115 results on '"Whatman, Susan"'
Search Results
2. Indigenist Research Practices to Support Indigenous Pre-Service Teaching Praxis
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Whatman, Susan, primary and McLaughlin, Juliana, additional
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- 2023
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3. Teacher Activism: Struggles over Public Education in Chile
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Tapia, Carla, Singh, Parlo, Whatman, Susan, and Bargallie, Debbie
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While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated through yarning, photo-yarning and testimonios, methods often deployed in Indigenous and mestiza feminist research. Basil Bernstein's theoretical work on pedagogic rights and democratic formations, initially developed in Chile, was used to analyse the data. Teacher activists argued that their collective struggles over what constitutes the public of public education, has interrupted the neoliberal agenda. However, battles over public education, its purposes, who should it serve, remain ongoing. New ways of privatising education are being enacted in Chile that are harder to resist, challenge and change.
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- 2023
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4. First peoples' perspectives on successful engagement at university: What keeps students coming back to Indigenous education units?
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Cook, Becki, Whatman, Susan, and Sammel, Alison
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- 2023
5. Disruption and Understanding in Professional Teaching Contexts
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Whatman, Susan L., Crump, Stephen James, Section editor, and Peters, Michael A., editor
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- 2022
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6. Embedding Indigenous Knowledges in Australian Initial Teacher Education: A Process Model
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Whatman, Susan, McLaughlin, Juliana, Hart, Victor, Sammel, Alison, editor, Whatman, Susan, editor, and Blue, Levon, editor
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- 2020
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7. Indigenizing Education: Lessons Learned, Pathways Forward
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Sammel, Alison, Whatman, Susan, Blue, Levon, Sammel, Alison, editor, Whatman, Susan, editor, and Blue, Levon, editor
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- 2020
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8. A Dialogue Around Indigenizing Education and Emerging Themes
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Blair, Nerida, Stonechild, Blair, Goulet, Linda, Cook, Becki, Rowland, Dale, Sammel, Alison, Whatman, Susan, Sammel, Alison, editor, Whatman, Susan, editor, and Blue, Levon, editor
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- 2020
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9. Community and School Collaboration: Initiatives that Enable Primary Students to Embed Indigenous Knowledges
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Tailby, Elizabeth, Whatman, Susan, Sammel, Alison, Sammel, Alison, editor, Whatman, Susan, editor, and Blue, Levon, editor
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- 2020
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10. Health and Well-Being in the Middle Grades: Research for Effective Middle Level Education. The Handbook of Research in Middle Level Education
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Main, Katherine, Whatman, Susan, Main, Katherine, and Whatman, Susan
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Current research around the middle grades has brought a heightened attention by teachers, policymakers, and researchers recognizing that this stage is a time when a students' health and social and emotional well-being directly impacts their academic progress. To date, school leaders and teachers have not been well served by explicit resources for middle grades education that focus on aspects of the health and well-being of young adolescent learners to support the planning of curriculum and teaching and to support teachers and leaders working with this age-group. The purpose of this research-based volume is to fill that gap and to enable school leaders, teachers, academics, and teacher candidates to develop successfully an understanding of the health and well-being aspects of young adolescent learners and provide them with the necessary tools and information to address the health and well-being needs of young adolescent learners.
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- 2023
11. Southern influences upon and development of the pedagogic device.
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Parada, Carla Tapia and Whatman, Susan
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EDUCATIONAL sociology , *SOCIOLOGY education , *TEACHERS , *ACTIVISTS ,DEVELOPING countries - Abstract
Although the pedagogic device is viewed as a crucial element within the sociology of education, little research explores its historical development. This paper explores some iterations of the pedagogic device over the last 40 years, focusing on its origins in South America. By exploring Bernstein's ideas of the pedagogic device and pedagogic rights alongside Freire's understanding of activism, this paper demonstrates a dual purpose for the pedagogic device – of and for transmission and interruption. The theoretical proposition of this paper was informed by empirical work co-produced with 26 teacher activists working in Chilean compulsory schooling. The findings from the broader project show that teacher activism is not external to the pedagogic device but a cornerstone to it. By demonstrating the potential of the pedagogic device for interruption and transformation in Chilean schooling, we provide a retrospective account of the Southern influences on its development, revealing the importance of the Global South in shaping one of Bernstein's enduring ideas. [ABSTRACT FROM AUTHOR]
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- 2024
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12. Recognising Change and Seeking Affirmation: Themes for Embedding Indigenous Knowledges on Teaching Practicum
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McLaughlin, Juliana M. and Whatman, Susan L.
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The imperative for Indigenous education in Australia is influenced by national political, social and economic discourses as Australian education systems continue to grapple with an agreed aspiration of full participation for Aboriginal and Torres Strait Islander students. Innovations within and policies guiding our education systems are often driven by agendas of reconciliation, equity, equality in participation and social justice. In this paper, we discuss key themes that emerged from a recent Australian Office for Learning and Teaching (OLT) research project which investigated ways in which preservice teachers from one Australian university embedded Indigenous knowledges (IK) on teaching practicum. Using a phenomenological approach, the case involved 25 preservice teacher and 23 practicum supervisor participants, over a 30 month investigation. Attention was directed to the nature of subjective (lived) experiences of participants in these pedagogical negotiations and thus preservice and supervising teacher voice was actively sought in naming and analysing these experiences. Findings revealed that change, knowledge, help and affirmation were key themes for shaping discourses around Indigenous knowledges and perspectives in the Australian curriculum and defined the nature of the pedagogical relationships between novice and experienced teachers. We focus particularly on the need for change and affirmation by preservice teachers and their teaching practicum supervisors as they developed their pedagogical relationships whilst embedding Indigenous knowledges in learning and teaching.
