Sian Chapman

WAIER Forum Opening Panel

2 June 2022 by Sian Chapman

Introducing our Panelists

The 2023 WAIER Forum will commence with a panel discussion. The panel members (below) will discuss a range of global and local issues around education research and the digital futureverse. We welcome the panelist’s insights with what will be a thought-provoking discussion.

Associate Professor Nicola Johnson

Dr Nicola Johnson is an Associate Professor of Digital Technologies in the School of Education at Edith Cowan University, WA. From 2019, she was the Associate Dean of Research for four years. Prior to that she was the Deputy Head of the School of Education at Federation University, VIC. During her 15 years in higher education, she has published 3 books, 3 co-edited books, and 40 journal articles. Nicola has supervised more than 20 higher degree by research students to completion and has obtained over $1 million of external competitive funding during her career.

Nicola’s interdisciplinary research explores the nexus of sociology, education, and technology, and more recently has focused on cyber security education and curriculum. Research themes of interest comprise the use of digital technologies within formal and informal settings to construct expertise, addiction, temporality, knowledge, and learning. Several of her articles have focused on innovative ways to think about new phenomena, and pertinent issues to consider when researching new phenomena.

Kim Flintoff

Kim Flintoff is a former internationally recognised high school Drama teacher and teacher educator, and inaugural Learning Futures Advisor at Curtin University in Perth, Western Australia. Since 2020 Kim has been recognised with several nominations and awards including: Entrepreneurial Educator of the Year (2022), inclusion on the Educator Hot List 2022, Commendation from UNESCO Wenhui Secretariat for Educational Innovation, (Top 50), Most Influential Educators 2022, Secondary School Teacher of the Year (Excellence Awardee) 2022, Finalist – UNAA(WA) World Teacher Award 2021, and National Excellence in Teaching Award 2021 Nominee. From 2021 Kim returned to a role in school leadership (TIDES Coordinator at Peter Carnley Anglican Community School). His other work as an independent consultant continues to engage him in global advisory and consultation roles in all education sectors.

Associate Professor Lesley Sefcik

Dr. Lesley Sefcik is an Associate Professor and Academic Integrity Advisor at Curtin University. She provides university-wide teaching, advice, and academic research within the field of academic integrity. Dr. Sefcik has an interdisciplinary education with a Phd in Environmental Science (University of Michigan) focusing on Plant Physiological Ecology and Global Change, a Bachelor of Science in Biology (University of Michigan) and a Graduate Diploma in Education (Murdoch University) majoring in Science and Humanities and Social Science. She is a registered secondary teacher in Western Australia and has been awarded an Outstanding Teacher rating for the National Professional Standards for Teachers in all seven domains. She is a Homeward Bound Fellow and a Senior Fellow of the Higher Education Academy.

Alex Jenkins

Alex Jenkins, a seasoned technology expert and current Director of the WA Data Science Innovation Hub (WADSIH) at Curtin University, boasts over 15 years of experience in advancing data science and artificial intelligence (AI) solutions. Alex has collaborated with prominent organizations to develop cutting-edge big data implementations, supply chain modelling solutions and data science strategies. A fervent proponent of fostering strong partnerships among the education sector, government, and industry, Alex is dedicated to nurturing the next generation of STEM professionals and propelling Australia’s tech workforce forward.

HDR Pre-Forum workshop

17 May 2022 by Sian Chapman

HDR Pre-Forum Workshop

Saturday 6^th August 2022

9 – 12pm

WAIER is proud to present our second HDR pre-Forum workshop. Designed to connect our educational research students across all Western Australian tertiary institutions this three-hour workshop delivered in two parts, is an opportunity to connect, share and be inspired.

Part 1 will see participants sharing their research (be prepared to talk about your research for approx. 5 minutes). The aim is to network, create cross-institution communities of practice and celebrate the skills that undertaking research at this level develops.

Part 2 will look at impact and engagement. Emeritus Professor MacCallum and Professor Brooks are highly experienced educational researchers facilitating the Focus sessions.

Agenda Part 1

8.45 Registrations open

9.00 Welcome

9.05 Presentations**

10.00 Morning tea – informal networking (light refreshments provided)

Agenda Part 2

10.30 Focus 1 : Emeritus Professor Judy McCallum Generating thesis-ready valid quantitative empirical evidence

11.00 Focus 2 : Professor Jeffrey Brooks Preparation for publication; article and thesis

11.30 Focus Groups

12.00 Workshop ends

**Presentations

The presentations are designed to give you an opportunity to share your research in a small group setting. Each workshop participant will have 6 minutes – with 4 minutes to present and 2 minutes for questions.

Your presentation should include:

Title
What your research topic is about
Why it is important to you
Methodology
Where you are up to in the research process – early, mid, late?
What has been the biggest surprise / challenge in the process so far?

