EduResearch Matters is a blog for educational researchers in Australia to get their work and opinions out to the general public. Please join us here. We would love to get your comments and feedback about our work.
This post is the most read of the year on EduResearch Matters and it continues to be read months after publication. Dr Brunker wrote the post in response to an online forum “What counts as evidence in teacher education research and policy?”. Organised jointly by the Australian Association for Research in Education; Australian Teacher Education Association; Australian Council of Deans of Education in May this year, Brunker found the discussion inspiring. She had never submitted a blog before but was compelled by what she heard at the event.
She says she has been “incredibly, and pleasantly, surprised by the response”. We both felt there would be pushback but that turned out to be limited. No matter the comment, Brunker responded.
She says she has been overwhelmed by positive responses indirectly through sharing and discussion via social media nationally and internationally, along with direct responses from people nationally and internationally with invitations to meet, requests to participate in the workshop mentioned in the post, and requests for her to contribute elsewhere.
The post was shared and discussed across Australia, the UK, Spain, Finland, Mexico and Canada, highlighting the breadth of concern surrounding the dominance of evidence-based practice and the need to broaden the scope for evidence to inform practice. The post was also inspired later EduResearch Matters posts furthering the discussion.
Brunker says the next step in this project is a multi-stakeholder workshop and the post has led to people reaching out requesting to attend the workshop leading to participation from around the country.
“I have also met so many people who have reached out to connect as a result of the post providing wonderful support to develop this project, along with requests to co-author publications and develop further strands to the designed project.”
We’ve had a wonderful year here at EduResearch Matters, the blog of the Australian Association for Research in Education, thanks to our contributors, commenters and readers. This is our last post for 2024 and will recommence on January 21, 2025.
In 2024, we’ve published well over 100 posts (that doesn’t include the many posts over the course of the annual conference, this year held at Macquarie University). Contributors have come from across Australia, from PhD students to professors.
Want to contribute? Read our notes for contributors. And read Marg Rogers‘ peer-reviewed journal article and presentation. She gives a step-by-step guide on how to write effectively for these research news sites to create impact and accelerate knowledge translation (also called research translation).
Now, our list of ten best read blogs of 2024 begins with our blog of the year.
Blog post of the year was Escape Oppression Now: Disrupt the Dominance of Evidence-Based Practice by Nicole Brunker, University of Sydney. Read the citation here.
Just days after the week-long AARE 2024 conference, I’ve had time to reflect on the experience. A walk through Lane Cove National Park helped me process the insights and challenges discussed during the Conference.
Attending back-to-back sessions was intellectually exhausting, especially when focusing on my research interests of teacher shortages and working conditions. The persistent challenges facing Australian educators prompted some critical questions:
How can we translate conference discussions into meaningful progress?
Are we more focused on researching problems or solving them?
How innovative and uncertain of their outcomes are our research approaches?
Despite the draining content, the conference was ultimately uplifting. I felt the AARE community demonstrated a shared commitment to collaborative problem-solving. It was a valuable opportunity to connect with teachers, school leaders, union leaders, researchers, and even colleagues from my own university whom I’d never previously met.
As an early career researcher, meeting renowned ‘rock star’ researchers I’d extensively cited in my thesis and teacher education assignments was both intimidating and inspiring —they too wrestle with the complexities and struggles of teaching and research.
I felt prepared for the conference. I read The Thesis Whisperer‘s books. I also attended the AARE PGS & ECR Online Event: Making the Most of Your Conference Experience. And I have some insights for fellow researchers, especially ECRs, based on my enjoyable experience.
AARE Conference Tips for Early Career Researchers
1. Attend Diverse Sessions, and as many as possible
Even if a session doesn’t directly align with your research, you’ll gain insights into presentation styles, methodological approaches, and potential interdisciplinary connections. It is also a great opportunity to meet other attendees. I research the teacher shortage and teachers’ work, so Monday and Tuesday’s program was packed with relevant sessions.
The following days offered fresh perspectives on concepts familiar to most teachers. I was already aware of concepts like ‘time poverty’, ‘toxic leadership’ and the treatment of teaching as ‘women’s work’ but hearing from academics specialising in these areas provided deeper insights.
2. Attend Graduate Researcher and ECR Sessions
Just like large music festivals, you can be torn between a headline act on the main stage or the potential of discovering the next big thing “before it is cool”! I found ECR sessions offered some raw, engaging discussions. Craig Skerritt’s presentation provoked discussion about whether toxic leaders knowingly and intentionally harm organisational culture. Similarly Matthew Brown’s innovative study on principal decision-making also raised questions about whether ‘rational’ decisions are inherently better to ‘emotional’ ones.
3. Don’t Underestimate Poster Presentations
I don’t know whether everyone attending viewed the AARE conference posters when they were up some steep stairs and all the food was on the ground floor, but I did see a few researchers have a near-continuous stream of visitors during the designated poster time.
I really enjoyed making my poster. The people who did stop by during the poster time gave me some great ideas and feedback I am going to act on. I recommend anyone with a new project make a poster. The format encourages discussion and can potentially have more impressions than a short concurrent talk. It would signal respect and commitment from senior researchers to submit posters too and stand by them as a medium, literally!
The posters that really stood out to me were the ones that did not try to cram a whole paper into a poster format. Instead they used plenty of space and graphics to lead the viewer’s gaze through the different sections.
Khalifah Aldughaysh’s poster on barriers to implementing practices for students with autism and Tamitha Hammond’s study on Pasifika students, stood out with striking graphic and vibrant colours. Jeroen Koekoek and Wytse Walinga used a creative analogy of a professional coloured lighting setup in their study of decision-making in Dutch physical education. Though unrelated to my research, their compelling designs drew me in.
4. Be Early, and Stay Until the End
I recommend being early to sessions, partly to get a good seat. But I also found that there was a better chance to chat with the presenters and other audience members before the session than afterwards.
Not everyone can attend the entire conference. But people presenting on the last day are very grateful for patronage. There are strong opportunities for new insights, especially if conference organisers place hard to categorise presentations then. They can have the most unique methodological and topical insights.
5. Act on the ideas and connections
This reflection emerged from me transcribing my copious handwritten notes to a word document. When we spend so much time doing busy work with emails or at screens, taking a whole week out to connect with people in the flesh and to get some perspective before the new year really helped me work out some new projects.
It was a great week, and I look forward to next year’s conference in Newcastle already. Fingers crossed it is as warm as last week in Ryde so we can hit the beach!
Hugh Gundlach is a lecturer and researcher in the Faculty of Education, The University of Melbourne. He teaches in the Master of Teaching (Secondary) and is the Commerce Coordinator.He is one of the ABC Top 5 Media Residents (Humanities) for 2024. There are intakes for the ABC Top 5 in the Arts, Humanities and Sciences.Early career researchers are encouraged to apply in 2025.