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- 2015
13. The Recontextualisation of Youth Wellbeing in Australian Schools
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Whatman, Susan, Thompson, Roberta, and Main, Katherine
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Purpose: The purpose of this paper is to suggest how well-being messages are recontextualized into school-based contexts from an analysis of national policy and state curricular approaches to health education as reported in the findings of two selected case studies as well as community concerns about young people's well-being. Design/methodology/approach: A cross-sectional review of Australian federal and state-level student well-being policy documents was undertaken. Using two case examples of school-based in-curricular well-being programs, the paper explores how discourses from these well-being policy documents are recontextualized through progressive fields of translation and pedagogic decision making into local forms of curriculum. Findings: Pedagogic messages about well-being in Australia are often extra-curricular, in that they are rarely integrated into one or across existing subject areas. Such messages are increasingly focused on mental health, around phenomena such as bullying. Both case examples clearly demonstrate how understandings of well-being respond to various power relations and pressures emanating from stakeholders within and across official pedagogic fields and other contexts such as local communities. Originality/value: The paper focusses on presenting an adaptation of Bernstein's (1990) model of social reproduction of pedagogic discourse. The adapted model demonstrates how "top-down" knowledge production from the international disciplines shaping curriculum development and pedagogic approaches can be replaced by community context-driven political pressure and perceived community crises. It offers contemporary insight into youth-at-risk discourses, well-being approaches and student mental health.
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- 2019
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14. (Re)positioning Indigenous games in HPE: turning to criticality
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Meston, Troy, primary, Whatman, Susan, additional, and Bargallie, Debbie, additional
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- 2024
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15. Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations
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Whatman, Susan, primary, Wilkinson, Jane, additional, Kaukko, Mervi, additional, Vedeler, Gørill Warvik, additional, Blue, Levon Ellen, additional, and Reimer, Kristin Elaine, additional
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- 2023
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16. Re-Engaging 'Youth at Risk' of Disengaging from Schooling through Rugby League Club Partnership: Unpacking the Pedagogic Practices of the Titans Learning Centre
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Whatman, Susan L. and Main, Katherine
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The youth learning re-engagement program known as the Titans Learning Centre (or TLC) is an approved alternative schooling program, developed in partnership with state education and a local National Rugby League (NRL) club, the 'Titans'. Students typically in Grade Three or Four complete a 10 week program, interacting with professional A grade NRL players on a weekly basis during classroom learning time and lunch time 'handball' sessions. The project sought to understand the pedagogic practices of the TLC, using Bernstein's social construction of pedagogic discourse, with its underlying instructional and regulative discourses, particularly the contribution by the players to what and how the students were learning. The ethical consent of recruiting children to the study was achieved via acceptance of a position in the program for classroom observations, with further consent sought for accessing students' school performance data, student and parent surveys and interviews. Using case study methodology, Productive Pedagogies classroom audits (n = 26) were adapted for classroom observation. Interviews with relevant program stakeholders were conducted, including players (n = 12), NRL game development staff (n = 1) and teachers and teacher aides (n = 4). The findings revealed the pedagogic approaches of teachers and NRL players emphasised making regulative discourses visible to these young learners, developing supportive classroom environments and building students' sense of connectedness to learning. The players articulated a genuine sense of contribution to the lives of the young learners and saw themselves as role models. The use of high profile athletes in youth re-engagement programs has been questioned in recent times, particularly their effectiveness in terms of student learning outcomes over time. However, we conclude that the depth of involvement in pedagogic action connected to student learning indeed enabled the NRL players to be considered role models for youth re-engagement in learning.
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- 2018
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17. Putting criticality into health and physical education and teacher education: seizing the power of racial literacy and Indigenous knowledges
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Meston, Troy, Bargallie, Debbie, and Whatman, Susan
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ABSTRACTHealth and physical education (HPE) is a discursively white, Western learning domain. Despite minor disruptions through radical scholarship in HPE research and teacher education (often referred to as PETE), and the implementation of curricular devices and/or models-based practices promoting inclusion in HPE teaching, more radical work to honour Indigenous knowledges (IK) is needed. Since all HPE curricular encounters in Australia occur upon stolen and unceded lands and waters, and ongoing possession is justified through racially constructed educational narratives of Western superiority, the suppressed histories, Indigenous languages, and Indigenous knowledges have a fundamental role to play. In this paper, we argue that Australian HPE educators must (1) develop a greater depth of knowledge about our entwined Indigenous and non-Indigenous histories and present, (2) acquire tools to develop racial literacy from a coalition of critical Indigenous studies and Critical Race Theory (CRT), before (3) turning towards IK in HPE. These theoretical tools are not typical in PETE and require educators and researchers to acquire an initial criticality and to invest in ever-evolving racial literacies. We provide some examples of radical scholarship and suggest what conditions are necessary to address the historical and recurring epistemic violence in Australian HPE.
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- 2024
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18. Strengths-based, community led approaches to physical activity and wellbeing with educationally disadvantaged children
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Whatman, Susan L., primary
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- 2020
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19. Disruption and Understanding in Professional Teaching Contexts
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Whatman, Susan L., primary
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- 2020
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20. Indigenous Knowledges as a Way to Disrupt Norms in Physical Education Teacher Education
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Whatman, Susan, Quennerstedt, Mikael, and McLaughlin, Juliana
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The maintenance and reproduction of prevailing hegemonic norms have been well explored in physical education teacher education (PETE). A related problem has been the exclusion of Indigenous knowledges around health and physical education (HPE) in students' experiences of HPE and PETE. The danger is that certain ways of being and becoming a PE teacher, other than the sporty, fit, healthy (and white) teacher, are excluded, positioning other preservice teachers' experiences, knowledges and ways to teach as deficient. In this paper, we discuss findings from an investigation (Australian Office for Learning and Teaching CG10-1718) into the HPE practicum experiences of Indigenous Australian preservice teachers, illustrating the resources they bring to Australian HPE and PETE through the lens of John's Dewey's notion of growth and Todd's [(2014). Between body and spirit: The liminality of pedagogical relationships. "Journal of Philosophy of Education," 48(2), 231-245] ideas of liminality of pedagogical relations. This enables us to discuss Indigenous preservice teachers' capacity in disrupting norms in HPE and fostering the liminality of the pedagogical relations in PETE.
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- 2017
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21. Seeking Affirmation via Aboriginal and Torres Strait Islander Community Knowledge: Transforming Australian School Curricula
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McLaughlin, Juliana Mohok and Whatman, Susan L.
