SIG Events

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. 

Register

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

Featuring a panel of authors and discussion of educational leadership research in Australia. 

Speakers include: Dorothy Andrews, Joan Conway, Christine Edwards Grove, Fiona Longmuir, Helen Stokes, David Gurr, Pauline Thompson and Scott Eacott. 

This 2 hour online symposium is being convened by the AARE Professional and Higher Education SIG co-convenors. The first question that we consider is whether conferences have gone missing at all. Is it possible that the routine work of face-to-face conferences has been distributed across new platforms for gathering academics and disseminating knowledge? What affordances do these new forms of gathering promise? What are their limits? The second question we consider is this: conferences may be missing, but are we missing conferences? How do we feel as we erase plans from the calendar, cancel tickets and ask for refunds? When conferences go missing do we miss our geographically distant friends and colleagues? And when face-to-face conferences are missing what else are scholars missing out on? The absence of conferences is an important opportunity to ask what they do for advancing ideas, fields of knowledge and scholars. It is also a period to ask questions about who is frequently ‘missing’ from conferences and to attend to the experiences of those who rely on the meeting and events industry to make a living.    

Our speakers for this symposium include:

Judith Mair - Conferences: you don’t know what you’ve got till it’s gone

Agnes Bosanquet and Catherine Manathunga – Missing Conference Embodiment

Tai Peseta and Catherine Manathunga – Missing Conference Keynotes

Omolabake Fakunle – The Impact of Doctoral Students Missing Conferences

Emily Henderson – Always Already Missing Conferences

Hosts: The AARE Professional and Higher Education SIG.

When: Tue, 15 September 2020, 3:30 PM – 5:30 PM AEST

Where: Zoom (link to follow upon registration)

Register: In advance for this symposium

*Please note: This event will be recorded*  

The Sociology of Education SIG will host a 90-minute Writing Workshop on Friday, October, 2^nd 2020 aimed at supporting HDR students and ECRs with their publications. 

This workshop is designed to assist with improving the writing skills required for both thesis writing and publication.  We will share best practices around academic writing, editing, revising and resubmitting journal articles as well as finding the most suitable journal in the field of sociology of education.  It is expected the author should be working on a sole-authored publication during the workshop.  The workshop will then be followed by some personalized feedback from each one of the four Sociology of Education SIG coordinators.  Furthermore, the participants will have the opportunity to work with a professional proofreader before submitting to the journal of their choice. 

Who: HDR student or ECR members of the AARE Sociology of Education SIG

What: 90-minute Writing Workshop followed by personalized feedback and support from a professional proofreader

Where/When: Zoom, Workshop on Friday, October, 2^nd 2020, time TBD.

How to apply: HDR students or ECR's should submit one paragraph (maximum 250 words) by September 15^th detailing their topic of interest, university and stage in the PhD or career, publishing experience to date and how they think the workshop will be useful to them.

Please submit using this form

You are invited to attend a one-hour online interactive presentation on Engaging with research in schools, hosted by AARE’s Schools and Education Systems Special Interest Group.

 Date: Thursday 10 September 2020

Time: 12 pm to 1 pm AEST

Online access: Via Zoom, Please register for login details. 

At this special event, hear three experts outline how to engage with research in schools. Ms Shani Prendergast of Catholic Education Melbourne will present on Schools participating in research. Associate Professor Mark Rickinson of Monash University will present on Schools using research. Professor Peter Twining from the University of Newcastle will present on Schools/teachers doing research.
Each topic will address what it looks like when it is done well, the barriers and enablers, and any risks or caveats to this approach to research engagement in schools. The discussion will conclude with a short question and answer session.

More information about this event

Please register by Wednesday, 9 September 2020.

Two events with the overarching theme of The future of STEM Education in a COVID-19 tolerating Australia are being planned for 2020-2021.
The first event will comprise two online seminars each of one hour’s duration. In each seminar, two leaders (one Australian and one international) in STEM Education research will present their perspectives of what STEM Education should look like that supports equitable learning opportunities and outcomes as we move into a COVID19-tolerating future. The second event is a workshop (face to face and online) on participatory research strategies in STEM Education.

The next STEM SIG newsletter will include more details. If you have contributions for the newsletter including for  Research Corner where we invite members to share information about their current research or pitch your good idea for a project or looking for collaborators to work with on a project locally, nationally or globally please email Ann Osman,