Anne Price

Murdoch University, School of Education, Adjunct

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Dr Anne Price is an adjunct Lecturer in Curriculum Studies and Professional Issues for Teachers. Most recently teaching, researching and HDR supervision within the field of Indigenous education.

Current focus is on strategic ecology and wildlife care and rehabilitation in the south west of WA.

My work builds on Marxist theory as a way to understand analyse and critique capitalism. This work is also informed by Critical Curriculum and Labour Process Theories which place education, teachers’ work and curriculum policy within the broad socio-economic, ecological, historical and political landscape. Core concepts within these paradigms posit that everything is related, connected and in constant change. Change occurs through the resolution of contradictions and that external forces play a significant role in the process of change.

Current research projects/interests include casualisation of the academic workforce

Previous research has involved exploring the roles of Aboriginal Education Workers in schools, Spirituality as a new turn in Tourism Education, Teacher Professional Standards, Teacher Resilience, Teach For All programmes and the phenomenon of Teaching Out of Field.

Research Projects

2014-2015 OLT Federal Government Grant - "Skilling Up" Improving Educational Opportunities for Aboriginal Education Workers Through Technology Based Pedagogies

2014 - 2015 - Teaching Across Specialisations / Teaching Out Of Field International Symposium

2011 - 2012 - New Zealand Post Primary Teachers Association Te Wehengarua - A Review of the Research Literature on Teach For All Schemes

2011-2012 Gumula Aboriginal Corporation, Murdoch University & Rio Tinto Grant - The Pilbarra Aboriginal Health and Education Needs Analysis

2009-2010 OLT Federal Government Grant - Keeping Cool: Building Teacher Resilience

2009 - Western Australian College of Teaching - An Assessment of the Phenomenon of Teaching Out Of Field

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Papers by Anne Price

Letter Writing and Critical Self-Reflection: An Insiders Account of Academic Casualisation in the Australian Neoliberal University

International Review of Qualitative Research

Sharing the lived experience of academic casualisation is challenging, based on a power imbalance... more Sharing the lived experience of academic casualisation is challenging, based on a power imbalance with many oppositional points, including cost savings versus fair wages, precarity versus security. As researcher/participant, Jennifer initially struggled with sharing experiences emotionally and academically without stripping humanity and affect from her writing. Drawing on the tradition of critical autoethnography, this article uses letter writing as a means of investigating personal-professional experience through critical self-reflection. These letters are written to a fictional colleague (Q) for the purpose of ‘wondering aloud’ about her experience of casualised labour and the difficulties of constructing a personal-professional identity within the context of the Australian neoliberal university.

Teaching Out-of-Field Internationally

Examining the Phenomenon of “Teaching Out-of-field”, 2019

This chapter presents vignettes from six countries regarding the phenomenon of Teaching Across Sp... more This chapter presents vignettes from six countries regarding the phenomenon of Teaching Across Specialisations (TAS) or as it is often known teaching out-of-field. The vignettes provide an overview of the education system and policies and practices relating to teacher education, certification, recruitment and assignment to subjects or year levels. They also provide insights into how teaching out-of-field is conceptualised, if or how it is officially reported, its extent and importantly, any local, state or national responses to teaching out-of-field. The six countries included are Australia, Germany, Ireland, the United Kingdom, the USA and Indonesia. These countries have been selected because they have the most available published research relating to teaching out-of-field. The vignettes have been written by researchers and academics from each country who is working in the field. The vignettes highlight the need for a nuanced understanding of the phenomenon as it occurs in different contexts including both commonalities and differences. The chapter concludes with an overview of the occurrence of teaching out-of-field from an international perspective and provides a synthesis of the key insights gleaned from the vignettes. These insights are further elaborated in subsequent chapters to facilitate a deeper understanding of the phenomenon.

Roll over or resist: Voices of early career teachers

Price a Roll Over or Resist Voices of Early Career Teachers in Eighteenth International Conference on Learning 5 8 July 2011 University of Mauritius Mauritius, 2011

In many countries teachers in their first five years of teaching are leaving the profession in dr... more In many countries teachers in their first five years of teaching are leaving the profession in droves. There is much conjecture, in the literature as to the reasons for this high attrition rate. These include poor working conditions, increasing casualisation, low status, and even the Gen X / Y factor. Clearly it’s a problem for governments and communities who invest resources into pre service teacher education programs only to find graduates opting out of the profession within five years. Looming baby boomer retirement rates, which potentially will see older teachers move out of the profession leaving teacher shortages with all its complications, exacerbates the problem. Developing teacher resilience has become a focus of international research in the past decade. This paper presents the results of largely qualitative data that reflects the perspectives of Early Career Teachers on the concept of resilience. What is it? How do you get it and is it a solution to the high rates of teacher attrition. Findings from the research will be used to inform the development of pre service teacher education curriculum that better prepare Early Career Teachers for the challenges they face.

Toughen up princess

No abstract availabl

Teachers' motivation and self-efficacy at the beginning of their career

No abstract availabl

Skilling Up: Using a design-based research approach

The methodological approach used in the Skilling Up project needed to be appropriate for the inve... more The methodological approach used in the Skilling Up project needed to be appropriate for the investigation of complex problems in real settings. Because of its adaptable and strongly consultative focus, design-based research (DBR) was considered to be an ideal research approach, in particular because of its capacity to align with overall Indigenous research theories and protocols. The project focuses on digital tasks and activities using new technologies (iPads), where Aboriginal Education Workers (AEWs) create stories and products appropriate to their own learning contexts in classroom, school and community. In so doing, their technology skills are enhanced so that they are enabled within their teaching, guiding, and administrative roles. DBR aligns with these goals because its emphasis focuses on broad-based, complex problems critical to education, and on intensive collaboration among researchers and people in the schools and communities. The DBR approach typically involves four i...

Anne Price

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