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Public inquiry into Aboriginal and Torres Strait Islander education in Australian curricula has often mirrored the social and political landscape in Indigenous affairs. Our research shows efforts to embed IK on teaching practicum must come from a place of deep knowledge. The "Cultural interface" (Nakata 2007) helped to theorise these sites as places of knowledge convergence and productive engagements. Phenomenology was adapted to direct attention to the nature of experiences of participants. The research design was informed by Indigenous research methodology, including 'talkin up the research' (Fredericks, 2007) with community before beginning, during (with) and after. Findings included that successful embedding experiences emerged from productive relationships with community knowledge sources and recognising IK brought to the school by pre-service teachers.
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- 2016
22. Building Social and Emotional Efficacy to (Re)Engage Young Adolescents: Capitalising on the 'Window of Opportunity'
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Main, Katherine and Whatman, Susan
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Research confirms that when students disengage from learning, there is a greatly increased risk of them dropping out of school and not completing secondary education (Year 12). In an Organisation for Economic Co-Operation and Development (OECD) report on Equity in Education [OECD. 2012. "Investing in Equity in Education Pays off", in "Equity and Quality in Education: Supporting Disadvantaged Students and Schools". Paris, France: OECD. doi:10.1787/9789264130852-3-en], school dropout rates in developed countries averaged 20% and, in some countries, was as high as 25%. Lyche [2010. "Taking on the Completion Challenge. A Literature Review on Policies to Prevent Dropout and Early School Leaving". OECD Education Working Papers, No. 53. OECD. doi:10.1787/5km4m2t59cmr-en] noted that school dropout does not "just happen" but rather is a long process of disengagement from school. Students entering early adolescence are experiencing rapid and complex changes to their social, emotional, physical, and cognitive development that can positively or negatively affect their experience in education environments. During this time, there is also an increased expectation, both at school and at home, that young adolescents should accept greater responsibility for themselves and their learning. However, when individual students fail to regulate their behaviour or manage the increasing difficulty of the academic work, they can begin to disengage from learning and become entrenched in a downward cycle of poor academic achievement and poor social competence. With an increasing trend in young adolescents to disengage from learning, identifying how to reengage students is critical to their social and academic success. This study reports on the key features of an early intervention programme that targets young adolescent students who are already showing early signs of disengaging from school. Data show that the programme aligns with evidence-based practice and has had a positive effect in promoting and building students' social and emotional efficacy and re-engaging them in learning.
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- 2016
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23. Embedding Indigenous Knowledges : An Australian Case Study of Urban and Remote Teaching Practicum
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Mclaughlin, Juliana, Whatman, Susan, Majhanovich, Suzanne, Series Editor, Pitman, Allan, Series Editor, and Malet, Régis, editor
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- 2015
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24. Public Activism and Pedagogical Work: Teachers' Struggles for Educational Justice in Chile
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Singh, Parlo, Whatman, Susan L, Cox, Cristian, Bargallie, Debbie, Tapia Parada, Carla I, Singh, Parlo, Whatman, Susan L, Cox, Cristian, Bargallie, Debbie, and Tapia Parada, Carla I
- Abstract
Chilean society has experienced ongoing social movements demanding socio-political changes since the collapse of the Pinochet dictatorship in 1990 (Cox et al., 2022). The radical neoliberal education model introduced during the dictatorship took on a laboratory policy format where Chile was “fundamental for the development and transfer of neoliberal policies around the world" (Inzunza et al., 2019, p. 490). While much has been written about student movements against the neoliberal privatisation of education in Chile (e.g., Bellei et al., 2014), less attention has been given to teacher activism around similar educational matters. Current research on teacher activism tends to be small-scale and interview-based, using an implicit understanding of social justice. This doctoral research operationalises activist research to move beyond traditional Western research methodologies by co-theorising with teacher participants. This research explores the relationship between Chilean teachers' social activism and their pedagogical work towards social justice. The key research question is: How is social justice pursued by school-teachers through pedagogic and activist work in Chile? It is supported by three sub-questions: (1) Why do teachers become activists, and how does their activist work maintain and change over time? (2) How is teacher activism for social justice expressed inside and outside the classroom? (3) What is activist research and how can it be enacted with teachers who identify as activists? […], Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School Educ & Professional St, Arts, Education and Law, Full Text
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- 2023
25. Constructing Health and Physical Education Curriculum for Indigenous Girls in a Remote Australian Community
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Whatman, Susan L. and Singh, Parlo
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Background: Over the last 20 years, curriculum development in Health and Physical Education (HPE) (or Physical Education, Physical Education and Health, Sport Education as it is variously called) has repeatedly attempted to address issues of equity and social inclusion. Why then does systemic educational disadvantage persist, and why do the poorest members of society acquire less privileged and privileging forms of HPE knowledge, skills and bodily dispositions? What constitutes relevant and responsive HPE curriculum for which groups of students remains a site of considerable contestation. Purpose: At a time when significant changes are being suggested to HPE curricula with the development of the Australian (National) Curriculum (see http://consultation. australiancurriculum.edu.au/), this paper is an attempt to refocus the analysis of education for Indigenous students in Australia upon the power and control relations operating within schools, rather than external social relations, using principles of pedagogic discourse from the sociological theories of Basil. The paper contributes to the growing corpus of studies on the social relations within schooling which constitute HPE curriculum, and the possibilities for interrupting systemic social inequity through the redesign of school curriculum and pedagogy. Methods: Using critical ethnographic methodology, a single, intrinsic case study of a school in a Torres Strait Islander community in Australia was undertaken. Document collation, observation and researcher notes, and individual and focus group interviews with stakeholders, comprised the data collection methods. Stakeholders including female students (n = 13), teachers (n = 7), parents (n = 2), school administrators (n = 4), regional education staff (n = 2), community advisors in education and health (n = 2), and regional health professionals (n = 6) comprised the group of key informants and research participants. Discussion and Conclusion: Government policy initiatives have reinforced a dominant and persistently negative discourse about "educational disadvantage" when representing Aboriginal and Torres Strait Islander (Indigenous) students and educational outcomes. This paper challenges these negative discourses and focuses attention on the social relations within schooling which constitute the "what" and "how" of HPE curriculum, contributing to the large corpus of Bernsteinian studies of HPE curriculum which "look beneath the surface appearances of progress and innovation, to how inequities endure, despite rhetorical claims to the contrary that they have been eroded or have disappeared". It also reveals the important contribution that Indigenous communities and educators have made and continue to make to curriculum decision-making in HPE for Indigenous Australian students.
