ERIN News and Events 2013
The Class: dis/connected learning and the social worlds of young people in the digital age.
Dr Julian Sefton-Green, Independent Scholar working in Education and the Cultural and Creative Industries.
WHEN: 1pm Monday 8 July 2013
WHERE: HA96 Hunter Building, Callaghan. Link to room HO173 at Ourimbah from 1pm.
Dr Prasanna Srinivasan, Research Fellow at the Melbourne Graduate School of Education
Hosted by ERIN and the Comparative and International Education Group University of Newcastle (CIEGUN) lectures
Faculty lecture: Strange Bedfellows: Nationalism and Multiculturalism in the Early Childhood Classroom
WHEN: 12.30pm Tuesday 30 July
WHERE: HA158, Hunter Building, Callaghan
Faculty lecture flyer
Public Lecture: "I am White, So I am Australian. Pookey is Black Not Australian": The Power of 'Whiteness' in the Early Childhood Classroom.
‘Building the Twenty-First Century Citizen: Civic Education for Civic Engagement'
Professor Helen Haste University of Bath, UK
Where: W301a, Behavioural Sciences Building, Callaghan
Link to room HO173 at Ourimbah from 12.30-1.30pm
When Wednesday 19 June 2013 at 12pm-1.30pm
Refreshments at 12pm. Lecture to start at 12.30pm
RSVP Monday 17 June to Camilla Fisher
ANZCIES 2013 Annual Conference
The 41st Annual Conference of the Australian and New Zealand Comparative and International Education Society (ANZCIES)
Hosted by Comparative and International Education Research Group (CIEGUN), the University of Newcastle, New South Wales, Australia
26th - 28th November 2013
Visit CIEGUN web site
The Global Education Research and Teaching group (GERT) would like to invite you to the following seminar:
Teacher's Professional Development Through Study Visits: Creating Postcolonial Spaces for Transformative, Intercultural Learning.
Dr Fran Martin, University of Exeter
When: Thursday 23 May, 2.30-4pm
Room: HA96, Hunter Building, Callaghan.
Ratcheting-Up Rounds: How Professional Development Can Enhance Teaching for Intellectual Quality
Presented by Dr Bruce King
University of Wisconsin-Madison
Authentic Intellectual Work (AIW) focuses teaching and learning on three main criteria: construction of knowledge, disciplined inquiry, and value beyond school. In contrast, conventional schoolwork is dominated by reproduction of knowledge, covering vast amounts of information with only superficial understanding, and students answering questions that are rarely connected to significant real-world problems. AIW professional development provides extensive teacher practice in assessing the extent to which their lessons, assignments, and assessments meet the three criteria. In interdisciplinary teams across all subjects and grade levels, teachers use a common framework and language for assessing the intellectual quality of instruction and student work.
AIW’s research base is extensive involving studies in the US and Australia. Dr. King will examine the impact of AIW professional development on teaching quality, as well as instructional coherence and capacity across different levels of the educational system. Comparisons to the Quality Teaching Rounds project, and their implications for practice and policy, will also be explored.
When: Wednesday, 13 March 2013 at 2.00pm
Where: HA96 - Hunter Building
View Flyer for more information
SSTAR seminar for 2013
Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers
Presented by A/Professor Peter Youngs
Michigan State University, USA
In this presentation, Prof. Youngs will first introduce a unique approach to data collection known as the Experience Sampling Method (ESM). Then he will describe a research study that used ESM data to examine associations between beginning teachers' daily emotions and their long-term attitudes towards their work (i.e., commitment and burnout).
Grounding ‘globalities’ in the imaginaries of the Australian secondary student’
Alexandra Jones, PhD candidate
The University of Newcastle
Global perspectives, especially the construction of cosmopolitan competencies - sometimes referred to under the banner of ‘global citizenship’ -, have been emphasized in contemporary national educational policy and curricular development in Australia. In my presentation I will demonstrate how I have adopted a cosmopolitan perspective to study and provide a more nuanced understanding of how secondary students engage with, constitute and enact social and spatial imaginaries in a globalized world. In addition, I will present how the theoretical underpinnings of my thesis guide a planned ethnographic study of ‘situated globalities’ (Blok (2010) to investigate and partially map where and how students are actually and actively drawing from in the construction of their social and spatial imaginaries. By adopting this theoretical and methodological framework, this thesis contributes to current research that concerns exploring the need for a paradigm shift in framing analyses of the construction of social and spatial imaginaries. Moreover, this research is of importance if we are to understand the significance global processes play in shaping the students’ understandings we teach and their place-making projects, and how we can accommodate education for this new era.
Where: HA96 - Hunter Building
When: Tuesday 5th March 10.00 - 11.30am