You may create a short PowerPoint slides to accompany your presentation, however, make it a maximum of five (5) slides. You will need to bring a laptop to display your presentation as we will be working in smaller groups away from the central projector screen. Preparing slides is not compulsory – a verbal summary of your work so far is also encouraged.

Cost:

HDR student Forum (morning only) – $40 Members $50 Non-members

HDR student Forum and WAIER Forum – $115 Members. $125 Non-members

Registration by Friday July 1^st https://forms.gle/ndAJrSM7PEAKvF5aA

Please see Forum page for payment link

37th WAIER Research Forum 2022

Judith McCallum is Emerita Professor, Education at Murdoch University, and formerly Dean of Education.

Judy’s research focuses on social and cognitive interaction for learning and development, and ways to create effective learning environments in a range of educational and community contexts. Key areas of interest revolve around collaborative learning and teaching, professional learning, motivational change and development, intergenerational exchange and mentoring. Judy uses socio-cultural theories to frame her research using mixed methods.

Her career at Murdoch began in 1993 as a lecturer in educational psychology, while completing a doctorate in Education. In 2001-2002 she was Academic Chair of the Initial Teacher Education program, then Academic Chair of Research and Postgraduate Studies before appointment as Dean of Education from 2009 -2013. Prior to gaining Emeritus in 2021, Judy supervised her 30th student through a successful thesis examination. She continues to supervise research students and support early career academics.

Dr Jeffrey Brooks is currently Professor of Educational Leadership and Head of School, Curtin University

His research focuses on sociological, organisational and equity dynamics of educational leadership practice and preparation. Most recently, that has led to exploration of how leadership influences (and is influenced by) social justice, racism, globalisation and extremism. Professor Brooks’ research has taken place in the United States, Australia, Indonesia, Thailand and the Philippines. During these endeavours, he won two J. William Fulbright Scholarships to study educational leadership for social justice, in Thailand and the Philippines. Professor Brooks stated,

‘I believe that high-quality research, culturally relevant teaching and proactive leadership for social justice can improve children’s lives and educational experiences. To me, nothing is more important. I also believe strongly that it is my responsibility as an educator to create professional opportunities for students, educators and other scholars.’

WAIER Undergraduate Workshop 2022

12 May 2022 by Sian Chapman

Day/Date: Saturday 6th August

Time: 9 am – 12 noon

Venue: Tannock Hall, University of Notre Dame (Fremantle).

Who should attend?

Undergraduate teacher education students and those recently graduated (within the last year).
Students who have conducted research as part of a unit/s in their undergraduate education course and;
Students who are interested in learning more about how to conduct and interpret research.

Format of the workshop

Dr Sally Lamping (Curtin University) and Dr Saul Karnovsky (Curtin University) will facilitate an open and engaging workshop that will help you to understand how place-based research can inform your classroom pedagogies.

The FREE workshop will provide an opportunity for you to collaborate with peers from universities across to WA. We will engage in dialogue, explore the surrounds of Fremantle and share our discoveries to learn more about each other, our local space and our teaching philosophies.

We will be going outside, so please wear appropriate clothing for walking/weather and bring a water bottle.

See below for registration details.

Want to hear more educational research? -then stay for the rest of the day at our WAIER Annual Research Forum. The 2022 Forum theme is Research for Disruption: Making a Difference and this part of the day starts at 1 pm.

You can choose from over 40 research presentations on a range of educational issues such as literacy, inclusive practices, gender, sustainability and more across early childhood, primary, secondary and tertiary education.

See the details here: Annual Forum – WAIER

The day concludes with a Networking Sundowner- an opportunity to meet and chat over some drinks and fabulous food.

Costs

Undergraduate Workshop Only – Free

Undergraduate Workshop and Forum – $25

Register here

If you would like to ask any questions about the WAIER Undergraduate Workshop please email:

Dr Saul Karnovsky Saul.Karnovsky@curtin.edu.au

We would love to see you there 😊

WAIER, SAIER and ACER Summer Research

11 April 2022 by Sian Chapman

Held in March 2022, this Summer Research webinar includes presentations by Associate Professor Peter Wright, Professor Barry Down and Dr. Christine Cunningham.

23/03/2022

Link for the individual presentations

https://drive.google.com/drive/folders/1bxnm_JRV7_wAOBQBAXUvgV47HRz6j4uM?usp=sharing

See the below article for all readings relevant to this qualitative methodologies webinar…

Critical qualitative research/ethnography: Selected reading list.

Critical qualitative research/ethnography: Selected reading list.

9 April 2022 by Sian Chapman

Compiled by Barry Down, Murdoch University.