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- 2015
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26. Pedagogical Approaches of a Targeted Social and Emotional Skilling Program to Re-Engage Young Adolescents in Schooling.
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Main, Katherine and Whatman, Susan
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TEENAGERS ,SOCIAL skills ,TEACHER educators ,SOCIAL services ,CURRICULUM planning - Abstract
This paper forms part of a larger study that examined the effectiveness of a targeted social and emotional program to re-engage early adolescents who were already showing signs of disengaging from schooling. Using qualitative methodology, data for this paper come from an in-depth interview with the teacher/facilitator of the program presented as six individual vignette case studies. Each vignette highlights the individual challenges and outcomes of a student who had completed the TLC program. These student cases represented the types of disengaging behaviours students who entered the program were displaying. Findings indicate this short-term targeted social and emotional program is highly successful in re-engaging these students with sustained benefits. The authors call for more awareness of and education for teachers to have the skills to embed targeted social skills when planning their curriculum. This is particularly salient during early adolescence when students begin to exhibit early signs of disengagement. [ABSTRACT FROM AUTHOR]
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- 2023
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27. Pre-Service Teachers' Pedagogical Relationships and Experiences of Embedding Indigenous Australian Knowledge in Teaching Practicum
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Hart, Victor, Whatman, Susan, McLaughlin, Juliana, and Sharma-Brymer, Vinathe
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This paper argues from the standpoint that embedding Indigenous knowledge and perspectives in Australian curricula occurs within a space of tension, "the cultural interface", in negotiation and contestation with other dominant knowledge systems. In this interface, Indigenous knowledge is in a state of constancy and flux, invisible and simultaneously pronounced depending on the teaching and learning contexts. More often than not, Indigenous knowledge competes for validity and is vexed by questions of racial and cultural authenticity and, therefore, struggles to be located centrally in educational systems, curricula and pedagogies. Interrogating normative western notions of what constitutes authentic or legitimate knowledge is critical to teaching Indigenous studies and embedding Indigenous knowledge. The inclusion (and exclusion) of Indigenous knowledge at the interface is central to developing curriculum that allows teachers to test and prod and create new knowledge and teaching approaches. From this perspective, we explore Indigenous Australian pre-service teachers' experiences of pedagogical relationships within the teaching habitus of Australian classrooms. Our study is engaged with the strategic transgressions of praxis. We contend that tensions that participant Indigenous Australian pre-service teachers experience mirror the broader (and unresolved) political status of Indigenous people and, thus, where and why Indigenous knowledge is strategically deployed as "new" or "old" knowledge within Australian liberal democratic systems of curriculum and schooling. It is significant to discuss the formation and transformation of the pedagogical cultural identity of the teaching profession within which Indigenous and non-Indigenous pre-service teachers are employed. (Contains 1 figure.)
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- 2012
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28. The Potential of Critical Race Theory in Decolonizing University Curricula
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McLaughlin, Juliana and Whatman, Susan
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This paper critiques our experiences as non-Indigenous Australian educators of working with numerous embedding Indigenous perspectives curricular projects at an Australian university. Reporting on these project outcomes alone, while useful in identifying limitations, does not illustrate ways in which future embedding and decolonizing projects can persist and evolve. Deeper analysis is required of the ways in which Indigenous knowledge and perspectives are perceived, and what "embedding" Indigenous Knowledge in university curricula truly means to various educational stakeholders. To achieve a deeper analysis and propose ways to invigorate the continuing decolonization of Australian university curricula, this paper critically interrogates the methodology and conceptualization of Indigenous knowledge in embedding Indigenous perspectives (EIP) in the university curriculum using tenets of critical race theory. Accordingly, we conduct this analysis from the standpoint that EIP should not subscribe to the luxury of independence of scholarship from politics and activism. The learning objective is to create a space to legitimize politics in the intellectual/academic realm. We conclude by arguing that critical race theory's emancipatory, future and action-oriented goals for curricula would enhance effective and sustainable embedding initiatives, and ultimately, preventing such initiatives from returning to the status quo. (Contains 2 tables and 1 note.)
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- 2011
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29. Embedding Indigenous knowledges in Australian initial teacher education: A process model
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Sammel, Alison, Whatman, Susan, Blue, Levon, Whatman, Susan L., Mclaughlin, Juliana, Hart, Victor, Sammel, Alison, Whatman, Susan, Blue, Levon, Whatman, Susan L., Mclaughlin, Juliana, and Hart, Victor
- Abstract
In this chapter, a model for supporting the ongoing process of embedding Indigenous knowledges in initial teacher education (ITE) and teaching practice is discussed. This model was developed out of an Australian Office for Learning and Teaching (OLT) project which examined factors that supported the practicum journeys of Indigenous and non-Indigenous preservice teachers, and their school-based supervisors. The model foregrounds and illustrates the relationships and interactions between policy and practice contexts in initial teacher education. Selected vignettes from the participants provide examples of the embedding practices in each context. In this project, we positioned preservice teachers as “future curriculum leaders” and “knowers”. Their curriculum decision-making and practices around embedding Indigenous knowledges are shared to exemplify how the practice contexts in schooling can inform future professional work of all teachers and shape praxis in schools and teacher education institutions.
