Events

WAIER Forum Opening Panel

2 June 2022 by Sian Chapman

Introducing our Panelists

The 2022 WAIER Forum will commence with a panel discussion. The panel members (below) will discuss a range of global and local issues around education research. We welcome the panelist’s insights with what will be a thought-provoking discussion.

Professor Jeffrey Brooks

Jeffrey Brooks is the Head of School at Curtin University.
His research focuses on sociological, organisational and equity dynamics of educational leadership practice and preparation. Most recently, that has led him to explore how school leadership influences (and is influenced by) social justice, racism, globalisation and extremism. Jeff’s research has taken place in the United States, Australia, Indonesia, Thailand and the Philippines.He is the recipient of two J. William Fulbright Scholarships to study educational leadership for social justice, in Thailand and the Philippines. Jeff believes that high-quality research, culturally relevant teaching and proactive leadership for social justice can improve children’s lives and educational experiences- nothing is more important. He also believes strongly that it is his responsibility as an educator to create professional opportunities for students, educators and other scholars.

Dr Elizabeth Jackson-Barrett

Dr Libby Jackson-Barrett is a Senior Lecturer and researcher for Kurongkurl Katitjin, Centre for Indigenous Australian Education and Research and the School of Education at Edith Cowan University. Working in the tertiary sector for 20 years, Libby’s research interests include exploring factors that promote and develop successful outcomes for Aboriginal and Torres Strait Islander students in education. Libby has a particular interest in culturally relevant and critical pedagogy, culturally responsive practices in teaching and working alongside Aboriginal peoples and communities and Indigenous education issues. Libby’s current research is On Country Learning. On Country Learning research is breaking new ground in Aboriginal education, receiving recognition as an Innovative Pedagogical approach in the Early Years for the Asia Pacific Region by ARNEC. Libby completed her PhD: On Country Learning: Towards a Culturally Responsive Pedagogy for Aboriginal Education in 2021 and is now exploring new research ideas connected to On Country Learning in Boorloo. As the Associate Dean Academic for Kurongkurl Katitjin, Libby leads the teaching team in the Aboriginal education units for the undergraduate and post graduate pre-service teachers studying across early childhood, primary and secondary teaching degrees.

Associate Professor Glenn Savage

Glenn Savage is an Associate Professor at the University of Western Australia. Glenn is a leading researcher and public commentator on education policy. His recent book, ‘The Quest for Revolution in Australian Schooling Policy’ (Routledge 2021), provides a detailed history of schooling reform in the Australian federation and offers a strong critique of standards-based reform. Glenn currently leads an Australian Research Council project that is examining the role of parents and community members in school decision-making. In late 2022, Glenn will serve as a visiting fellow at Durham University’s Institute of Advanced Study, where his research will critically examine reforms that seek to revolutionise education through the introduction of “21st Century models” of schooling.

Gabbie Stroud

Gabbie Stroud is a freelance writer, novelist and recovering teacher. Her critical commentary of Australia’s education system was published in Griffith Review’s Edition 51 Fixing The System. Links to the essay went ‘viral’ on social media and the essay was viewed 24 000 times within the first two weeks of publication. Teacher is Gabbie’s memoir, expanding on that essay and bringing readers into today’s challenging classrooms. Her follow up book, Dear Parents, challenges parents and caregivers to reframe their perception of our education system and to reconsider the purpose of schooling. Gabbie is a passionate advocate for change in Australia’s education system and has been a guest on The Drum, Conversations with Richard Fidler, Studio 10, Sunrise, Sixty Minutes and Q&A.

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

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 Rebecca Mola

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, ACER and SAIER Autumn Seminar

12 May 2022 by admin

Review methodologies: Rapid reviews, Evidence Gap Maps, Systematic reviews TBA

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 first seminar will focus on: Review methodologies: Rapid reviews, Evidence Gap Maps, Systematic reviews

Date: 23rd November

Time: 4:30 – 6:00 pm ONLINE WEBINAR (via the MSTeams Platform)

Please register your interest with: juliet.young-thornton@acer.org

A link to the Webinar will be emailed to you on Monday 22 November 2021

WAIER, SAIER and ACER Summer Research

11 April 2022 by admin

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 admin

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.
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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.
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WAIER Forum Opening Panel

HDR Pre-Forum workshop

WAIER Undergraduate Workshop 2022

WAIER, ACER and SAIER Autumn Seminar

WAIER, SAIER and ACER Summer Research

Critical qualitative research/ethnography: Selected reading list.

Summer Research Webinar 2022

Partner Events

WAIER Forum Opening Panel