Alvesson, M. & Deetz, S. (2021). Doing critical research. London: Sage.
Anderson, G. (1989). Critical Ethnography in Education: Origins, Current Status and New Directions. Review of Educational Research, 59(3), pp. 249-270.
Angus, L. (1986). Developments in ethnographic research in education: from interpretive to critical ethnography. Journal of Research and Development in Education, 20, pp. 59-67.
Angus, L. (1986). Research traditions, ideology and critical ethnography. Discourse, 7(1), pp. 61-77.
Anyon, J. with Dumas, M., Linville, D., Nolan, K., Perez, M., Tuck, E, & Weiss, J. (2009). Theory and educational research: Towards critical social explanation. New York: Routledge.
Atkinson, P., & Delamont, S. (2006). In the roiling smoke: Qualitative inquiry and contested fields. International Journal of Qualitative Studies in Education, 19(6), pp. 747-755.
Barley, R., & Russell, L. (2016). Ethnography: More than the written field note. The Oxford Ethnography and Education Conference Plenary Session, 19-21st September 2016, Oxford. (Unpublished)
Ball, S. (2006). The necessity and violence of theory. Discourse: Studies in the Cultural Politics of Education, 27(1), pp. 3-10.
Burawoy, M., & et. al. (2000). Global ethnography: Forces, connections, and imaginations in a Postmodern World. Berkeley: University of California Press.
Burgess, R. (1988). Conversations with a purpose: The ethnographic interview in educational research. Studies in Qualitative Methodology 1(1), pp. 137-155.
Cannella, G., Salazar, M., Pasque, P. (2015). (Eds.). Critical qualitative inquiry: Foundations and future. London: Routledge.
Carmona, J., & Luschen, K. (2014). Crafting critical stories: Toward pedagogies and methodologies of collaboration, inclusion, and voice. New York: Peter Lang.
Clair, R. P. (2003) The changing story of ethnography. In R. P. Clair (Ed.), Expressions of ethnography (pp. 3-26). Albany, US: SUNY Press.
Cook-Sather, A. (2013). Translating learners, researchers, and qualitative approaches through investigations of students’ experiences in school. Qualitative Research, 13(3), pp. 352-367.
Denzin, N., & Giardina, M. (2016) (Eds.). Qualitative inquiry through a critical lens. London: Routledge.
Denzin, N., & Giardina, M. (2016) (Eds.). Qualitative inquiry – past, present and future: A critical reader. London: Routledge.
Denzin, N., & Giardina, M. (2017). Qualitative inquiry in neoliberal times. London: Routledge.
Denzin, N., Lincoln, Y., & Giardina, M. (2006). Disciplining qualitative research. International Journal of Qualitative Studies in Education, 19(6), pp. 769-782.
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal 30(2), pp. 295–311.
Fine, M. (2018). Just research in contentious times: Widening the methodological imagination. New York: Teachers College Press.
Foley, D. (2002). Critical ethnography in the postcritical moment. In Y. Zou & H. Trueba (Eds.), Ethnography and schools: Qualitative approaches to the study of education (pp. 139-170). Lanham, MD.: Rowman & Littlefield.
Foley, D. (2002). Critical ethnography: the reflexive turn. International Journal of Qualitative Studies in Education, 15(4), pp. 469-490.
Garman, N. (1994). Qualitative inquiry: meaning and menace for educational researchers. In J. Smyth (Ed.), Qualitative approaches to educational research. Adelaide: Flinders Institute for the Study of Teaching.
Goodall, H. L. (2000). Writing new ethnography. New York: Rowman & Littlefield.
Goodson, I. F. & Gill, S. (2011). Narrative pedagogy: Life history and learning. New York: Peter Lang.
Guajardo, M., & Guajardo, F. (2002). Critical ethnography and community change. In Y.
Zou & H. Trueba (Eds.), Ethnography and schools: Qualitative approaches to the study of education (pp. 281-304). Lanham, MD: Rowman & Littlefield.
Jeffrey, B., & Troman, G. (2004). Time for ethnography. British Educational Research Journal, 30(4), pp. 535-548.
Jordan, S. (2003). Critical ethnography and the sociology of education. In C. Torres & A. Antikainen (Eds.), The international handbook on the sociology of education: An International Assessment of New Research and Theory (pp. 82-100). Lanham, MD: Rowman & Littlefield.
Jordan, S., & Yeomans, D. (1995). Critical ethnography: problems in theory and practice. British Journal of Sociology of Education, 16(3), pp. 389-400.
Kincheloe, J. (1993). Toward a critical politics of teacher thinking: Mapping the postmodern. Westport: Connecticut: Bergin & Garvey.
Kincheloe, J. (2003). Teachers as researchers: Qualitative inquiry as a path to empowerment. New York: Routledge.