First, I offer my congratulations to you on submitting your thesis, completing your oral component (if required) and receiving conferral of the degree. You have achieved a significant milestone and you should be proud of this achievement. As an Indigenous PhD graduate, you are not only shifting historical, racialised discourse, but also challenging coloniality in education. While you are among a growing number of Indigenous PhD graduates in Australia, there is still more progress to be made given there were only 52 Indigenous PhD graduates in 2021 (Universities Australia, 2023). This equates to there being fewer than two Indigenous PhD graduates per university within Australia (Universities Australia, 2023).
This number has been fairly consistent since 2016. Prior to this, there were only 25 Indigenous PhD graduates in Australia in 2015 – or less than one graduate per university (Universities Australia, 2023). Within a postgraduate research context, to reach population parity of 3.2 per cent, the university sector would have needed to graduate an additional 115 Indigenous postgraduate research students in 2021 (Universities Australia, 2023).
Academia in Australia is a Westernised space where Indigenous knowledges, theories, methodologies and methods sit on the margins of the university. If you have contributed to either the Indigenous education or studies space, thank you for your contribution. You may now be wondering “what do I do with a PhD?” Below are some potentially useful tips that may help with your transition into the next phase of your career.
Celebrate this milestone with those who celebrate you
Before we explore potential employment opportunities, I encourage you to attend your graduation ceremonies. More specifically, I encourage you to attend your Indigenous graduation ceremony, your School’s event, as well as your broader university graduation ceremony. These graduation events not only provide you the opportunity to recognise and celebrate your achievement, but they also provide those who have supported you with the opportunity to celebrate this milestone with you. One of the highlights of my PhD program was attending the UQ Aboriginal and Torres Strait Islander Sashing Ceremony and being invited to deliver the graduation address. This was a special event as it was attended by my mum and aunty (two proud Quandamooka women), together with my then-fiancé and one of my supervisors. The message here is simple – capture and celebrate these special moments with your loved ones and your advisory team. You deserve this moment!
Publish your research findings (if you haven’t already done so)
It is a good idea to think about publishing your main research findings or various chapters of your thesis if you have not already commenced this writing and publishing process. Although you may be fed up with writing at this point, publishing your work in peer-reviewed journals will strengthen your employment opportunities. I recommended that you discuss the journal selection process with your supervisors, ideally before you graduate. Your work in education deserves to be read and engaged with in quality journals (Q1/Q2). I also recommended using the useful online tool, ScImago Journal & Country Rank, to search for potential journals in Education and to view their details and ranking.
Explore your work opportunities: You have more agency than you may think
Your expertise has value across society and many fields so I encourage you to broaden your horizon and search for potential work in various areas of employment. You have more agency and choice than you may think and you can make a positive contribution to your space outside of academia. With a PhD in Education, you have the privilege and opportunity to consider employment in schools, academia, industry/organisations or government. Consultancy work might also be a viable option. There are many organisations outside of academia who value Indigenous education such as the Australian Institute for Teaching and School Leadership or the Stronger Smarter Institute. You could search for potential employment opportunities with The Australian Institute of Aboriginal and Torres Strait Islander Studies. You may also want to become involved with a national charity, such as the Australian Literacy & Numeracy Foundation, if you are interested or trained in these areas.
If you are interested in transitioning into academia and research (for example a Postdoctoral Research Fellow), I recommended you discuss potential opportunities with your advisory team and School. Furthermore, reconnect with those academics who have supported you during your candidature to discuss potential employment opportunities. I encourage you to search for work opportunities and workplaces that suit you and align with your career interests. Applications, especially in an academic context, are also usually lengthy so remember to prioritise your wellbeing throughout the employment process.
Extra tip for Schools and Universities:
Consider offering PhD graduates the opportunity to provide feedback (preferably formal) on the program
I find it interesting that there is not an option for recent PhD graduates to provide feedback on the program – despite all other university students being asked to provide course feedback upon course completion. In my view, allowing recent graduates with an opportunity to provide formal feedback with regards to different aspects of the PhD program (for example in relation to candidature, milestones, postgraduate conferences, events, supervision, submission, the Graduate School, examination, graduation), may be beneficial to Schools. It could seek to further strengthen the existing PhD program by embedding evidence-based changes that aim to support future, as well as current, Indigenous and non-Indigenous students, thereby working to improve overall completion numbers.
Dr Mitchell Rom is a Lecturer with the Institute for Positive Psychology and Education at Australian Catholic University. Mitchell initially trained as a secondary teacher in the disciplines of English and History and holds a PhD in Indigenous education. His research interests include Education, Equity and Decoloniality. His research has attracted national awards including the Australian Association for Research in Education Betty Watts Indigenous Researcher Award. As a Nunukul/Ngugi researcher, Mitchell has also taught in initial teacher education and has worked across various levels of education. Contact him on LinkedIn.
This is the second article in the series. In the first article, I discussed tips for students who are considering undertaking a PhD in Education. This second article discusses some useful tips for Indigenous students who are currently navigating the program. The issue of Indigenous student retention in PhD programs is important because while Universities Australia (2023) report a steady growth in Indigenous postgraduate research enrolments from 2005 to 2021, Indigenous student award completions still remain relatively low (Universities Australia, 2023).
This article unpacks a number of tips for those students who are currently navigating the PhD program and working towards confirmation of candidature, mid-candidature review or final thesis review. Some of these tips may also be beneficial to supervisors and may seek to support student retention.
Be open to shifts in your initial research topic or research questions
As you continue to engage with contemporary literature and yarn with your supervisors and experts in your field, you may notice that your initial research topic, scope of your study or research questions begin to shift. From my experience, this is a fairly natural progression of research. These sorts of research developments are sometimes necessary and can ultimately improve your thesis. Try not to be discouraged if this is the case for you in the early stages of your candidature. Embrace these research shifts as these developments may actually strengthen your research study.
Participate in campus events/activities and engage with groups
Feeling both academically and culturally supported is key with regards to candidature, particularly during the early stages. To feel a sense of support, I recommend participating in various campus events and activities. Within the early stages of my research, I was invited by my supervisor to share my PhD idea to fellow Indigenous academics and PhD students during a 3-minute thesis competition that was based on campus. These events are a great opportunity to gain experience with regards to public speaking, which will also assist you in your preparation for confirmation of candidature. They are also an opportunity to network with fellow students and researchers. Reach out to your advisory team to find out if there are any upcoming campus events or activities that may be of interest to you.
