Centre for Educational Research

2019 - 2020

Attard, C. & Holmes, K. (2020). Technology-enabled mathematics education: optimising student engagement. Routledge, London. https://doi.org/10.4324/9781351189392

Technology-enabled Mathematics Education explores how teachers of mathematics are using digital technologies to enhance student engagement in classrooms, from the early years through to the senior years of school.

The research underpinning this book is grounded in real classrooms. The chapters offer ten rich case studies of mathematics teachers who have become exemplary users of technology. Each case study includes the voices of leaders, teachers and their students, providing insights into their practices, beliefs and perceptions of mathematics and technology-enabled teaching. These insights inform an exciting new theoretical model, the Technology Integration Pyramid, for guiding teachers and researchers as they endeavour to understand the complexities involved in planning for effective teaching with technology.

This book is a unique resource for educational researchers and students studying primary and secondary mathematics teaching, as well as practising mathematics teachers.

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D. Wright & S Hill (Eds.) (2021) Social Ecology and Education: Transforming Worldviews and Practices. Routledge. ISBN 9780367471088 (Hardback) | ISBN 9780367471095 (Paperback) | ISBN 9781003033462 (eBook)

Social Ecology and Education addresses “ecological understanding” as a transformative educational issue: a learning response to emerging insights into social-ecological relationships and the future of life on our planet. In the face of the existential threats posed by climate change, loss of biodiversity, pandemics and the associated ecological and social challenges, there is a need to extend our responses beyond scientific inquiry and technological initiatives. This book seeks to move the dialogue towards a deeper and broader understanding of the complexities of the issues involved. To achieve this, the book discusses issues rarely addressed through programs in “Education for Sustainability” and “Environmental Education,” such as student defined knowledge systems, deep engagement with the implications of indigenous understandings, climate change as symptomatic of broad epistemological problems, social disengagement and differentiated barriers to meaningful change. This work is enriched by its focus on the learning and the learning systems that have led to our current predicament. This book seeks to initiate considerations of this kind, to invigorate education for sustainable, equitable, healthy and meaningful futures. As such, this book will be of great interest to undergraduate and postgraduate students in a range of education and environmental courses.

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Ferfolja, T. & Ullman, J. (2020).  Gender and Sexuality Diversity in a Culture of Limitation: Student and Teacher Experiences in Schools. London: Routledge https://doi.org/10.4324/9781315161686

Gender and Sexuality Diversity in a Culture of Limitation provides an outstanding and insightful critique of the ways that contemporary education is impacted by a range of political, social and cultural influences that inform the approaches that schools take in relation to gender and

sexuality diversity. By applying feminist poststructural and Foucauldian frameworks, the book examines the ongoing impact of broader socio-cultural discourse on the lives of gender and sexuality diverse students and teachers. Beginning with an overview of the impact of how a culture of limitation is realised in Australia, the focus moves beyond this context to examine state and federal policies from comparable societies in countries including the US and the UK and their effect on the production of knowledges and what’s permissible to include in educational curriculum. This research-driven book thus provides a comparative, international overview of the current state of gender and sexuality diversity in schools, and convincingly demonstrates that despite some empowerment of gender and sexuality diverse individuals, silencing and marginalisation remain powerful forces. This book will be of great interest to graduate and postgraduate students, academics, professionals and policy makers interested in the field of gender and sexuality in education. It is essential reading for those involved in pre-service and in-service teacher education, diversity education, the sociology of education, as well as education more generally.

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Goodwyn, A., Durrant, C., Sawyer, W., Scherff, L., & Zancanella, D. (2019). The Future of English Teaching Worldwide: Celebrating 50 Years from the Dartmouth Conference. U.K.: Routledge. https://doi.org/10.4324/9781351024464

The seminal Dartmouth Conference (1966) remains a remarkably influential moment in the history of English teaching. Bringing together leading voices in contemporary English education, this book celebrates the Conference and its legacy, drawing attention to what it has achieved, and the questions it has raised. Encompassing a multitude of reflections on the Dartmouth Conference, The Future of English Teaching Worldwide provides fresh and revisionist readings of the meeting and its leading figures. Chapters showcase innovative and exciting new insights for English scholars and address both theoretical and practical elements of teaching English in a variety of settings and countries. Covering topics including the place of new media in English curricula, the role of the canon, poetry and grammar, the text is divided into three accessible sections: - Historical Perspectives - Dartmouth today: why it still matters - Reflections: but for the future This powerful collection will be of value to researchers, postgraduate students, literature scholars, practitioners, teacher educators, trainee and in-service teachers, as well as other parties involved in the teaching and study of English.

