Events
HDR Pre-Forum workshop 2026
HDR Pre-Forum Workshop 2026
Friday 14th August 2026
5-7 pm
WAIER is proud to present our sixth HDR pre-Forum workshop. Designed to connect our educational research candidates across all Western Australian tertiary institutions this two-hour workshop will provide interactive learning and peer to peer connections to build your professional connections.
Who Should Attend: HDR candidates at all stages of candidature.
From Thesis to Contribution: Articulating Your Research Story
Facilitated by Dr Sian Chapman
How do you move from describing your thesis (part 1) to clearly articulating what it contributes to educational research and practice (part 2)?
This interactive workshop supports postgraduate research candidates to reframe their research story, clarify their contribution, and practice communicating their work to different audiences. Designed for HDR students across all stages of projects, the session offers practical tools, reflective discussion, and structured writing time to help participants confidently articulate why their research matters, and to whom.
- Date: Friday 14th August 2026
- Time: 5-7 pm Registration begins at 4:45
- Duration: 2 hours
- Location: Boola Katitjin, Murdoch University
- Equipment: Participants are required to bring their own laptops.
- Dinner (optional-your own cost) 7:00 at a local venue-join us if you would like to continue the conversations and network with fellow researchers.
Cost:
HDR Forum – Free with Forum attendance
HDR student Forum and WAIER Forum – $100 Members. $130 Non-members
Early bird Registration by Friday July 31st
Please see Forum page for payment link
Facilitator Dr Sian Chapman
Sian is a Senior Lecturer at Murdoch University in Perth, Western Australia, teaching into undergraduate and post-graduate ITE programs. Her research interests include education policy and practice, teacher agency and change, and understanding systemic difference through complexity theory. These concepts are explored across a range of topics including arts education, inclusive education, teacher wellbeing and practice. Sian is also the current President of the Western Australian Institute for Educational Research (WAIER).
Global Mindfulness in Education Summit
The Global Mindfulness in Education Summit is the annual Summit which is hosted by Dr. Chris Willard (from Harvard University in the USA) and Dr. Helen Maffini (the Director of MindBE Education in the UK).
The 2023 Global Mindfulness in Education Summit brings together the world’s leading experts in mindfulness in education from nearly 30 countries around the world. The experts will be interviewed to help all stakeholders in education enhance mental health and well-being, reduce work-related stress, have better emotional self-regulation skills, and bring harmony and contentment to our professional and personal life.
The summit will go live on June 4th-9th, 2023! (8 am EST (New York)). Each day will be available for free for 24 hours. Dr Xuyen Le, WAIER Committee Member, is one of the speakers at this event. Her interview will be on 7th June 2023.
Link to sign up: https://mindbe.org/gms2023
Dr Xuyen Le
Since 2013, Xuyen has been a lecturer at the Ho Chi Minh National Academy of Politics (the Academy) in Hanoi, Vietnam. The Academy is the national centre for training mid-level and high-ranking leaders of the political system in Vietnam. Xuyen’s job engages in researching and teaching on making and implementing development policies in culture and education fields for Vietnam. In her PhD research in Early childhood education in UWA, she interviewed expert teachers from different early years approaches Montessori, Steiner, Shichida, STEM, Multiple Intelligence, international schools, happiness-based schools, Happy School project-based settings, and public schools.
Here is the information about her talk:
Mindfulness as a journey of self-understanding and self-transformation (Come back to yourself- Aware- Let go via Mindful breath.)
“In this talk, you will discover many aspects of mindfulness (C.A.L.M) through simple ‘bite-sized’ practice: from the art of living in the present moment, the power of awareness, the power of self-observation nonjudgmentally, the power of a mindful mindset, to the power of pause and natural breathing.
This talk also provides you with some simple tips to dwell in the present moment without getting lost in regret about the past and the unnecessary worries in the future, to reduce stress, to enhance well-being, to have better anger management and to become more present with your job, your loved ones and yourself, especially when you are the teachers and parents of young children.
This talk also shares with you authentic stories of teachers on their journey to transform themselves to be more peaceful and successful in both personal and professional lives and transform their students with challenging behaviours into kind and calm kids.”
HDR Pre-Forum workshop
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
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.
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.’
Critical qualitative research/ethnography: Selected reading list.
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.
Partner Events
WAIER is proud to share events run by our partners. These may include education events, research events, or other events related to WAIER’s vision and mission.
Stay tuned for updates which will be available on this page and through the WAIER Digest. You can also follow us on social media for ongoing updates.
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