Additionally, I encourage you to consider potentially joining a reading group at university. This group might be based either within or outside of your School. Joining a reading group is a deadly way to familiarise yourself with current literature in Education/Indigenous education or within Indigenous studies. During my candidature, I was involved in two reading and yarning groups with fellow Indigenous students and academics and I felt supported and valued in both of these groups. There may also be opportunities to collaborate and publish within these groups which will also benefit your future employment opportunities.
Navigate problematic research data with support from trusted people
If you are undertaking research in the political space of Indigenous education, there is a possibility that you may need to engage with problematic research data. Essentially, I am referring to racist or resistant educational data that you may have gathered during data collection. This type of data has the potential to be triggering. If this is the case, then you may want to consider having a yarn in relation to this matter with trusted people including your family members, trusted colleagues/critical friends or your advisory team. An additional option may be to explore counselling services at university (or outside of university) for your wellbeing.
With my research, I had to engage with colonising data and racist language on a regular basis for a lengthy period of time. I had to navigate explicitly and implicitly resistant research data by a number of non-Indigenous students in relation to studying compulsory Indigenous education at university. While I acknowledge and understand that this data was mostly by non-Indigenous pre-service teachers who were inexperienced, as an Indigenous researcher, I was still subjected to this data. I attempted to balance out this experience with reading positive student data and remembering that one of the goals of my research was to disrupt coloniality. Upon reflection, this issue was perhaps one of my most difficult challenges in the program. I note that my wife was my main support during data collection and analysis and it is important for you to have similar support to navigate these types of challenges.
Be open to feedback on your research (but perhaps not too open)
I encourage you to enjoy this learning journey and to listen to those scholars who are experts in your field. In my experience, academia is grounded in informal and formal feedback. Try to be open to feedback on your research from your advisory team and from trusted colleagues/critical friends and students. While this tip may sound simple, it is often more challenging in practice. However, I do believe that receiving rational and appropriate feedback and recommendations regarding your research will only further strengthen your work.
For those students who are embedding Indigenised or decolonial theoretical frameworks, methodologies or methods in your research study, this issue is more nuanced. University is a particular type of interface where Indigenous knowledges can struggle to obtain legitimacy. Or as my former supervisor states, “the Australian university is grounded in imperial-capitalist-neo-liberal-colonial-patriarchy”. The implications of these structures have impacted the ways in which research has historically been and continues to be undertaken. Sharing particular aspects of your research to those who may not be as familiar with Indigenous research, may result in some awkward conversations (or potential tension) and may invite unhelpful feedback. However, it could also result in new learning experiences. Remember to trust your instinct!
See yourself as gradually becoming the expert
Towards the latter stages of the program, try to see yourself as becoming the expert in your chosen field. As your PhD research is specific and designed to contribute to new knowledge, there is probably no-one who knows more about your precise research topic than you. I have struggled with this piece of advice (mainly due to outdated Westernised discourse such as deficit discourse) but it is important to be confident in your growing skills as a researcher. The reality is that you are developing expertise and skills and are actually becoming an expert in your field. A deadly advisory team will help foster your development and growth as a researcher.
Take regular breaks and take leave if necessary
Our society values “doing more is better” and this can have implications. Your value or worth is not determined by how many hours you spend at your desk or words you write in a single day while on your third caffeinated beverage. So, remember to take breaks.
The PhD program can be a demanding program full of commitments, milestones and chapter deadlines. The workload can be intense at times, especially if you have family commitments and responsibilities. Sometimes, you need to take leave from the program. At the end of the day, the PhD program does not define you and your mental and emotional health is more important than a chapter deadline. If this is the case, I recommend that you discuss leave options with your advisory team. Your supervisors are there to support you. Deadly supervision includes supervisors realising the importance of these matters, checking in with you and supporting your wellbeing.
Extra tips:
Schedule regular meetings with your supervisors and eventually discuss potential thesis examiners with your advisory team
It is important to schedule regular meetings with your supervisors to discuss your research (fortnightly etc.). It is a deadly idea to discuss possible international and national examiners who work in your field of study with your advisory team before you reach your final thesis milestone. This process takes time. It is better to get a head start so your thesis can be marked as soon as possible after it is submitted.
Consider allocated research funds from your School
You may have some allocated research funds to assist with your candidature. I recommend using these research funds on particular experiences such as education conferences (Australian Association for Research in Education etc.) so that you can explore new educational research as well as network. Alternatively, you could use these research funds for professional editing services.
Be friendly to the Graduate School
If you have submitted your final thesis and have been waiting for updates, you may have considered contacting the Graduate School. Personally speaking, it took approximately six months for my thesis examination (during Covid) and I was not the only candidate in the School who experienced these lengthy delays. Waiting for your examination outcome can be quite a frustrating experience, especially if you have employment commitments, but remember to be kind to those in the Graduate School. You will eventually receive the outcome of your thesis. Remember that it is common for candidates to pass the final examination with amendments. A deadly advisory team will guide and support you during this time so that you can effectively make the revisions required by the examiners.
Dr Mitchell Rom is a Lecturer with the Institute for Positive Psychology and Education at Australian Catholic University. Mitchell initially trained as a secondary teacher in the disciplines of English and History and holds a PhD in Indigenous education. His research interests include Education, Equity and Decoloniality. His research has attracted national awards including the Australian Association for Research in Education Betty Watts Indigenous Researcher Award. As a Nunukul/Ngugi researcher, Mitchell has also taught in initial teacher education and has worked across various levels of education. Contact him on LinkedIn.
There are many opportunities and challenges associated with doing a PhD. It is a rewarding program that allows you to deeply explore a research area of interest. However, it is also recognised as a difficult academic pursuit and students may encounter various challenges in completing the program.
My own PhD, undertaken at The University of Queensland (UQ), explored the key learning, teaching and national education policy challenges in relation to Indigenous education at university. Since my conferral in 2022, I have been asked to share my professional advice for Indigenous students who are wanting to enrol in a PhD program and conduct research.
So, I decided to write this series of articles, over three separate posts, related to undertaking a PhD in Education, based off my lived experience as a Nunukul/Ngugi researcher. My aim in sharing these articles is to particularly assist Indigenous students who are doing a PhD in the field of education.
My lived experience
According to Universities Australia (2023), the number of Indigenous student enrolments in PhD programs has increased significantly over the past 13 or so years. For example, in 2011, there were 291 student enrolments compared to 594 enrolments in 2021. While these increasing numbers are positive, there is still further work required; there would need to be an additional 555 Indigenous postgraduate research enrolments to reach population parity of 3.2 per cent for 2021 (Universities Australia, 2023).