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Han, J. (2020). Theorising Culture: A Chinese Perspective. Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-23880-3

This book seeks for an alternative perspective in analysing cultural phenomena to supplement the norm of Western dominant theorising and conceptualisation. It engages notions and concepts of culture developed by Chinese cultural theorists when addressing Chinese teachers’ cross-cultural experiences in Australian school settings. This alternative approach acknowledges the fact that the generation and development of cultural theories is contextually based. Through the reciprocated theory-data examination, it enables the arguments: Chinese culture is rooted in its written language (hanzi) which makes culture inseparable from language teaching; the core of the culture is linked back to, streamlined with and continues from China’s elongated history; this core has been consistently influential on these teachers’ practices and the observable cultural shift in them could be non-genuine mimicry for survival. Document analysis witnesses the current political push for the culture’s stability and continuity through the national education system across sectors. This book provides background information for teachers with cultural backgrounds different from their students’, and draws on a bank of practice-based evidence to suggest ways to enhance teacher-student relationships in cross-cultural settings.

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Lee, C., Hanham, J., & Leppink, J. (2019). Instructional Design Principles for High-Stakes Problem-Solving Environments. Singapore: Springer. https://doi.org/10.1007/978-981-13-2808-4

This book examines the types of problems and constraints faced by specialists in the areas of security, medicine, mental health, aviation and engineering. Every day we rely on highly trained specialists to solve complex problems in high-stakes environments, that is, environments involving direct threats to the preservation of human life. While previous work has tended to focus on problem solving in a single domain, this book covers multiple, related domains. It is divided into three parts, the first of which addresses the theoretical foundations, with coverage of theories of instructional design and expertise. Part two covers the five high-stakes domains and offers directions for training in these domains. In turn, part three provides practical guidelines for instructional design in high-stakes professions, including learner analysis, task analysis, assessment and evaluation. The book is intended for a broad readership, including those who operate in high-stress, time-pressure occupations. Trainers at professional organisations can utilise the theoretical frameworks and training strategies discussed in this book when preparing their clients for complex, real-world problem solving. Further, the book offers a valuable resource for academics and graduate students, as well as anyone with an interest in problem solving.

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Singh, M. & Lu, S. (2020). Postmonolingual critical thinking: Internationalising higher education through students’ languages-and-knowledge. London: Routledge.

By foregrounding the work of doctoral candidates from China (中国 Zhōngguó) studying in an English- (英文 Yīngwén-) centric context, Singh and Lu ask the question: How do multilingual students use their repertoire of languages-and-knowledge to express and to give meaning to critical thinking in Yīngwén-dominated universities? Singh and Lu position the students as knowledge agents, examining their critical reflections on the ways in which linguistic and epistemological mythologies manifest in their HE context; and the practices through which they challenge these through engaging in ‘postmonolingual critical thinking’ (后单语思辨 hòu dānyǔ sībiàn). Scholarly engagement in and through postmonolingual critical thinking entails communicating with each other about the tensions between monolingual and multilingual knowledge production and dissemination. Through postmonolingual critical thinking students can document the contradictions between expressing dissent at English linguistic imperialism and its continuing dominance as an ‘international’ academic language and in academic publishing. Singh and Lu provide a manifesto for decolonising a monolingual mindset in English-dominant doctoral education. By drawing on students’ translingual epistemological work, they demonstrate the epistemological and theoretical depth made possible when multilingual students are recognised as (intelligent) knowledge agents and convinced of their intellectual power. Postmonolingual critical thinking is replete with practical insights for (multilingual and monolingual) educators and supervisors interested in Internationalising higher education through students’ languages-and-knowledge through their own research, teaching and supervision. For students who have the will to explore dilemmas of representing their repertoire of languages-and-knowledge in their studies, they contribute to the possibilities of making multilingualism visible in research, and universities more broadly, while building new grounds for intellectual equality.

