New research by AARE members

The research team at Curtin University are pleased to announce that the project for ovulatory-menstrual health literacy has entered Phase 2. A single-sex school has agreed to pilot the intervention "My Vital Cycles" with their Year 9 girls for 2021.

'Waking up to Memmi' is performative and critical reflective practice, juxtaposing the temporal relationship between lived experiences in the author's past with his present actions as a teacher. Presented in the style of a dwam, the state of semiconsciousness that precedes sleep, the article uncovers dominant colonial narratives that inscribe racialized power relations in school curriculum and pedagogy. Drawing from Albert Memmi's “colonizer who refuses,” the dwam demonstrates critical awakening as a white teacher through six scenes spanning four decades.

Op-ed for The Age advocating for co-educational schooling.

First publication from research project investigating school climate (and its affective politics) in a Victorian community school.

Explores ways in which the discourses and cultural resources of popular media and non-western knowings can foster alternative imaginaries. We develop and deploy the methodological practice of ‘diffractive play’ as we read fictional and theoretical texts diffractively through each other. We use these strategies to rethink and reconfigure current practices in creative and visionary ways by exploring the material affects and imaginative potentials of speculative thought experiments.

This paper focuses on an area of privatisation that has not to date received significant attention in educational research: the privatisation of infrastructure, facilities and maintenance, and in particular the labour of cleaning. Analysing the case of Victoria, Australia, we demonstrate how successive governments have defended the privatisation of cleaning labour on the basis that it allows schools to concentrate on the ‘core’ business of teaching and learning. Tracing the evolution of private contracts and public–private partnerships, we argue that the bracketing of cleaning work divides the types of labour carried out in the school, and thus the meaning and practice of public education. 

In recent years, wellbeing has been increasingly recognised as an important area in doctoral education. Yet, few resources exist to help those who support doctoral students. Through reflection and narration of personal experiences, this book provides a voice to doctoral students to advocate for an improvement to their own doctoral training environment.

This work provides a reflection on personal experiences in making significant positive differences in teaching by doing an action research with two different English classes attended by non-native speakers in differed cultural settings in higher education domestically and overseas. Action research is a useful instrument in constant development of critical reflective teaching for making significant positive difference in teaching and learning, particularly in understanding and accommodating learners’ needs, interests and learning differences, in diverse cultural and interdisciplinary settings. 

Although ever present, the way in which the body is implicated in learning has received scant attention in the research literature to date. A particular area of neglect relates to the significance of the perceiving, feeling, motile body in learning to enter the professions. Exploring learning with and through the lived body, as students endeavour to enact the practice of biotechnology, highlights features of the bodily grounds of  learning. Based on this inquiry, theoretical and educational implications are identified for understanding and promoting learning for the professions.

Patient-centredness is considered integral to the delivery of modern healthcare. This longitudinal study explored the meaning and development of the practice of pharmacy graduates, leading to a focus on patient-centredness. 

This paper outlines the theoretical, pedagogical, and philosophical framework for critical unschooling. Critical Unschooling is a student-centered and autonomous teaching and learning praxis rooted in decolonizing human rights education.