy, and experiential narratives online symposium includes:

• Dr Amanda Heffernan, award winning author of The Principal and School Improvement: Theorising Discourse, Policy, and Practice, and co-author of Perceptions of Teachers and Teaching in Australia. Amanda is serving as the Conference Co-Chair for the AARE in 2019-2021.
• Emeritus Professor Hon. Dr Geoff Gallop A.C., lead author of Valuing the teaching profession: An independent inquiry, and Premier of Western Australia in 2001-2006.
• Chantel Nunn, a beginning teacher in South Australia, experiencing the complexities of teachers workload and wellbeing, and precarious employment.
• Brendan Crotty, recent graduate of the Harvard Kennedy Business School and Deputy General Secretary of the Queensland Teachers’ Union, connecting teachers’ experiences with research-informed policy making.

The symposium will be hosted by Rafaan Daliri-Ngametua, a Teachers’ Work and Lives SIG member and PhD candidate based at University of Queensland.  

AARE History and Education SIG Webinar co-hosted with the Contemporary Histories Research Group at Deakin 

This new and exciting series invites history educators, historians, writers and digital history makers across the globe to have a conversation about the role of history today, in schools, universities, broader communities and personal lives. In times of sudden change the role of history is ever changing so each episode will consider history in contemporary and conflicted presents raising key questions from multiple perspectives.

EPISODE 1 | Wednesday 12th May

Youth, identity, and history education: A perspective from Canada

Introducing Dr. Samantha Cutrara and her new book ‘Transforming the Canadian History Classroom: Imagining a new we’ in conversation with Dr. Kerri Anne Garrard & Dr. Yeow-Tong Chia (Sydney University).

WRITING FOR THE FUTURE: Working towards good preparation and publication strategies with edited books, special journal issues and monographs.

Tim Allender is Professor and Chair of History and Curriculum in the Sydney School of Education and Social Work at Faculty of Arts and Social Sciences, University of Sydney. He is the winner of the History of Education Society(UK), Anne Bloomfield book prize for best book, history of education, 2014-17 for his book Learning Femininity in Colonial India, 1820-1932 (Manchester: MUP, 2016). Additionally, Tim has published on a broad range of education and history topics: most recently on History Didactics, a History of Women’s Education, Visual Imageries in History, and he is currently working on a monograph about the religious educational history of colonial and independent India.

The Teacher Education and Research Innovation (TERI) Special Interest Group invites Expressions of Interest for its upcoming Mentoring Program (April - June 2021). The program aims to support Early Career Researchers and Postgraduate Research Students (Mentees) by connecting them with established Mid-Career and Senior Researchers (Mentors) for focused research/career conversations.

While the scope of mentoring activities will be determined by those involved, they may include discussions on grant applications, writing for journals, time management, career trajectory, and tertiary teaching.  

Participation in the program ideally sees mentors and mentees meeting 3 - 4 times between April - June, in-person or online. 

The TERI SIG Mentoring Program will have benefits for all participants. For mentors, the program provides opportunities to provide community service, to connect with promising early careers researchers, and to develop or enhance your leadership skills. For mentees, the expert research and career knowledge of your mentor will see you receive specialised support for meeting your learning/research needs.

For those interested in becoming a mentor or mentee, please complete the form below to register your interest:

Please ensure that you have registered your interest by Friday 26 March. For those accepted into the 2021 Mentoring Program, there will be a Zoom meeting on Thursday 22 April from 1 - 2pm AEST (this meeting will be recorded and the recording will be made available to those who cannot attend).

The Language and Literacy Special Interest Group Invite you to a:

Research Hive April 28 2021, 4.30-5.30 via Zoom

Following the Research Round Table on 31 March, kindly presented by Dr Jacqueline D’warte Western Sydney University, Professor Liz Pellicano Macquarie University and Dr Yvette Slaughter University of Melbourne, we would like to invite you to attend a Research Hive to share responses to selected aspects of their presentations. 

Five respondents, including Professor John Hajek*, will present Research Spotlightresponses to an aspect of the presentations as the starting point for open discussion. PhD candidates are very warmly welcome to participate as the focus of the Research Hive is on developing connections between researchers, and especially welcoming early career researchers.