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- 2020
30. Coaching Practices in Elite Volleyball in Iraq: A Mixed Methods Case Study
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Whatman, Susan L, Hay, Stephen J, Al-Dabbagh, Anmar A, Whatman, Susan L, Hay, Stephen J, and Al-Dabbagh, Anmar A
- Abstract
This study investigated elite volleyball coaching in Iraq from the perspective of players and coaches from four elite level volleyball teams located in northern Iraq. Quality of the coaching experience has been shown to be a critical factor for assisting players to realise their athletic potential, and for improving team performance. Players themselves value certain kinds of coaching approaches and practices and their experience of coaching influences their engagement in sport and sports performance. This case study of elite players in two men’s teams and two women’s teams, along with the perceptions of their male coaches about volleyball coaching and of coaching practices was undertaken using a mixed-method, sequential explanatory research design. For the purposes of this study, the ‘case’ comprised volleyball players and coaching staff of teams competing in an advanced level volleyball competition, from which players were eligible for selection for Iraq’s national and international competition teams. Following the mixed-methods sequential explanatory approach, quantitative data was collected using an internationally validated sports psychology questionnaire, the Physical Self-Perception Profile (PSPP), administered to all players from the four participating teams. Audio-visual recordings were then made of one coaching session for each of the four participating teams (n = 4). The final phase of data collection involved semi- structured interviews conducted with head and assistant coaches from the four participating teams (n = 8) and four players each of the teams (n = 16). Quantitative data collected from the PSPP was analysed using descriptive statistics and single variable ANOVA. Video recorded data was analysed using video observation and notational analysis. Semi-structured interviews were analysed using thematic analysis. The theory of practice architectures informed the study’s theoretical framework and assisted with the analysis of qualitative data. Findings, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School Educ & Professional St, Arts, Education and Law, Full Text
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- 2022
31. Pedagogic Mis-governance in Hong Kong
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Singh, Parlo, Whatman, Susan L, Cheung, Kwok Wah, Heimans, Stephen, Kwok, Yan Shing Henry, Singh, Parlo, Whatman, Susan L, Cheung, Kwok Wah, Heimans, Stephen, and Kwok, Yan Shing Henry
- Abstract
This thesis sets out to theorise ‘pedagogic mis-governance’, that is, the impossibility of the state to govern entire populations through education reform according to its policy ideals, amidst increased level of contestations, as witnessed in postcolonial Hong Kong. Pedagogic governance embeds an unthinkable gap and openness towards possibilities. However, this openness also inscribes future crises, transgression, and ungovernable consequences which constitute the politics of education reform. The notion of ‘pedagogic mis-governance’ extends Basil Bernstein’s theory of pedagogic device, through the Foucauldian lens of governmentality and power-knowledge relations. Any attempt by the state to govern through pedagogic means inevitably leads to ‘mis-governance’. Paradoxically, the inevitability of ‘mis-governance’ through pedagogic means does not deter the state from education reforms. Ironically, the state accelerates education reforms in an attempt to govern though pedagogic means. The study has two purposes. First, it is intended to contribute to critical studies of education reform, by highlighting the parallel conflicts within and outside school systems – in particular, the tensions in distribution, recontextualisation and evaluation of curricular knowledge. Second, to demonstrate the breakdowns and breakthroughs that are intrinsic to most policy shifts as well as the schizophrenic desires for different subjectivities to be articulated in pedagogic discourses, the study investigates the assemblage of reform initiatives in Hong Kong throughout recent years. This investigation centres around the controversial school subject of Liberal Studies (LS), which was in place since 2009, and its sudden demise after the mass social unrest in 2019. This narrative provides an alternative account of a high-performing East Asian educational regime. Beneath the surface of stellar economic and educational achievement is the crisis-ridden tendency of a neoliberal regime: growing in, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School Educ & Professional St, Arts, Education and Law, Full Text
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- 2022
32. The Kungullanji Research Program: An Indigenist Phenomenological Study of an Undergraduate Research Experience for Aboriginal and Torres Strait Islander Students
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Whatman, Susan L, Whitford, Michelle M, Loban, Heron L, Campbell, Jennifer, Whatman, Susan L, Whitford, Michelle M, Loban, Heron L, and Campbell, Jennifer
- Abstract
The knowledges and research practices of Aboriginal and Torres Strait Islander peoples should be recognised, respected, and supported as part of the diverse research endeavours of a university and the nation. Systemic and institutionalised racism within educational policies, procedures and structures has imposed barriers to progression for Aboriginal and Torres Strait Islander people. Institutions fail to recognise and respect the wealth of experiences, strengths, and knowledge that Indigenous people bring to research. Historical exclusion and deficit stereotyping prevent access to research communities and the development of research capital. Universities must find ways to address systemic racism and support initiatives that move beyond tokenism. These initiatives should authentically support the needs of Aboriginal and Torres Strait Islander scholars to help them navigate this cultural interface. Undergraduate research experiences (UREs) have been shown internationally to provide dynamic spaces for people from minority groups to develop research capital and create pathways to careers in research. UREs present an opportunity for the provision of new spaces in Australian institutions that support Aboriginal and Torres Strait Islander research, build research capital, and build communities of undergraduate researchers. UREs as a mechanism to transform tertiary institutions into more supportive spaces for Aboriginal and Torres Strait Islander research have not yet been explored in the Australian context. This thesis explores the phenomenon of a URE designed for Aboriginal and Torres Strait Islander undergraduate students at an Australian university. It seeks to understand how this unique URE creates research possibilities, networks, and social capital for undergraduate students. The study employs the lenses of critical race theory, Indigenous standpoint theory, and communities of practice theory in designing an Indigenist phenomenological methodological analytical appr, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School Educ & Professional St, Arts, Education and Law, Full Text
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- 2022
33. Embedding Indigenous Knowledges
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Mclaughlin, Juliana, primary and Whatman, Susan, additional
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- 2015
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34. Pasifika Student Self-Efficacy: Minding the Mindset of Success
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Kearney, Judith F, Van Issum, Hendrick Jan, Whatman, Susan L, Fa'avale, Andrew A, Kearney, Judith F, Van Issum, Hendrick Jan, Whatman, Susan L, and Fa'avale, Andrew A
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Full Text, Thesis (Masters), Master of Education and Professional Studies Research (MEdProfStRes), School Educ & Professional St, Arts, Education and Law, In recent decades, there has been an influx of Pasifika peoples into Australia via Aotearoa (New Zealand), often motivated by educational and employment opportunities. However, there is a paucity of research in Australia relating to the educational journey of Pasifika students and therefore a lack of evidence to support the development of robust initiatives to increase participation, retention, and success of this student cohort at university. In this study, I have provided some much-needed insights into Pasifika student success: the tensions, ambiguities, and ambivalences of self-efficacy formation as Pasifika students engage in Australian universities in preparation for their intended professions in the global marketplace. The research insights extend Hau’ofa’s metaphor of the Pacific Ocean to these shores: an ocean that Western knowledges assert separates the islands within it, as opposed to traditional Pasifika knowledges that assert the ocean is that which connects them. These perspectives platform diverging narratives and mindsets, feelings and behaviours – one of hopelessness and the other of hope. Narrative inquiry, and its key dimensions of temporality, place, and sociality, was adopted as the methodology for the study, due to its alignment to Pasifika worldviews and its ability to foreground the participants’ stories about their success and self-efficacy. The research was underpinned by postcolonial theory and informed by Pacific epistemology and ontologies. Six Pasifika students and graduates participated in this research – two were university students at the time of the interviews, two were recent graduates (graduating in the year before the interviews), and two were graduates who had been working in management positions in their given industries. Their stories or narratives were presented as a whole and aligned with the research lens of narrative inquiry. Four themes emerged from their narratives: (a) sources of self-efficacy, (b) the impacts of their s
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- 2021
35. First Peoples' Perspectives on Engagement at University: What Keeps Students Coming Back to Indigenous Education Units?