While I am writing from my own experience, the tips offered in this series may be relevant for both Indigenous and non-Indigenous students who are doing a PhD in Education. This series includes general advice as well as much more nuanced tips which may only relate to Indigenous students who are conducting research in the Indigenous space. Experiencing any program at university is subjective, and these tips are intended to serve as a guide only. Remember that the PhD journey is your own journey and you should navigate it in the way that works best for you. This article, which is the first in the series, shares five tips that may assist students who are transitioning into the program.
Select a topic of interest
The decision to undertake a PhD is an exciting time but can also be overwhelming given the diverse range of topics that you can choose to research. Selecting a research topic can sometimes be a complex process as it can be difficult to decide on the one topic you want to research for the next four (or more) years. Here are a few ideas that may spark your thinking. Consider areas of education that may be improved or where you see room for further development. What contribution would you like to make in education? Perhaps it could be related to curriculum, pedagogy or assessment. What areas of education were you drawn to as part of your previous studies? What level of education are you interested in researching?
If you are transitioning from completing your Masters, consider whether your research topic could be an extension of your existing work. If you are a classroom teacher or work in initial teacher education, perhaps you could connect your teaching experiences with your study.
Drawn to my topic
In my experience, it is common for Indigenous PhD students to choose an Indigenous-related research topic. I also did my research in Indigenous education because of my ontological connection to the space. I was also drawn to my topic because I wanted to contribute to education policy, which was informed by my experiences as a teacher and student. Although this may seem obvious, my advice is to choose a topic that interests you – whether that be in the field of literary criticism, educational leadership or Indigenous education policy. There is also no need to rush this process – you will be spending a significant amount of time with your topic so it is important to choose wisely. Given the length of the program, to maintain a level of motivation, you will need to select a research topic that interests you.
Choose a deadly advisory team
The PhD program is a long and at times emotional journey and it helps if you have supportive and culturally competent supervisors. The reality is that there is not a great number of Indigenous academics in the Education space. If you are seeking to involve a number of Indigenous scholars on your advisory team, you may have to shift these expectations. When I enrolled in the PhD program, there were no other Indigenous academics or PhD students based in the UQ School of Education. Until other Indigenous PhD students and academics arrived in the School, this was a fairly isolating experience.
Ultimately, my advisory team consisted of experienced non-Indigenous and Indigenous academics (teachers and non-teachers) who were based within and outside of the Education School. This advisory team brought different strengths to supervision. I recommend that you undertake some initial research based on those academics who are experienced in your research area and then contact and schedule to have a yarn with several academics to see if they may be a good fit for your research. Remember, you can always change supervisors if your situation changes.
Apply for scholarship support
Generally speaking, receiving a PhD scholarship will place you in a better financial position with your candidature. This may mean that you may not need to work or teach each semester and instead are able to focus on effectively developing your research. I encourage you to discuss potential university scholarships with your potential supervisors prior to commencing the program in order to place you in the best position to achieve your research goals.
Find quality support
Finding quality support from people and groups was key for my successful navigation of the PhD program. I come from a predominately trade-based family of seven people, including six men and am the first in my family to graduate from university. While my family were supportive of my studies, this presented multifaceted challenges and so I understand the importance of finding like-minded people and quality support groups. Connect with people who have a shared experience of Higher Degree by Research (HDR) studies and who can offer support to you throughout the program.
Within the early stages of your candidature, I encourage you to consider applying for the Professional Certificate in Indigenous Research at the University of Melbourne. This course, developed by Professor Marcia Langton, is designed specifically for Indigenous HDR students across Australia. The course provides an opportunity to discuss your research with like-minded Indigenous students and supportive academic staff. If you are potentially interested in applying for this course, I suggest that you have a conversation with your supervisors to see if this program aligns with your busy schedule. I have completed this course and recommend it to HDR students.
Furthermore, I also found support in various reading groups at university. This is discussed more in the second article.
Prioritise your wellbeing
The process of enrolling in a new program at university, navigating administrative issues, regularly meeting with potential supervisors and thinking about multiple aspects of your research study can be overwhelming. Remember to take care of your health and wellbeing during this potentially lengthy and complex process. Develop positive habits early to prioritise your wellbeing so that the program is sustainable and enjoyable.
Dr Mitchell Rom is a Lecturer with the Institute for Positive Psychology and Education at Australian Catholic University. Mitchell initially trained as a secondary teacher in the disciplines of English and History and holds a PhD in Indigenous education. His research interests include Education, Equity and Decoloniality. His research has attracted national awards including the Australian Association for Research in Education Betty Watts Indigenous Researcher Award. As a Nunukul/Ngugi researcher, Mitchell has also taught in initial teacher education and has worked across various levels of education. Contact him on LinkedIn.
Brandishing three university degrees and four decades of Australian and international work experience as a journalist/corporate writer, I sensed I finally had enough academic confidence pre-pandemic to tackle postgraduate research.
Plus, my occasional stints of K-12 teaching since 2011 left me with a niggle I needed to explore. How on earth can you do out-of-field maths or science teaching and do it well; successfully even?
Not knowing much about the difference between a Doctor of Education (DEd) and a PhD in education, I opted for the former. Over six months, I worked with my would-be supervisors to refine my proposal for an out-of-field maths teaching project. Hit submit, then waited four months.
No luck: “Margaret’s substantive experience is as a journalist/editor. Her proposal is not aligned with her teaching experience. I appreciate that Margaret recognises this, identifying herself as an out-of-field maths teacher. However, the new Faculty of Education is clearly focussed [sic] on alignment between qualifications, experience, teaching and research.”
Ouch.
What Margaret did next
Next, I enrolled in Deakin University’s Graduate Certificate in Education Research, earning high distinctions for all four subjects. A solid record to get into a PhD at that university. After submitting my application, I checked in multiple times over four months, getting a confused message that they were assessing me for a scholarship – for which I hadn’t applied. Finally in December 2022, I was in. Part-time, online; a great fit with my freelance writing.
But what was the point of me sharpening my academic writing claws?
It’s part therapy to process my teaching stints (and I’m returning to that fold next year, too). I’m keen not to put all my eggs in one basket, not to just be a writer in the age of generative artificial intelligence. Elegant academic writing entrances me.
So, I’m all ears for post-PhD options. Which is why I found this symposium last month fascinating.
Yes, it is true some education PhD graduates may return to school classrooms – but a panel at Deakin University in October revealed other career options.
Higher degree research symposium
This discussion was part of the Higher Degree Research Symposium on Digital Technology and Education, hosted by Deakin’s Research for Educational Impact (REDI) Centre.