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Somerville, M. (2020). Riverlands of the Anthropocene: Walking our waterways as places of becoming. London: Routledge. https://doi.org/10.4324/9781351171120

This book is an invitation to readers to ponder universal questions about human relations with rivers and water for the precarious times of the Anthropocene. It asks how humans can learn through sensory embodied encounters with local waterways that shape the architecture of cities and make global connections with environments everywhere.

The book considers human becomings with urban waterways to address some of the major conceptual challenges of the Anthropocene, through stories of trauma and healing, environmental activism, and encounters with the living beings that inhabit waterways. Its unique contribution is to bring together Australian Aboriginal knowledges with contemporary western, new materialist, posthuman and Deleuzean philosophies, foregrounding how visual, creative and artistic forms can assist us in thinking beyond the constraints of western thought to enable other modes of being and knowing the world for an unpredictable future.

Riverlands of the Anthropocene will be of particular interest to those studying the Anthropocene through the lenses of environmental humanities, environmental education, philosophy, ecofeminism and cultural studies.

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Sullivan, A., Johnson, B., & Simons, M. (Eds.). (2019). Attracting and keeping the best teachers: Issues and opportunities. Springer. Singapore.

This book challenges dominant thinking about early career teachers and their work. It offers an in-depth and critical analysis of policies concerning the work of early career teachers and how they are supported during this critical period, when they are highly vulnerable to leaving the profession. Moreover, the book provides examples from actual practice that illustrate how to help early career teachers make a successful transition into the profession. These practices promote early career teachers’ development and help the profession as a whole to capitalize on the new knowledge and skills that these teachers bring to their classrooms and their students.The book is divided into two main parts. Part 1 deals with the difficult to define process of retaining early career teachers, and its respective chapters consider this broad issue from an international perspective. They explore how policies and practices have an impact on what happens in schools, and what it means to be a teacher and to teach. In turn, Part 2 focuses on the need to reconsider the policies and practices that create the ‘problem’ of early career teachers, and offers alternative ways forward. Each chapter addresses a specific aspect of the early career teacher retention issue, contributing to a greater understanding of how we can rethink the work of early career teachers so that they can more successfully transition into the profession.

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Watkins, M., Ho, C. & Butler, R. (2019). Asian Migration and Education Cultures in the Anglosphere. UK: Routledge. https://www.routledge.com/Asian-Migration-and-Education-Cultures-in-the-Anglosphere-1st-Edition/Watkins-Ho-Butler/p/book/9780367180379

Asian migration and mobilities are transforming education cultures in the Anglosphere, prompting mounting debates about ‘tiger mothers’ and ‘dragon children’, and competition and segregation in Anglosphere schools. This book challenges the cultural essentialism which prevails in much academic and popular discussion of ‘Asian success’ and in relation to Asian education mobilities. As anxiety and aspiration within these spaces are increasingly ethnicised, the children of Asian migrants are both admired and resented for their educational success. This book explores popular perceptions of Asian migrant families through in-depth empirically informed accounts on the broader economic, social, historical and geo-political contexts within which education cultures are produced. This includes contributions from academics on global markets and national policies around migration and education, classed trajectories and articulations, local formations of ‘ethnic capital’, and transnational assemblages that produce education and mobility as means for social advancement. At a time when our schooling systems and communities are undergoing rapid transformations as a result of increasing global mobility, this book is a unique and important contribution to an issue of pressing significance. This book was originally published as a special issue of the Journal of Ethnic and Migration Studies.

