This groundbreaking book critiques the boundaries of where adult education takes place through a ... more This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery. Lives in this context are diverse and made through complex practices that take place in the shadows of formal systems: on streetscapes and farms, in vehicles and homes, and through underground networks. Educators may be family members, friends, or colleagues, and the curriculum may be based on needs, interests, histories, and cultural practices. The case studies presented here analyze adult education in the lives of sex workers, LGBTQ activists, undocumented migrants, disabled workers, homeless youth, immigrants, inmates, and others. Focusing on learning at the social margins, this book challenges readers to reconceptualize local, national, and transnational adult education practices in light of neoliberalism and globalization.
T. Seddon, L. Henrikson & B. Niemeyer (Eds.), Learning and work and the politics of working life: global transformations and collective identities in teaching, nursing and social work: pp 157 - 169. , 2010
This groundbreaking book critiques the boundaries of where adult education takes place through a ... more This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery. Lives in this context are diverse and made through complex practices that take place in the shadows of formal systems: on streetscapes and farms, in vehicles and homes, and through underground networks. Educators may be family members, friends, or colleagues, and the curriculum may be based on needs, interests, histories, and cultural practices. The case studies presented here analyze adult education in the lives of sex workers, LGBTQ activists, undocumented migrants, disabled workers, homeless youth, immigrants, inmates, and others. Focusing on learning at the social margins, this book challenges readers to reconceptualize local, national, and transnational adult education practices in light of neoliberalism and globalization.
T. Seddon, L. Henrikson & B. Niemeyer (Eds.), Learning and work and the politics of working life: global transformations and collective identities in teaching, nursing and social work: pp 157 - 169. , 2010
The Australian Educational Researcher, Jul 9, 2013
Research assessment exercises aim to identify research quantity and quality and provide insights ... more Research assessment exercises aim to identify research quantity and quality and provide insights into research capacity building strategies for the future. Yet with limited knowledge of the ecology of Australian educational research, there is little chance of understanding what research audits might contribute towards a capacity building agenda for such a complex field. This paper draws on secondary data analysis of research outputs submitted by 13 Australian higher education institutions to the Excellence in Research for Australia (ERA) 2010 and 2012 national research assessment exercises, to show where Australian educational research is conducted. Findings offer a profile of education researchers by location in academic organisational units within universities. By analyzing data not accessible through reported ERA data we were also able to present information about appointment profiles, specifically levels and type of appointment within universities, as well as data on institutional and geographic region, and patterns associated with type of outputs (books, book chapters, journal articles, conference papers and other outputs) and field of research. Analysis of the data reveals definitive shifts in the nature of the published outputs and in employment profiles of researchers and their location across university and regional groupings. Research audits are administrative processes that reshape institutional and disciplinary governance structures, policies, individual outputs, work practices and careers, but they are not the sum total of the field per se.
The Australian Educational Researcher, Jul 9, 2013
Educational research has long been the subject of lively and agitated debate, not least because o... more Educational research has long been the subject of lively and agitated debate, not least because of its diversity. Ranging in scope from academic development and broad-scale policy research through to student engagement and discipline-specific research, it includes methods of traditional academic inquiry and investigations and also less traditional modes of research. However, the topography of Australian educational research and the characteristics of the people who undertake this complex body of work are unclear. In this paper we explore some of the complexities of the Australian educational research community, drawing on the findings of a national online survey of academics who identified as researching in the field of education from within and outside education schools and faculties. The survey attracted 504 responses from 38 of Australia’s 39 universities, and just over two-thirds of respondents were located in a school or faculty of education. We draw on the results to answer the questions of who is undertaking educational research and who how they might be supported. We utilise a conceptual model that ‘segments’ the educational research workforce represented by the survey respondents, and we conclude by indicating strategies that might be utilised to address research barriers indicated by educational researchers.
Shore, S., Mizzi, R.C., & Rocco, T. (2016). Teaching, learning, and working in the periph... more Shore, S., Mizzi, R.C., & Rocco, T. (2016). Teaching, learning, and working in the periphery: Provocations for researchers and practitioners. In R. Mizzi, T. Rocco, & S. Shore (Eds.), Disrupting adult and community education: Teaching, learning, and working in the periphery (pp. 307-318). Albany, NY: SUNY Press.