Panel members were:
Professor of School Development and Governance Mathias Decuypere, Zurich University of Teacher Education, Switzerland
Dr Luci Pangrazio, ARC Discovery Early Career Researcher Award (DECRA) Fellow, Senior Lecturer at Deakin University, and Chief Investigator at the ARC Centre of Excellence for the Digital Child
Recent PhD graduate, Dr Jessica Laraine Williams, transdisciplinary academic, physiotherapist and artist at Swinburne University of Technology, Melbourne, and
Mike Stevenson, Head of Product at Educatordata.com, Mike has previously worked with institutions and edtechs like UTS, RMIT, Deakin, Murdoch, and SEEK.
Earning a PhD is a significant academic achievement, yet it opens a complex landscape of career options amid a changing academic job market. The three panel members pursuing academic careers shared their insights on this path. All panel members acknowledged that an academic career is just one option, with about half of Australia’s PhD graduates working outside academia. That aligns with global trends.
Navigating the Winding Road to Success in Academia
Former high school English teacher Luci Pangrazio explained her choice to leave a tenured senior lectureship for two consecutive postdoctoral research roles, eventually securing a prestigious DECRA fellowship on her second attempt.
“I didn’t really have an academic career in mind, but after I obtained my PhD I went into an ongoing teaching-research position at Monash and successfully applied for a $25,000 grant to lead a project on a small time frame. I had my PhD published as a monograph, so this set me up to go for a research-only post doc,” she said.
Shortly after, Dr Pangrazio was offered a three-year postdoc at Deakin, working with the academic who had marked her masters’ thesis.
“It was a really difficult decision [to leave a permanent role], but I decided to take the risk,” said Dr Pangrazio.
This led to an Alfred Deakin postdoctoral position, something of a consolation prize after her initial DECRA Fellowship application was unsuccessful. She secured a DECRA on her second try.
“My PhD supervisor said if you believe the work you are doing is worthwhile, you just have to keep trying and not be put off by bad reviews or rejections” said Dr Pangrazio.
Thinking beyond disciplinary boundaries
Dr Jessica Williams from Swinburne spoke about the need for PhD graduates to harness personal values and develop multiliteracy across disciplines.
“Think at the core what motivates and drives you.
“My journey through health sciences, humanities, social sciences, and education spanned a decade while I practised as a physiotherapist in hospitals, aged care, and management. But I’m no longer doing clinical work, as you can’t do everything.”
Dr Williams describes her PhD thesis as an exploration of boundaries: “It operated in the synergies, divergences and tensions of disciplines, which means you sit in the tension, the frissons. We can work productively in collaboration.
You can build a bridge
“It taught me the power of multiliteracies across disciplines; the need to use the right lexicon to bridge potential gaps or hesitations with employers in industry or academia. If you speak their language, you can build a bridge,” said Dr Williams.
PhD graduates can do this by “creating a narrative around their study skills, including experiences outside their PhD, and showing how it translates to broader disciplines,” she said. Start by exploring journals beyond those typically read by your education peers and “go beyond the silo”.
“Act with integrity. Identify work settings and cultures that align with your values. It’s a dynamic process.”
For Williams, a “throwaway post” on LinkedIn caught the attention of her discipline head at Swinburne University, who encouraged her to apply for a lecturing position.
“Make sure you’re visible online; share what you’re doing on a platform like LinkedIn. I had to weigh up how beneficial it would be, so I curate how much time I spend there.”
Pangrazio agreed, noting that she’s active on social media, especially Twitter/X, which has helped her connect globally and build a profile for sharing her published research.
“Be open to new experiences and opportunities. Sometimes a brief conversation at a conference has led to an email six months later inviting me to co-author a paper.”
Exploring geographical borders
Switzerland-based Professor Mathias Decuypere transitioned from the “nice, fun, safe haven” of his PhD years into a challenging postdoctoral life.
“My postdoc experience was really not the nicest in the world. I had two years of teaching, admin, and research, but there’s only so much you can do because postdocs are rare. There’s hardly any funding available, as most of it goes to doctoral students.”
Professor Decuypere’s strategy was to build his profile and “make his research, topics, and methods visible to the world.” At the same time, he advises to “not stick to an academic career whatever it takes – there are so many other options out there”.
“Be ready to answer immediately—to industry, policymakers, schools, or academia—what your research aims to accomplish.”
This requires a conscious uncoupling—essentially, stepping out from under the wings of PhD supervisors. Figuratively, he advised attendees to “kill your supervisors.”
“You must commit to a certain kind of treason towards your supervisors as you reach a stage where you no longer necessarily adopt their views.”
Diversifying opportunities
Panel member Mike Stevenson encouraged PhD students to not have all their eggs in one basket, be that academia or industry. Instead, they should consider making career ‘investments’ in both.
“You may want to be a dedicated researcher, but you could find yourself in a variety of roles. Think about what you can do this week with a spare five minutes to advance another path. Keep learning, improving, and collaborating with others,” he said.
Stevenson encouraged PhD students to think ahead, “You don’t want to invest in these things when you need them, so start now. When the time comes to try a different path, you have your parachute ready.”
EducatorData.com provides data analytics for the education sector, for educators, administrators, and policymakers. EducatorData.com offers accessible analysis, data visualisation, reporting, and benchmarking, enabling education sector professionals to analyse trends and make informed decisions for their community.
Stevenson highlighted the slow growth in the Australian academic job market where combined teaching and research roles are flat from 2019 to 2023, contrasting it with substantial growth in teaching only roles.
What else can you do?
However, he noted that while combined teaching and research roles averaged an FTE of ~0.9, for teaching only roles offered an average FTE of ~0.75, saying: “You might secure academic teaching roles that are only about three-quarters of a full-time position, so consider what else you can do.”
For instance, the Educatordata.com team includes both PhDs and non-PhDs, but does not require a PhD for any role. The focus is on the person and how their ability, perspective and experience can contribute.
“Consider which of your academic skills are transferable. An academic path might not be the best choice for your bank balance, so you could use your skills elsewhere to earn more, return to teaching in schools, or stay connected to academia.”
Stevenson proposed PhD candidates and graduates had a wealth of skills and experiences they could draw on from their studies that could evidence their ability to have a positive impact in business, government, community, and not-for-profit organisations. But it required thinking differently.
“Working in industry requires adopting a different mindset, with colleagues who aren’t part of your supportive PhD community and haven’t shared your experiences.”
Stevenson said success in moving across industry and academia throughout your career comes down to being able to adapt to different cultural environments and not being defined by your credentials but instead by how you can help.
“Reflect on your priorities and where you might best fit,” he said.
Margaret Jakovac is a part-time PhD student at Deakin University, Victoria, using netnography to explore self-perceptions of success of out-of-field teachers of mathematics and/or science. By day, she writes under the surname Paton.
This year’s backflip by the Australian government, reversing its decision to exclude LGBTQIA+ questions from the 2026 census, has sparked an important conversation about data justice and the visibility of marginalised communities in our increasingly automated world. The decision, which now includes a new topic on gender identity and sexual orientation, came after a backlash from LGBTQIA+ advocates and public figures, including the Sex Discrimination Commissioner.