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Way, J., Attard, C., Anderson, J., Bobis, J., McMaster, H. & Cartwright, K. (Eds.) (2020) Research in Mathematics Education in Australasia 2016-2019. Springer Nature. https://doi.org/10.1007/978-981-15-4269-5

This is the tenth volume in the review series Research in Mathematics Education in Australasia. MERGA’s four-yearly reviews present critical analyses of research in mathematics education in Australasia over the preceding periods. Moreover, they serve to highlight significant enduring and emerging trends and forecast possible directions for future research in mathematics education.

2018

Cole, D. R., & Bradley, J. P. (2018). Principles of Transversality in Globalization and Education. Singapore: Springer. doi:doi:10.1007/978-981-13-0583-2

Dutton J., D’warte J., Rossbridge J. & Rushton K. (2018). Tell Me Your Story: Confirming Identity and Engaging Writers in the Middle Years. Primary English Teachers' Association. Newtown, N.S.W.

Ferfolja, T., Jones Diaz, C., & Ullman, J. (2018). Understanding Sociological Theory for Educational Practices (2nd ed.). Port Melbourne, Vic.: Cambridge University Press.

Gannon, S., Hattam, R., & Sawyer, W. (2018). Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities. U.K.: Routledge.

Gray, T., & Mitten, D. (2018). The Palgrave International Handbook of Women and Outdoor Learning. Switzerland: Palgrave Macmillan. doi:doi:10.1007/978-3-319-53550-0

Hall, T. J., Gray, T., Downey, G., & Singh, M. (2018). The Globalisation of Higher Education: Developing Internationalised Education Research and Practice. U.K.: Palgrave Macmillan. doi:doi:10.1007/978-3-319-74579-4

Jacobs, R. & Poli, K. (2018). Big Arts! Sydney, NSW: Top Hat Publishing.

Knijnik, J. D. (2018). The World Cup Chronicles: 31 Days That Rocked Brazil. Balgowlah Heights, N.S.W.: Fair Play Publishing.

Malone, K. (2018). Children in the Anthropocene: Rethinking Sustainability and Child Friendliness in Cities. U.K.: Palgrave. doi:doi:10.1057/978-1-137-43091-5

Naidoo, L., Wilkinson, J., Adoniou, M., & Langat, K. (2018). Refugee Background Students Transitioning Into Higher Education: Navigating Complex Spaces. Singapore: Springer. doi:doi:10.1007/978-981-13-0420-0

Sawyer, W., Munns, G., Zammit, K., Attard, C., Vass, E., & Hatton, C. (2018). Engaging Schooling: Developing Exemplary Education for Students in Poverty. U.K.: Routledge. doi:10.4324/9781315561905

Singh, M., & Nguyen, T. H. N. (2018). Localising Chinese: Educating Teachers Through Service-learning. U.K.: Palgrave Macmillan. doi:doi:10.1057/978-1-137-54282-3

Tan, L., & Zammit, K. (2018). Teaching Writing and Representing in the Primary School Years (2nd ed.). Melbourne, Vic.: Pearson Australia.

Ullman, J., & Ferfolja, T. (2018). Gender and Sexuality in Education and Health: Advocating for Equity and Social Justice. U.K.: Routledge.

2017

Han, J. (2017). Post-Lingual Chinese Language Learning: Hanzi Pedagogy. U.K.: Palgrave Macmillan. doi:10.1057/978-1-137-59840-0

Malone, K., Truong, S., & Gray, T. (2017). Reimagining Sustainability in Precarious Times. Singapore: Springer. doi:10.1007/978-981-10-2550-1

Morin, A. J., Maiano, C., Tracey, D. K., & Craven, R. (2017). Inclusive Physical Activities: International Perspectives. U.S.: Information Age.

Sickel, A. J., & Witzig, S. B. (2017). Designing and Teaching the Secondary Science Methods Course: An International Perspective. Netherlands: Sense. doi:doi:10.1007/978-94-6300-881-5

Singh, M., & Han, J. (2017). Pedagogies for Internationalising Research Education: Intellectual Equality, Theoretic-Linguistic Diversity, and Knowledge Chuangxin. Singapore: Springer. doi:doi:10.1007/978-981-10-2065-0