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Sammel, Alison J, Whatman, Susan L, Cook, Rebecca C, Sammel, Alison J, Whatman, Susan L, and Cook, Rebecca C
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Full Text, Thesis (Masters), Master of Education and Professional Studies Research (MEdProfStRes), School Educ & Professional St, Arts, Education and Law, The purpose of this study is to investigate the factors which influence First Peoples students’ decisions to access and engage with GUMURRII Student Success Unit, the Indigenous Education Unit at Griffith University, Queensland, Australia. Higher education plays a critical role in improving socioeconomic outcomes in First Peoples communities; however, First Peoples are underrepresented, with lower participation and higher attrition rates than non-Indigenous students. Engagement with Indigenous Education Units can improve student progression, retention and success; however, the nature of engagement with Indigenous Education Units has not been widely examined. This research adopts an interpretive case study approach using concurrent mixed methods including survey, focus groups, individual interviews, and document analysis to examine students’ engagement with GUMURRII. The incorporation of Nakata’s Cultural Interface and Indigenous Standpoint Theory into the research design privileged First Peoples students’ voices, and allowed experiences to be shared from their perspectives. There were six clear findings identified in this study, indicating that students access and engage with GUMURRII for reasons far beyond seeking traditional forms of support. Findings include (a) making the initial connection to GUMURRII, (b) becoming part of the First Peoples’ student community, (c) understanding the full resource potential of GUMURRII, and (d) knowing how to access these resources. Finally, there were (e) additional factors identified as contributing to student success, and (f) new, creative suggestions from First Peoples students that should be pursued. Through understanding why students initially access and engage with GUMURRII and continue to do so, recommendations surrounding targeted programs and opportunities that contribute to retention, progression and success of students could be made. This research could be used to not only improve First Peoples students’ success and w
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- 2021
36. Beginning Teachers' Perceived Competence to Support Students' Mental Health: Developing Mental Health Literacy
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Whatman, Susan L, Kearney, Judith F, Thompson, Roberta A, Gleeson, Cassandra B, Whatman, Susan L, Kearney, Judith F, Thompson, Roberta A, and Gleeson, Cassandra B
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Full Text, Thesis (Masters), Master of Education and Professional Studies Research (MEdProfStRes), School Educ & Professional St, Arts, Education and Law, Mental health issues are prevalent in society and the issue of adolescent mental health is becoming increasingly scrutinised. It is estimated that, during adolescence, one in five young people within Australia will experience a mental health problem (Mission Australia, 2017). As Australia’s young people spend the vast majority of their time within a school environment, educators have a unique opportunity to recognise and help support young people with mental health concerns. The purpose of this study was to explore beginning teachers’ perceptions of their understanding and skills when responding to issues of student mental health. The study further sought to determine the level of perceived competence and mental health literacy among teachers in their first five years of teaching. The conceptual lenses that underpinned the investigation were teacher perceived efficacy and the influence of the environment on a person’s development. These concepts draw on Bandura’s social cognitive theory and Bronfenbrenner’s ecological systems theory. The research focused on one school environment as a single intrinsic case study, generating qualitative data. The school principal, a school psychologist, and five beginning teachers within their first 5 years of teaching were interviewed, and relevant school and government mental health and wellbeing documents were analysed. Three major findings from this research were identified. The first finding encompasses beginning teachers’ perceptions of their role, including responding to concerns and events, referring students appropriately, and responding to the complexities that can develop in the classroom as a consequence of poor student wellbeing. The second finding involves teacher-level challenges, including difficulty accessing information, a lack of specific pre-service teacher training, and the impact on teacher wellbeing. The third finding centres upon school-level challenges, including limitations in school structure and resources
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- 2020
37. Being and Becoming Academics: A Case Study of Chinese Returned Academics Working on Knowledge Recontextualisation
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Singh, Parlo, Liyanage, Indika J, Li, Minglin, Whatman, Susan L, Hu, Yijun, Singh, Parlo, Liyanage, Indika J, Li, Minglin, Whatman, Susan L, and Hu, Yijun
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Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School Educ & Professional St, Arts, Education and Law, This study investigated the teaching and research work of early career Chinese academics in an elite Chinese university after they completed their doctoral studies in English-speaking countries. In particular, the study focused on how this group of academics brought back discipline-specific knowledge and research methods which they acquired during their overseas research studies. Secondly, the study examined how they translated and appropriated such knowledge and methods throughout their everyday work in the Chinese context. Thirdly, this study explored how the academics exercise their agency and construct professional identities while positioning themselves in the international research community and contributing to the Chinese higher education sector via knowledge recontextualising work. The research problem was contextualised in the policy literature documenting the rapid rise of China in the global higher education arena. This literature noted policies which encouraged Chinese students to complete their research qualifications in the West before returning to work in China. While a number of empirical studies have investigated the experiences of Chinese students who have completed research degrees in the West, these studies have mainly focused on summarising the reasons for their return, the working situations upon their return, the benefits of studying abroad, work challenges encountered, and how they lived up to university expectations. By contrast, this thesis focuses on the specifics of knowledge translation or recontextualisation undertaken by this cohort based on their transnational education experiences. This thesis draws on concepts from the sociology of education, mainly the work of Basil Bernstein (1971, 1990, 1996, 2000) to analyse the empirical data. In addition, it extended Bernstein’s concept of the pedagogic device by incorporating ideas from theories of educational globalisation (Appadurai, 1996, 2000) to understand the increasing flows of knowled
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- 2020
38. ‘Race’, youth sport, physical activity and health: global perspectives
