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Sian Chapman

HDR Pre-Forum workshop

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HDR Pre-Forum Workshop

Saturday 6th 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 1st  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

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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.

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

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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.

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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.

International Women’s Day – Celebrate Feminist Researchers

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Paul Gardner, Curtin University

In remembering International Women’s Day, WAIER celebrates the role of Feminist researchers. Many pioneer Feminist researchers drew attention to the fact that much so called ‘objective’, empirical research has been conducted by men on men. In the main, male researchers have been white and middle class, coming from the global North. Not only has male-centric research rendered women researchers ‘invisible’, it also distorts reality by excluding women’s perspectives. Such research has been justifiably critiqued as epistemologically flawed. ‘Man-stream’ science assumes ‘a detached knower’ who frames neutral questions and value-free findings and analysis (Wiggington & Lafrance, 2019). Feminist researchers, no matter their discipline, have been united around the construction of inclusive research methodologies and the promotion of women’s perspective of the world. One key theoretical perspective in feminist research is ‘standpoint theory’, which frames knowledge as being situated in one’s social position, which influences how the world is experienced. Feminist researchers have also drawn attention to the fallacy of the ‘detached’ neutral researcher, and have called on all researchers to acknowledge how their own subjective positions impinge on views of ‘reality’.

Further Reading – Britta Wiggington and Michelle Lafrance’s article which formed the basis of this piece can be accessed at:         

https://journals.sagepub.com/doi/full/10.1177/0959353519866058

Wigginton, B. & Lafrance, M.N. (2019) Learning critical feminist research: A brief introduction to feminist epistemologies and methodologies. Feminism & Psychology. September 2019. doi:10.1177/0959353519866058

Summer Research Webinar 2022

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Qualitative methodologies

WAIER is very excited to announce a new partnership with the South Australian Institute for Education Research (SAIER) and the Australian Council for Educational Research (ACER) to offer a series of FREE methodologies webinars. The webinars will be presented by Emeritus Professor Barry Down, Associate Professor Peter Wright and Dr Christine Cunningham.

Emeritus Professor Barry Down

Critical theorizing and qualitative research in education

Critical inquiry attempts to expose complex, intersecting power relations that both
privilege and oppress. At heart, it is concerned with issues of fairness, equity, and the
struggle for socially just schools. The presentation will draw on several school-based
ethnographies and lessons from the field, providing an overview of critical qualitative
research.

Associate Professor Peter Wright

Dealing with complexity and sense-making in qualitative inquiry

A brief overview of research in complex environments and several processes of
sense-making and pluralistic approaches to research. Drawing on a specific project,
Peter will directly speak to the progressive removal of uncertainty in a climate of
‘outcomes and impact’, and the framing devices that can enable us to plan, enact and
share our research insights.

Dr Christine Cunningham

Transnational research methodologies and qualitative data gathering: How
might we judge the excellence of this type of research?

Arguably, many early career researchers struggle with the epistemological and lexical
quagmire of judging qualitative research. In this presentation Christine hopes to
discuss her research team’s work using transnational research methodologies and
focus in on the qualitative data gathering methods we have used successfully to
access Chinese participants inside the People’s Republic and Bolivian participants in
a remote region of South America. Then I offer some suggestions on how we might
judge the quality of this type of cross-cultural, multilingual research from both a
critical and qualitative perspective.

When

Wednesday 23 March 2022

  • Western Australia 4:30pm – 6:00pm
  • South Australia 7:00pm – 8:30pm
  • New South Wales 7:30 – 9:00pm

Where

Online webinar via MS Teams platform

Please register your attendance at https://forms.office.com/r/0j4V2McKd9

For questions, contact admin.perth@acer.org

Webinar link will be emailed to you on Tuesday, 22 March 2022

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