This change reflects growing awareness of the significance of data in shaping not only policy but also the lives of LGBTQIA+ individuals who have been historically sidelined in such decision-making processes. In the context of educational research, the inclusion of LGBTQIA+ questions in the 2026 census marks a pivotal moment for Australia’s research community.
By addressing historical gaps in data collection that have excluded LGBTQIA+ individuals, this move creates new opportunities for researchers to better understand and support these communities. Educational research, which often draws heavily on census data to inform everything from policy development to classroom practices, has previously lacked the insights needed to address the specific challenges and needs of LGBTQIA+ students. The inclusion of these questions in the census is a critical step toward ensuring that educational research accurately reflects the diversity of the population it serves.
Socio-Technical Imaginaries and the Automation Debate
The absence of LGBTQIA+ data isn’t just an issue of oversight—it’s part of a larger problem regarding the way marginalized communities are treated within automated systems of governance. And it has implications for our students. The exclusion of LGBTQIA+ identities from the 2021 census, and almost from the 2026 census, is a prime example of how governance systems rooted in heteronormativity reinforce existing social hierarchies through automation and data collection into our schools.
Automation, whether in government systems or educational technologies, relies heavily on data. However, when data about LGBTQIA+ individuals is missing or misrepresented, automated systems can perpetuate harmful biases. Biases can become embedded in decision-making processes, including mental health assessments and social services algorithms, leading to potentially unfair outcomes for LGBTQIA+ students. The decision to restore LGBTQIA+ questions to the 2026 census is therefore a significant step toward addressing these issues, as it will provide a clearer picture of the community’s needs and ensure that students are not excluded from supports in the digital age.
Reflecting on Data as a Form of Power
The recent census controversy illustrates a broader point made by us about the relationship between data, power, and representation. Data is not just a neutral tool for making decisions—it carries with it the potential to either reinforce or challenge existing power structures. In the case of LGBTQIA+ individuals, the exclusion from census data is a clear manifestation of their marginalization in broader societal narratives.
The decision shocked many in the LGBTQIA+ community, as well as advocates who had been working closely with the Australian Bureau of Statistics (ABS) to ensure that the census would reflect the diversity of Australia’s population. The Sex Discrimination Commissioner expressed concerns about the “long-lasting” impact of excluding these questions, warning that such a move would make it impossible to create effective policies for the LGBTQIA+ community. The backlash was swift, and just weeks later, the government reversed its decision, confirming that questions on gender identity and sexual orientation would now be included in the census.
As highlighted in The Guardian’s article on the government’s reversal, Treasurer Jim Chalmers stated, “LGBTIQ+ Australians matter. They have been heard, and they will count in the 2026 census.” This statement underscores the political importance of being counted in official data. For LGBTQIA+ communities, visibility in the census is about more than just numbers—it’s about asserting their right to be recognized and accounted for in national decision-making processes.
Data Justice and Automated Governance
The inclusion of LGBTQIA+ questions in the census marks a victory for data justice, a concept we argue should be at the centre of any discussion about automation and governance. Automated systems increasingly govern many aspects of our lives, from social services to education to healthcare. If these systems rely on incomplete or biased data, they risk perpetuating the inequalities they are supposed to address.
For LGBTQIA+ individuals, who are often left out of traditional data collection methods, the inclusion in the census represents a critical step toward ensuring that their needs are considered in the design of these systems. The census data will inform policies on education, healthcare, housing, and more, and by including LGBTQIA+ individuals, it ensures that their voices are part of the national conversation.
We hope that our article has, in some way, contributed to the decision to include LGBTQIA+ questions in the 2026 census. This is a crucial step for LGBTQIA+ visibility in Australia, marking a significant shift in how data will inform educational research and policy. The inclusion of gender identity and sexual orientation questions will equip researchers with the necessary data to better understand the unique challenges faced by LGBTQIA+ students, fostering more inclusive and equitable educational practices.
While this is a vital achievement, it’s just the beginning. As automation continues to shape education, we must remain vigilant to ensure that systems serve all students, not just those who fit traditional norms. As we’ve emphasized, data is a powerful tool, and in educational research, it must be harnessed to create more just, supportive, and equitable environments for all learners.
Mark Vicars is an associate professor in the College of Arts and Education at Victoria University Melbourne, Australia. Mark’s philosophy of praxis as a scholar and teacher is underpinned by principles. He has been awarded the Australian Learning and Teaching Council Citation for pedagogical approaches that motivate, inspire and support socially disadvantaged and culturally diverse students to overcome barriers to learning and to experience success.
Janine Arantes is a senior lecturer and research fellow at Victoria University in Melbourne, Australia. Her research focuses on digital learning and leadership, education policy, and the rights of teachers in the workplace. With over 20 years of experience in education, she has contributed significantly to the field through her roles as a classroom teacher, course leadership, Director roles, and educational researcher.
Under NESA’s draft drama syllabus, which created outrage among drama teachers, students and parents this week, HSC group drama performance had been downgraded (NESA backflipped on this), options for students cut and the link between Year 7-10 drama and the HSC had been broken, and written exams increased.
NESA failed to listen to academics and teachers on the drama syllabus and now NESA is failing to listen on the music syllabus. I know this because I was an advisor on drama.
Is NESA broken?
They need to start again. Release a new draft for drama, provide adequate consultation, and this time, listen to voices outside their organisation. Same for music. If we let the rot in NESA continue, the ultimate losers will be our students who will be denied learning that is world leading. Surely that is more important than NESA’s pride.
Syllabus revisions for drama and music are normally sedate affairs. Academics, teachers and NESA officers work collaboratively to generate a syllabus that will create rigorous and engaging learning for students.
Not in 2024. Last week more than 350 drama teachers met at the Seymour Centre to ask Paul Martin CEO of NESA about the complete inadequacy of this draft drama syllabus.
On the same day, an emergency session of an upper house committee was convened to find out what the fuss is all about. To be fair, NESA had a perfectly good draft drama syllabus that had been constructed in the way we expect but sometime between that draft and its subsequent release the syllabus became unworkable and unteachable.
Heather Mitchell and Tim Minchin speak out
Renowned performing artists Heather Mitchell and Tim Minchin raised their voices in protest, the shift was so breathaking. Education academics and former supervisors of marking wrote letters to Prue Car asking for a restart. Most have been unanswered.
Even with all this pressure, NESA is stonewalling attempts to admit it has not got this right. They insist their process is unimpeachable.
Music also has major concerns. Calls for a new start on the HSC music syllabus have also been ignored. To me, this looks like bureaucratic arrogance.