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Whatman, Susan, primary
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- 2020
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39. Postcolonial, decolonial research dilemmas: fieldwork in Australian Indigenous contexts
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Exley, Beryl, Whatman, Susan, Singh, Parlo, Exley, Beryl, Whatman, Susan, and Singh, Parlo
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We come to this paper as non-Indigenous teacher educators working as qualitative researchers in postcolonial/decolonial (Mignolo, 2000) times. We explore matters related to schooling in remote Australian Indigenous communities. In this paper, we respond to Delamont’s invitation for qualitative researchers to revisit (Delamont and Hamilton, 1984) and think reflexively (Delamont, 2009) about our field work research methods. In doing so, attention is drawn to research processes involved with observing, narrating and writing lives and experiences. We highlight matters related to sequencing dilemmas (Delamont, 2009), the need to locate the self-as-researcher in the social (Delamont, 2007) and calling out ethical tensions associated with the ‘catch 22’ of confidentiality and acknowledgement (Delamont, 2007). Two separate researcher recounts of field notes are used to render visible our reflexive thinking as we attempt to negotiate Western educational research ethics policies and procedures and ways of knowing and being in Indigenous contexts.
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- 2018
40. Postcolonial, decolonial research dilemmas: fieldwork in Australian Indigenous contexts
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Exley, Beryl, primary, Whatman, Susan, additional, and Singh, Parlo, additional
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- 2018
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41. Seeking affirmation via Aboriginal and Torres Strait Islander community knowledge: transforming Australian school curricula
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Welner, K G, Valladares, M R, McLaughlin, Julie, Whatman, Susan, Welner, K G, Valladares, M R, McLaughlin, Julie, and Whatman, Susan
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Public inquiry into the embedding of Aboriginal and Torres Strait Islander knowledges in Australian curricula has often mirrored the tumultuous social and political landscape in Indigenous affairs. While commitment to social justice can be a starting point for teachers, our research shows efforts to embed IK on teaching practicum indicates that curriculum transformation must come from a place of deep knowledge. The “Cultural interface” (Nakata, 2002; 2007) was employed to analyse sites of curriculum and pedagogical decision-making between these stakeholders as places of knowledge convergence and productive engagements. Phenomenology (van Manen, 1984) was adapted to direct attention to the experiences and ‘voice’ of Aboriginal and Torres Strait Islander preservice teachers and supervising teachers. The research design and dissemination strategy was informed by principles of Indigenous research methodology, such as ‘talkin up the research’ (Fredericks, 2007) with community before beginning, during (with) and after. Findings included that successful embedding examples came from teachers who demonstrated commitment to deepening their knowledge base through sustained and productive relationships with community knowledge sources and through valuing and recognising the IK brought to the practicum setting by pre-service themselves.
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- 2016
42. How is the V Position Applied and Communicated in the Forehand Groundstroke by Elite Players and Coaches Internationally?
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Whatman, Susan, Shum, David, Berge, Ashley Morgan (Fagg), Whatman, Susan, Shum, David, and Berge, Ashley Morgan (Fagg)
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Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Education and Professional Studies, Arts, Education and Law, The objectives of this study were to find the prevalence of knee bend at point of contact in the forehand groundstroke and to find the height of the ball when contacted. Both areas are yet to be considered or defined as one. In this thesis, the term "V Position" is used to describe and identify a playing position when these two areas are considered together. The V Position is defined as the use of knee bend and a height of point of contact that is at/around or below a player's hip height and can be used as a visual reference point for coaches. Using notational analysis, 121,770 individual notations were acquired to determine the prevalence of the V Position over 11 variables, in 123 players, ranked inside the top 200 on the Women's Tennis Association (WTA), or Association of Tennis Professionals (ATP) tour. A theoretical framework for the research problem was derived from a broad canvass of learning theory, including Bruner’s (1961) discovery learning, Bandura’s (1962, 1991) social learning, Vygotsky’s (1980) cognition theory and Gagné’s (1984) conditional learning phases. Concepts were also drawn from an analysis of research literature into the application of learning approaches such as Teaching Games for Understanding (TGfU) (Wu et al., 2012). Survey (n = 46) and interview (n = 9) data were collected, followed by a thematic analysis, to explain how the best coaches in the world communicate the V Position.
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- 2016
43. Re-engaging ‘youth at risk’ of disengaging from schooling through rugby league club partnership: unpacking the pedagogic practices of the Titans Learning Centre
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Whatman, Susan L., primary and Main, Katherine, additional
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- 2016
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44. Embedding Indigenous knowledges: An Australian case study of urban and remote teaching practicum
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Malet, R, Majhanovich, S, McLaughlin, Julie, Whatman, Susan, Malet, R, Majhanovich, S, McLaughlin, Julie, and Whatman, Susan
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In this chapter we propose that there are certain conditions that enable the agency of pre-service teachers to enact curriculum decision-making within their pedagogical relationships with their supervising teachers as they endeavour to embed Indigenous knowledges (IK) during the teaching practicum. The case study, underpinned by decolonising methodologies, centred upon pre-service teacher preparation at one Australian university, where we investigated how role modelling in urban and remote schools occurred in the learning and teaching relationships between pre-service teachers on practicum and their supervising teachers. This chapter draws from an Office of Learning and Teaching (OLT) sponsored project at one Australian university; a full report on this project has been documented (see McLaughlin, Whatman and Nielsen, 2014). We commence with a discussion of decolonising and critical pedagogical spaces as the conceptual framework for the embedding Indigenous knowledges and perspectives in curricula and pedagogy. Our focus then shifts to a contextual overview of the development of Indigenous Knowledges (IK) in Australian school and university curriculum, providing a standpoint from which to consider the unfolding case study.