Kress, T. (2011). Critical praxis research: breathing new life into research methods for teachers. Dordrecht: Springer.
Lather, P. (1986). Research as praxis. Harvard Education Review, 56(3), pp. 257-277.
Lather, P. (1993). Fertile obsession: validity after poststructuralism. Sociological Quarterley, 34(4), pp. 673-693.
Lave, J. (2011). Apprenticeship in critical ethnographic practice. Chicago: The University of Chicago Press.
Lawrence-Lightfoot, S. (2005). Reflections on portraiture. A dialogue between art and science. Qualitative Inquiry, 11(1), pp. 3-15.
Lawrence-Lightfoot, S., & Hoffmann Davis, J (1997). The art and science of portraiture. San Francisco: Jossey-Bass.
Levinson, B., & Cade, S. (2002). Introduction: ethnography and education policy across the Americas. In B. Levinson, S. Cade, A. Padawer & A. Elvir (Eds.), Ethnography and education policy across the Americas (pp. ix-xx). Westport, CT: Praeger.
Levinson, B., & Sutton, M. (2001). Introduction: policy as/in practice; a sociocultural approach to the study of educational policy. In M. Sutton & B. Levinson (Eds.), Policy as practice: Toward a comparative sociocultural analysis of educational policy (pp. 1-22). Westport, CT: Ablex.
Lund, D., & Carr, P. (2008). Introduction: scanning democracy. In D. Lund & P. Carr (Eds.), Doing democracy: Striving for political literacy and social justice (pp. 1-29). New York: Peter Lang Publishing.
Madison, D. S. (2005). Critical ethnography: Methods, ethics, and performance.
Marcus, G. (1998). Ethnography through thick and thin. Princeton, NJ: Princeton University Press.
Mills, C.W. (1983 [1959]). The sociological imagination. New York: Penguin Books.
Shacklock, G., & Smyth, J. (1998). Being reflexive in critical educational and social research. London: Falmer Press.
Smith, B. J. (2000). Marginalized youth, delinquency, and education: The need for critical-interpretive research. The Urban Review, 32(3), pp. 293-312
Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.
Smyth, J., Angus, L., Down, B., & McInerney, P. (2006). Critical ethnography for school and community renewal around social class differences affecting learning. Journal of learning Communities: International Journal of Learning in Social Contexts, 3, pp. 121-152.
Smyth, J., Down, B., McInerney, R., & Hattam, R. (2014). Doing critical educational research: A conversation with the research of John Smyth. New York: Peter Lang.
Smyth, J., & Hattam, R. (2001). ‘Voiced’ research as a sociology for understanding ‘dropping out’ of school. British Journal of Sociology of Education, 22(3), pp. 401-415.
Smyth, J., & McInerney, P. (2012). From silent witnesses to active agents. New York: Peter Lang.
Smyth, J., & McInerney, P. (2013). Whose side are you on? Advocacy ethnography: Some methodological aspects of narrative portraits of disadvantaged young people. International Journal of Qualitative Studies in Education, 26(1), pp. 1-20.
Steinberg, S., & Cannella, G., (2012). Critical qualitative research: Reader. New York: Peter Lang.
Sultana, R. (1992). Ethnography and the politics of absence. International Journal of Qualitative Studies in Education, 5(1), pp. 19-27.
Swaminathan, R., & Mulvihill, T. (2017). Critical approaches to questions in qualitative research. London: Routledge.
Uhrmacher, P., Moroye, C., & Flinders, D. (2017). Using educational criticism and connoisseurship for qualitative research. London: Routledge.
Weis, L. & Fine, M. (2001). Extraordinary conversations in public schools. Qualitative Studies in Education 14(4), pp. 497- 523.
Walcott, H. (1975). Criteria for an ethnographic approach to research in schools. Human organization, 34(2), 111-127.
Walford, G. (2002). When policy moves fast, how long can ethnography take? In B. Levinson, S. Cade, A. Padawer & A. Elvir (Eds.), Ethnography and Education Policy Across the Americas (pp. 23-38). Westport, CT: Praeger.
Willis, P. (1980). Notes on method. In S. Hall, D. Hobson, A. Lowe & P. Willis (Eds.), Culture, media and language (pp. 88-95). London: Hutchinson.
Willis, P. (2000). The ethnographic imagination. Cambridge: Polity Press.
Willis, P. (2004). Twenty-five years on: old books, new times. In N. Dolby, G. Dimitriadis & with P. Willis (Eds.), Learning to labor in new times (pp. 167-196). New York & London: RoutledgeFalmer.
Willis, P., & Trondman, M. (2000). Manifesto for ethnography. Ethnography, 1(1), pp. 5-16.

Sian Chapman

Introducing our Panelists

Associate Professor Nicola Johnson

Kim Flintoff

Associate Professor Lesley Sefcik

Alex Jenkins

Who should attend?

Format of the workshop

Costs

Paul Gardner, Curtin University

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