To whom does the syllabus belong?
In the face of overwhelming advice from teachers, students, academics and the community, NESA are insisting that it is right. CEO of NESA Paul Martin went as far as to say to a room full of teachers: “It’s not your syllabus.”
Of course he is right. This syllabus does not belong to teachers and academics.
It also does not belong to NESA.
It belongs to our young people who have the right to a world-class, engaging, rigorous and transformative syllabus.
What NESA has produced so far is not a shadow of that in either music or drama.
My fear is that a narrow ideologically driven approach to learning and assessment has taken hold that does not understand nor provides space for the richness creative arts learning offers our young people.
NESA can fix this. They need to start again.
Professor Michael Anderson is Co-Director of the CREATE Centre and Professor of Creativity and Arts Education in the Sydney School of Education and Social Work at The University of Sydney.
This post is by Catherine Smith, University of Melbourne, the Outgoing (AND OUTSTANDING) Standing Conference Chair 2023-4, who deserves all our thanks.
As Standing Chair of the AARE 2024 conference, I find myself continually drawn to the intricate interplay between care, responsibility and the temporal dimensions of educational research—a theme eloquently explored in this 2024 conference’s Presidential Address by Professor Julie McLeod. The notion of ‘multiple temporalities’ that Julie introduced resonates with the ongoing dialogues around change that shaped this year’s conference.
Generating each AARE conference is a practice with history, values and actions as a response to the world around us. I see this response as a force compelling us to engage more deeply with the concept of repair and responsibility. Conferences allow us to think beyond the immediacy of our own research and to consider the broader implications of our work in education, in communion with the work of others and as a deliberate and thoughtful response to the future we wish to shape. We are all too familiar with education programs coming and going too quickly to be able to evaluate their impact, but as a tradition, this conference is a collective event that has decades of efforts and ideas informing its annual becoming. It is always becoming…
This year’s conference theme, emphasizing the dynamic relationship between education and change, invited us to consider how these temporalities influence not only our understanding of educational discourses but also the very act of engaging with education as a transformative practice. The challenges presented by global crises, such as climate change and social injustice, are not just topics for academic debate but are urgent issues requiring committed action. Here, an ethics of care becomes not just relevant but essential, as it prompts us to consider how our responsibilities extend across different times and spaces, affecting diverse communities and future generations. It shows us that we each, in our words, deeds, connections and actions, are the conference. With each smile, question, complement and suggestion, we construct the conference for ourselves and others.
It has been a pleasure to take the helm of this ship for last year and this year. I use mariner terms in reference to my dad, who passed away in the middle of this year and whose loss drew me to evaluate the roles we provide for each other when we stand back and enable others to care. Enabling people to care and feel valued for their efforts is something recognised in care ethics, but often missing in the way we meet the needs of others in our educational practices. If we are not attentive, we miss the nuance in the reciprocity of care in a web of relationships.
Care is not a binary relationship of care giving and receiving. We are all at different times carers and cared for, and in these roles, we bear responsibility to meet and express our needs, and how they should be met. Our Australian Association of Research in Education is the sum of all the ideas and actions –the cares—of each member made stronger in collaboration, debate and deliberation.
I have valued the incredible way that every member of the Executive, the professional conference team, and our local conference committee have charted the course, trimmed the sails, scrubbed the decks, taken the rudder, and even very occasionally manned the cannons with the kind of ferociousness only found in care.
I take some latitude here in summarising Heidegger asserting that Being is Care and Authenticity in Being is Being towards Death. Although we meet in different places, each year that I have been a part of the AARE conference, is marked by the glee of reconnecting and the privilege of remembering those that are no longer here in body but who are here in the intellectual rigour and ideas that continue to build and develop. I will analyse feedback surveys and other measures of the conference over the coming weeks but the success of this conference, like all care, is not an easy thing to measure in figures. For me, it was in successfully moving the Culturally Nourishing Pedagogy session to a space that could fit the huge overflow of participants who wanted to participate, not because of the logistics, but because it indicated a need in our community that was being met.
It was in the personal moments of connection of life and research in presentations about parents and schools and trans-kids. It was in the nuance of roundtable discussions that explored the exploitation of teachers’ labours in the value of care. I hope each person who contributed and participated leaves with a list of their own successes, and I look forward to seeing you at the future conferences that will become.
Seek out those people who are excellent, but also kind, giving and open
This post is by Steven Kolber, University of Melbourne
Wayne Sawyer presented a lovely open to the conference with his delivery of the Radford lecture entitled “Professionalising Professional Learning”. Bringing together findings from multiple projects from a career spent looking at these matters. The way that teachers professional learning when looking at improving HSC outcomes, was conceptualised was inspiring, portable and powerful.
He suggested that teaching is looking at things more than once. A kind of Re-cognition. And lesson and unit planning being; looking at well known content in a shifting context. Arriving to class and bringing our known content (our intellectual resources) to an ever-changing unknown context – our ever changing classrooms.
Big ideas best captured by this short poem:
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
TS, Eliot: “Little Gidding” from Four Quartets.
Then he moved to exploring the Strong Beginnings report and digging into the citational practices and the incongruity between these and the final recommendations.
Keith Heggart, when introducing Nick Hopwood, passed on some wisdom, recounting some advice he notes: “Don’t go looking for people who are excellent, everyone here is excellent, otherwise they wouldn’t be here. Seek out those people who are excellent, but also kind, giving and open to new ideas – and work with them.”
Nick Hopwood presented a whirling and passionate tour of what makes good research and what different perspectives might say of this. Before shifting to two powerful examples of ‘good research’ which is easily explained.
Good research does good.
His own example: The SUCCEED Child Feeding Alliance involved a public communication message that tube feeding children and their parents need support and raising awareness is important. His anecdotes of transformative research had me on the verge of tears more than once. Good research can do good, and it can benefit more than just the researchers or research team.
Across sessions it was clearly visible to see the field moving in different special interest groups (SIGS) and across different rooms. This was especially true for Professor Tracey Bunda who was able to summarise and redirect this movement through sessions, questions and statements across sessions. A real sense of the generational nature of educational research was always visible, where up-and-coming new voices and scholars, wary and middle career researchers shared sessions with much-lauded Professors.
Professor Larissa McLean-Davies brought the focus to what our 5 most important books are, thinking about where they are located within the world, how they represent gender and what other illustrations we might be able to draw from this.
A lovely presentation of the collaborative work of research was Professor Kevin Lowe’s keynote session for Blak out Tuesday. Where he presented on multiple projects, drawing upon and pointing out from the audience the many collaborators who contributed to each stage of these many projects. Always a good reminder that this is not a conference of floating citations (Kolber, 2024) hovering across a conference floor, but people who are friends and colleagues sharing their love of a wide range of topics with great passion and alacrity.