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- 2015
45. Beyond social justice agendas: Indigenous knowledges in pre-service teacher education and practice in Australia
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Napier, D B, McLaughlin, Julie, Whatman, Susan, Napier, D B, McLaughlin, Julie, and Whatman, Susan
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The space and positioning of Indigenous knowledges (IK) within Australian curricula and pedagogy are often contentious, informed by the broader Australian socio-cultural, political and economic landscape. Against changing educational policy, historically based on the myth of terra nullius, we discuss the shifting priorities for embedding Indigenous knowledges in educational practice in university and school curricula and pedagogy. In this chapter, we argue that personal and professional commitment to social justice is an important starting point for embedding Indigenous knowledges in the Australian school curricula and pedagogy. Developing teacher knowledge around embedding IK is required to enable teachers’ preparedness to navigate a contested historical/colonising space in curriculum decision-making, teaching and learning. We draw one mpirical data from a recent research project on supporting pre-service teachers as future curriculum leaders; the project was funded by the Office of Learning and Teaching (OLT). This project aimed to support future curriculum leaders to develop their knowledge of embedding IK at one Australian university. We propose supporting the embedding of IK in situ with pre-service teachers and their supervising teachers on practicum in real, sustained and affirming ways that shifts the recognition of IK from personal commitment to social justice in education, to one that values Indigenous knowledges as content to educate (Connell, 1993). We argue that sustained engagement with and appreciation of IKhas the potential to decolonise Australian curricula, shift policy directions and enhance race relations between Indigenous and non-Indigenous Australians .
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- 2015
46. Recognising change and seeking affirmation: themes for embedding Indigenous knowledges on teaching practicum
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McLaughlin, Julie, Whatman, Susan, McLaughlin, Julie, and Whatman, Susan
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The imperative for Indigenous education in Australia is influenced by national political, social and economic discourses as Australian education systems continue to grapple with an agreed aspiration of full participation for Aboriginal and Torres Strait Islander students. Innovations within and policies guiding our education systems are often driven by agendas of reconciliation, equity, equality in participation and social justice. In this paper, we discuss key themes that emerged from a recent Australian Office for Learning and Teaching (OLT) research project which investigated ways in which preservice teachers from one Australian university embedded Indigenous knowledges (IK) on teaching practicum . Using a phenomenological approach, the case involved 25 preservice teacher and 23 practicum supervisor participants, over a 30 month investigation. Attention was directed to the nature of subjective (lived) experiences of participants in these pedagogical negotiations and thus preservice and supervising teacher voice was actively sought in naming and analysing these experiences. Findings revealed that change, knowledge, help and affirmation were key themes for shaping discourses around Indigenous knowledges and perspectives in the Australian curriculum and defined the nature of the pedagogical relationships between novice and experienced teachers. We focus particularly on the need for change and affirmation by preservice teachers and their teaching practicum supervisors as they developed their pedagogical relationships whilst embedding Indigenous knowledges in learning and teaching.
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- 2015
47. Supporting future curriculum leaders in embedding Indigenous knowledge on teaching practicum: Final Report 2014
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McLaughlin, Julie, Whatman, Susan, Nielsen, Camille, McLaughlin, Julie, Whatman, Susan, and Nielsen, Camille
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This report documents the outcomes of the OLT funded project on Supporting Future Curriculum Leaders in Embedding Indigenous Knowledges on Teaching Practicum. This project investigated the learning and teaching relationships between pre-service teachers and their supervisors on practicum, with pre-service teachers who were specifically engaged (Aboriginal and Torres Strait Islander and non-Indigenous pre-service teachers studying the Indigenous Studies minor) with embedding Indigenous knowledge and perspectives in their teaching practice. It explored the negotiations of expectations, role modelling and the interactions that occur between pre-service teachers, their supervising teachers and QUT staff involved in supporting teaching practicum. The intent was to design a model to develop long term, future-oriented opportunities for teachers to develop expertise in embedding Indigenous knowledge and perspectives in curriculum, pedagogy and assessment.
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- 2014
48. Promoting Wellbeing with Educationally Disadvantaged Children through Community Partnerships
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Whatman, Susan, primary
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49. Constructing health and physical education curriculum for indigenous girls in a remote Australian community
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Whatman, Susan L., primary and Singh, Parlo, additional
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- 2013
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50. Indigenous knowledge and effective parent-school partnerships: issues and insights
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Lampert, J, Phillips, J, McLaughlin, Julie, Whatman, Susan, Ross, Ruth, Katona, Jacqueline, Lampert, J, Phillips, J, McLaughlin, Julie, Whatman, Susan, Ross, Ruth, and Katona, Jacqueline
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Towards the last decade of the last millennium, Indigenous knowledge was central to international scholarly debates relating to decolonising knowledge. Indigenous scholars, particularly those from Australia, New Zealand, Canada, and the United States, advanced many of these debates. They argued for Indigenous knowledge to be used as the epistemological standpoint for intellectual engagements and the methodology for resisting colonial constructions of the colonised other (Rigney 1997; Smith 1999, 2005). However, the challenge of engaging Indigenous knowledge to inform research and educational processes, in many respects, is still a contested debate in Western-oriented universities and institutions of higher education. This chapter discusses findings of the Parent–School Partnership Initiative (hereafter referred to as PSPI) project conducted by the Oodgeroo Unit staff and the Aboriginal and Torres Strait Islander Education Focus Group for the Caboolture Shire, in South East Queensland. The state government sponsored initiative examined factors that promote and enhance parent–school engagement with students’ schooling, and contributed to Aboriginal and Torres Strait Islander students’ learning and completion of secondary schooling within the participating schools. We argue in this chapter for the importance of recognising Indigenous knowledge and its place in enhancing parent–school partnerships.
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- 2012
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