*Professor John Hajek is Professor of Italian and Director of the Research Unit for Multilingualism and Cross-cultural Communication (RUMACCC) in the School of Languages and Linguistics at The University of Melbourne. He is also founding president of the Languages and Cultures Network for Australian Universities (LCNAU).

The Language and Literacy Special Interest Group invite you to a:

Research Round table 31 March 2021, 4.30-5.30 by Zoom

In this round table the three speakers will focus on participatory research methods that afford agency to participants in the research process especially those from educational settings and community groups.

Dr Yvette Slaughter University of Melbourne

Yvette Slaughter is a Research Fellow in the Research Unit for Multilingualism and Cross- Cultural Communication (RUMACCC) in the School of Languages and Linguistics at The University of Melbourne. Her research interests include language policy, language education (policy and implementation), bilingual education and sociolinguistics.

Professor Liz Pellicano Macquarie University

Liz Pellicano is Professor in the Macquarie School of Education and an Australian Research Council Future Fellow, having been Professor Autism Education and Director of the Centre for Research in Autism and Education at University College London. She is a developmental and educational psychologist committed to transforming autism science so that it more accurately reflects everyday autistic life. To that end, she actively involves autistic people and their allies as partners in the research, working together to shape the research agenda and the research process itself.

Dr Jacqueline D’warte Western Sydney University

Jacqueline D'warte is a Senior Lecturer at the University of Western. Jacqueline’s most recent research involves students in primary and high school in being ethnographers of their own language and literacy practices. This research builds on the linguistic and cultural diversity that exists in 21st century and her recent research investigates the linguistic and cultural ‘funds of knowledge' of Pre-Service Teachers.

Troubling sites: Decolonizing HPE?

AARE HPE SIG Special two day symposium

November 26:

Session 1. 10.00 am to 11.30 am AEST and 11.00 am to 12.30 pm AEDT

Panel: Dr Melitta Hogarth, Professor Tracey Bunda, Dr lisahunter, Dr Alison Wrench, final panellist TBC

Session 2.  12.00 pm to 1.30 pm AEST and 1.00 pm to 2.30 pm AEDT

Panel: Professor John Evans, Dr Jennifer Campbell, Dr Rosie Welch, Dr Sue Whatman.

December 4:

Superclass yarning workshop, 9.00 am to 11 am AEST and 10.00 am to 12.00 noon AEDT

Presenter: Ms Lee Sheppard 

Pitches, Discussion and Discussant (TBC) feedback and close, 12 noon to 2.00 pm AEST and 1.00 pm to 3.00 pm AEDT

Australia’s First Nations People have embodied strength, knowledge, tenacity and generosity in the colonial-settler dominated society that frames our whitewashed education systems and research. Whether in paying attention to big ideas, such as Truth and the colonizing history in Australia, Treaty, Sovereignty, or Reconciliation, policies such as Closing the Gap, the Uluru Statement, professional standards such as AITSL’s 1.4 & 2.4 and there are many debates as to how researchers might unite for better outcomes for all and as equity for Aboriginal and Torres Strait Islander Peoples. In this Special Interest Group (SIG) symposium we ask how might researchers decolonise what is a whitewashed field. Whether we focus on health education, bodies, movement, Health & Physical Education curriculum area, HPE teacher education, sport, outdoor education, wellbeing and associated areas, how might we decolonize our work? In this four-part series, join us in discussion, debate, learning, practice and reflection to meet such a challenge, with attention to Australia’s First Nations People. We hope this first set of activities will springboard more broadly to Indigenous-focussed activities in the SIG.

PROGRAM: The first day (Thu 26 Nov) is made up of two panels followed by a Q&A session, one talking about research in teacher education, the other in research methodology of and with Aboriginal and Torres Strait Islander Peoples. The panel will talk about research in Health Education, Health & Physical Education, Bodies, Sport For Development, Coaching and related topics. 