The conference showcased the wonderful work that is happening across the many institutions across Australia and abroad – as always my wondering is how we can better share this excellence beyond the relatively small network we researchers form.
From Nervous Newcomer to SIG Convenor and AARE Executive Member: A Journey of Transformation
This post is by Thili Wijesinghe, James Cook University – Nguma-bada Campus
The final day of the Australian Association for Research in Education (AARE) 2024 Conference arrived with an air of wistful finality. Conversations hummed, last-minute coffee chats were shared, and goodbyes were exchanged with the reluctant energy of those not quite ready to leave the vibrant intellectual space they had inhabited for the past week. As I sat in a quiet corner of the conference venue, reflecting on the whirlwind of events, I marvelled at how profoundly my journey with AARE had shaped my academic life.
Back in 2019, I was a first-year PhD student from Sri Lanka, newly arrived in Australia and navigating the challenges of adjusting to a new academic culture. I still remember walking into my first AARE conference in Brisbane, my heart racing with a mixture of excitement and trepidation. The academic buzz felt electrifying, but also intimidating. The voices of seasoned researchers resonated with authority, and I wondered if I would ever find my place among them.
Yet, even in those early days, I felt an inkling of belonging. AARE wasn’t just a collection of scholars; it was a community. The Environmental Sustainability in Education Special Interest Group (SIG) quickly became my academic home, offering a space to connect my research interests with a broader purpose. Through conversations with SIG members, my tentative ideas about speculative drama and young people’s climate change worldviews began to take shape. The mentorship and encouragement I received during those early years were transformative, and I left my first conference with a sense of possibility.
From Seeds of Curiosity to Roots of Connection
Fast forward to 2022, and that nervous first-year PhD student had grown into a co-convenor of the Environmental Sustainability in Education SIG. It was a role that challenged me to step into leadership and advocacy, organising workshops, fostering collaborations, and amplifying voices within our community. It wasn’t merely administrative; it was about building bridges—between ideas, researchers, and the urgent needs of our time.
This year, at the 2024 AARE Conference, the transformation felt complete. I wasn’t just attending; I was contributing in meaningful ways that extended far beyond presenting my research. I co-led two workshops that epitomised the journey my scholarship had taken since those early days.
The first, “Engaging Speculative Drama in Environmental Education: A Methodological Workshop,” invited participants to explore the techniques that had formed the backbone of my PhD. Watching colleagues engage with my work, challenging and building on my ideas, was both humbling and invigorating.
The second, “AI, Learning, and Speculative Drama: Navigating the Intersection of Dependence and Creativity in Education,” brought my interests in technology and education to the forefront. Hosted by the Technology and Learning SIG, it sparked rich discussions about ethics, creativity, and the role of humanity in the age of AI. These sessions weren’t just academic sessions; they were vibrant spaces of dialogue, pushing boundaries and imagining new possibilities.
A Moment of Recognition
The crowning moment of this year’s conference came when I was elected as an Ordinary Member of the AARE Executive Committee. It was surreal—a moment of recognition that felt both monumental and deeply grounding. To step into this role, to contribute to the strategic vision of AARE, is not just an honour but also a profound responsibility. It’s an opportunity to shape the very community that has shaped me.
As I look ahead to this new chapter, I am filled with gratitude. AARE has been more than a professional network; it has been a space for transformation, belonging, and growth.
Coming Full Circle
What struck me most during this year’s conference was the sense of coming full circle. I saw fresh PhD students navigating their first conference, their nervous energy mirroring my own from years ago. It felt poignant to offer them the mentorship and encouragement that had meant so much to me when I was in their place.
The beauty of AARE lies in its ability to grow with you. For me, it has been a journey from tentative observer to active contributor, from a nervous PhD student to a SIG convenor and now an Executive Committee member.
As I packed my bag to leave the conference, I felt not sadness, but fulfillment. AARE has given me more than a platform—it has given me a community, a sense of purpose, and the courage to step into roles I never thought possible.
Here’s to AARE: the space that nurtures ideas, fosters connections, and transforms lives. And here’s to the stories yet to be written, the voices yet to be amplified, and the journeys yet to unfold. May it always feel a little like coming home.
Vox pops*
From left to right: Scott Smith, Parivash Nezhad, Rhonda Di Biase
Margaret Jakovac, PhD student from Deakin University, talking to conference participants. Here are some of the people she met and interviewed. *Vox pops are on-the-spot interviews.
Scott Smith, Morling College, Faculty Dean of Education and an adjunct at the School of Education at Macquarie University: “This is the first time I’ve attended the national conference. Three months ago, I attended the middle leader special interest group (SIG) of researchers, so attending the conference was the next natural step. I’m keen to meet people and find out more about the research in some of the spaces I’m interested in.
“I learned at the SIG about a middle leadership survey tool a researcher had developed and implemented in public schools, and I’ll be talking to them to see if I might be able to replicate it for the independent sector, and so follow that piece of rope to reconnect issues through the sectors.”
Parivash Nezhad, School of Education, University of Adelaide: “I presented findings from my qualitative research, which explores how teachers and school leaders perceive the significance of professional learning and development. My work highlights the tension between policy-driven expectations and teachers’ lived experiences, emphasising the importance of empowering teachers to have greater agency in shaping their professional learning journeys.”
What key insights did your research reveal?
“One of the key insights is that when teachers are trusted, valued, and given the autonomy to shape their own professional learning, it leads to meaningful professional growth. However, the system often places heavy emphasis on compliance and standards, which can overshadow the context-specific development that teachers desire. This tension between mandatory requirements and professional agency highlights the need for a more balanced and supportive approach to professional learning.”
Rhonda Di Biase, Faculty of Education, University of Melbourne: “I come every year to this conference. It’s a community where you get to know people and connect with knowledge, across a range of areas. Attending the conference and the range of special interest groups on offer, provides participants with new ideas, discussions and perspectives and opportunities to interact out move outside of your normal bubble. The academic year is so intense, so this conference is a place to put all that aside and engage in academic work and interesting discussions with colleagues across institutions.”
Please read this: So many thanks
Thank you to everyone who contributed to the conference blog. I won’t name every single blogger (there were over 40 blog posts) because I will undoubtedly forget someone – but Naomi Barnes from QUT worked above and beyond during this conference and deserves her own special accolade. Many thanks to the AARE executive and members for making this conference blog possible – and especially to Catherine Smith from UniMelb for her beautiful contribution which she wrote while also caring for the conference.
Looking forward to hearing from you over the next year. EduResearch Matters publishes twice weekly and sometimes more often. Contributions are welcome. Here’s how.