The PACE project was conducted at two government primary schools in the Darwin and Palmerston reg... more The PACE project was conducted at two government primary schools in the Darwin and Palmerston regions by The Smith Family. This project was an innovative approach to a contemporary educational issue concerning Indigenous parent participation in education. The approach encouraged the development of positive relationships between Indigenous parents and school staff by increasing Indigenous parents’ capacity to interact within the school context. This project was a pilot study that identified and explored the principles and relationships that are embedded within The Smith Family approach. The research was conducted using ethnographic techniques of observation and interviews, and using digital storytelling to generate data across two school communities, targeting community participants, school staff and The Smith Family project staff. Led by Dr Nicoli Barnes, the project included researchers from the IGCE and The Smith Family.
EARLY CHILDHOOD TEACHER KNOWLEDGE and professional capacity is critical to the achievement of the... more EARLY CHILDHOOD TEACHER KNOWLEDGE and professional capacity is critical to the achievement of the goals of the Council of Australian Governments' (COAG) early childhood policy agenda. This paper reports on a study of the professional development challenges that faced 87 preschool teachers at a time of major policy change. Employing Dorothy Smith's (2005) notion of ‘generous work’, a university upgrade program was designed to map teachers' existing skills and knowledge against four-year graduate proficiency standards. Teachers experienced substantial challenges to their identities as competent professionals as they re-entered the ‘modern’ university learning environment. Lecturers noticed that teachers had difficulties in re-engaging in study and articulating their practice using early childhood education theory and policy. The study concluded that to engage effectively in ongoing professional learning and so build ‘extended professionalism’ teachers require inbuilt ‘slow...
The International Journal of Diversity in Education, 2015
This study explores the experience of prospective English as a Foreign Language (EFL) teachers en... more This study explores the experience of prospective English as a Foreign Language (EFL) teachers enrolled in pre-service teacher education in Indonesia. Some studies argue that Indonesian graduate EFL teachers do not meet the standard of mature English language use or pedagogical competence. This triggers questions regarding the quality of teacher education programs that principally produce the existing in-service and pre-service teachers. It is important to trace the problems from pre-service teacher education that may present difficulties for English teachers during their training. In this paper we focus on the experience of preservice EFL teachers who have completed the first round of what is called microteaching in the Indonesian preservice EFL teacher education program. Data for the paper was drawn from semi-structured interviews and group meetings with EFL preservice teachers. Analysis of data indicates first that students enroll in an EFL teacher education course for many reasons, not all of them in order to become a teacher. Second English language capacity, knowledge of teaching, accessing resources and managing English language use in the microteaching classroom are all issues that determine how preservice teachers feel about the extent to which they are successful in these microteaching sessions.
Credit transfer and recognition of prior learning (RPL) are related policy strategies that aim to... more Credit transfer and recognition of prior learning (RPL) are related policy strategies that aim to improve pathways to learning and employment. This paper describes a higher education RPL initiative to build rich understandings of ‘work’ and so also the occupational knowledge accumulated by practitioners, sometimes over many decades. Located in the early childhood education (ECE) field, the study was prompted by recent policy changes to meet quality assurance requirements of early childhood provision. The initiative used a multidisciplinary approach to occupational knowledge drawing on feminist sociology, professional and work-related learning and early childhood theories of provision. A higher education ‘foundation course’ was used to identify and accredit prior learning. Data were collected from students undertaking the course. In brief findings indicate participants had accumulated extensive occupational knowledge but were often unable to articulate this experience in relation to formal learning outcomes or broader notions of ECE occupational knowledge and they experienced substantial challenges to their occupational identities as they shifted between being competent professionals and university learners. The findings have implications for contemporary workforces as occupational knowledge requirements are continuously upgraded and older workers are encouraged to remain in the workforce.
Title: Literacy on the Line. Australian Council for Adult Literacy Conference Proceedings (21st, ... more Title: Literacy on the Line. Australian Council for Adult Literacy Conference Proceedings (21st, Adelaide, Australia, September 24-26, 1998). ... Literacy on the Line. Australian Council for Adult Literacy Conference Proceedings (21st, Adelaide, Australia, September 24-26, ...
Uploads
BOOKS by Sue Shore
ARTICLES AND CHAPTERS by Sue Shore