On the second day (Fri 4 Dec), we will run two sessions. The first is with Lee Sheppard, who will talk to and facilitate an Indigenous methodology, incorporating discussion of research stories of failure and learning at the cultural interface. Participants will be workshopped to come up with ethical research projects they might pitch; projects with Indigenous academics and people. In the afternoon session, participants will pitch their projects to an invited panel/discussant and co-participants. The session will finish with a Discussant and Critical Friend giving feedback on the day’s activities. 

In each seminar, two leaders (one Australian and one international) in STEM/Science Education research will present their perspectives of what STEM/Science Education that supports equitable learning opportunities and outcomes should look like as we move into a COVID19-tolerating future. Please note that one seminar will be held in the evening and one in the morning to accommodate the time zones of our international presenters. We encourage you to share with your networks as the seminars are open to all (not only AARE members).

Seminar 1 Presenters

Professor Louise Archer (University College London, UK)

Dr Kathy Paige (University of South Australia) 

Video (Members)

Seminar 2 Presenter

Presenters: Professor Angie Calabrese Barton (University of Michigan, USA) 

Dr Lyn Carter (ACU, Australia) 

Video (Members)

AARE Teacher Education & Research Innovation SIG 2020 Symposium ‘Teacher Education: Beyond COVID-19’. Please mark the date in your diary or pass this information onto colleagues and HDR students.

The COVID-19 pandemic has presented both challenges and opportunities for teacher education and the symposium aims to bring together teacher educators and teacher education researchers to consider ‘what’s next’ for teacher education research and practice in a post-pandemic world.

The symposium will feature keynote presentations from Professor Viv Ellis and Professor Yong Zhao, who will speak about innovation in education and teacher education ‘beyond COVID-19’.

In addition, AARE members are invited to participate in the symposium by presenting a 15-minute presentation (10 minutes for speaking, 5 minutes for questions) on a topic related to the symposium theme. We invite you to share examples of your research and practice during the COVID-19 pandemic and/or your wonderings about the post-pandemic future for teacher education.

To submit a short abstract (200 words) for presentation at the symposium, please complete the attached form by Tuesday 3rd Nov 2020: https://tinyurl.com/yxc6aulp

Register to attend the event using the link below. 

Seminar 1

Ruraling Education Research - establishing and expanding the field

When: Tuesday 20 October, 7.00pm-8:30pm AEDT

Presenters

Philip Roberts & Melyssa Fuqua (editors)

• Natalie Downes
• Jayne Downey
• Sue Kilpatrick
• Karen Eppley & Annie Maselli
• Michael Thier

Seminar 2

Intersections of Rural and Remote Education and Aboriginal and Torres Strait Islander Education

When: Wednesday 28 October, 3:30-5.00pm AEDT

Presenters

• John Guenther
• Jillian Marsh
• Sandra Wooltorton

Seminar 3

Developing international collaborations

When: Tuesday 10 November, 8.00am-9:30am AEDT

Presenters

• Amy Azano
• Jayne Downey
• Elisabet Ohrn
• Brian O’Neil (SPERA)
• Dianne Gereluk

Seminar 4

Reflections on the state of the rural education field and provocations

When: Tuesday 24 November, 7.00pm-8:30pm AEDT

Presenters

• Jo-Anne Reid
• Hernan Cuervo
• Simone White

Additional Dates for this Event AEST

Conference overview and aim

As economies and schools emerge from the pandemic, it is time to take an opportunity to examine how schools effectively support the needs of students by including their voices in the reshaping and rebuilding activities that are taking place.  Building on our commitment to empower children and student voice, agency and participation, some questions we ask are:

1. How can student voice become more inclusive? 
2. What were school-system priorities in the age of coronavirus?
3. How have schools addressed the increase in highly specialised support services required such as mental health? 
4. How was the new classroom digital interface co-designed with children and students as partners? 
5. How do school systems ensure the needs of the most vulnerable voices are (and will be) met? 

Although these questions were as pertinent pre- and during pandemic, coronavirus has brought the matters of inclusivity even more to the forefront.  As such, three key areas we will be exploring at this conference are:

• Inclusive student voices
• Student voice and support services
• Student voice and co-design/partnerships during and post-pandemic