Erin Morley is the editor of Education Review and Campus Review both of which report on current issues in school-based education and higher education respectively. A graduate of the University of Wollongong, Erin completed her internship at the Illawarra Mercury, where she investigated the lack of childcare vacancies by phoning 100 childcare centres within 70km of Wollongong.

Throughout 2023, Erin investigated and produced news for the health sector through Nursing Review and Aged Care Insite. 

Show Notes

Knijnik, J., Hunter, J. & Paterson, C. (December 2024). Paper presentation: Education and democracy in schools through the lens of the Australian print media: a decadal examination at AARE Annual Conference, Macquarie University. 

Hopwood, N., Palmer, T. A., Koh, G. A., Lai, M. Y., Dong, Y., Loch, S., & Yu, K. (2024). Understanding student emotions when completing assessment: technological, teacher and student perspectives. International Journal of Research & Method in Education, 1-16. 

Maher, D., & Young, K. (2023). Artificial Intelligence and Literacy Development in K–12 Schools. In Creative AI Tools and Ethical Implications in Teaching and Learning (pp. 80-98). IGI Global. 

Manuel, J., Carter, D., (2020). The English Teacher’s Handbook A-Z (2nd Edn). Phoenix Education.  

Mockler, N. (2022). Constructing teacher identities: How the print media define and present teachers and their work. London: Bloomsbury. 

Nationwide News Pty Ltd. (2024). Education Review. 

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Erin Morley is the editor of Education Review and Campus Review both of which report on current issues in school-based education and higher education respectively. A graduate of the University of Wollongong, Erin completed her internship at the Illawarra Mercury, where she investigated the lack of childcare vacancies by phoning 100 childcare centres within 70km of Wollongong.
Throughout 2023, Erin investigated and produced news for the health sector through Nursing Review and Aged Care Insite.&nbsp;
Show Notes
Knijnik, J., Hunter, J. &amp; Paterson, C. (December 2024). Paper presentation: Education and democracy in schools through the lens of the Australian print media: a decadal examination at AARE Annual Conference, Macquarie University.&nbsp;
Hopwood, N., Palmer, T. A., Koh, G. A., Lai, M. Y., Dong, Y., Loch, S., &amp; Yu, K. (2024).&nbsp;<a href="https://www.tandfonline.com/doi/full/10.1080/1743727X.2024.2358792">Understanding student emotions when completing assessment: technological, teacher and student perspectives</a>. International Journal of Research &amp; Method in Education, 1-16.&nbsp;
Maher, D., &amp; Young, K. (2023).&nbsp;<a href="https://www.igi-global.com/chapter/artificial-intelligence-and-literacy-development-in-k12-schools/330830">Artificial Intelligence and Literacy Development in K&ndash;12 Schools</a>. In Creative AI Tools and Ethical Implications in Teaching and Learning (pp. 80-98). IGI Global.&nbsp;
Manuel, J., Carter, D., (2020). <a href="https://www.phoenixeduc.com/english-teachers-handbook-a-z-2e-9781925169393">The English Teacher&rsquo;s Handbook A-Z</a> (2nd Edn). Phoenix Education.&nbsp;&nbsp;
Mockler, N. (2022). Constructing teacher identities: How the print media define and present teachers and their work. London: Bloomsbury.&nbsp;
Nationwide News Pty Ltd. (2024). <a href="https://www.educationreview.com.au/">Education Review</a>.&nbsp;
Credits
Hosts:&nbsp;<a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a>&nbsp;and&nbsp;<a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the&nbsp;<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a>&nbsp;in the&nbsp;<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a>&nbsp;at the University of Technology Sydney.&nbsp; Producer:&nbsp;William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

The media taking note to improve practice

Dr Jill Brown is an Associate Professor in Mathematics Education at Deakin University. She is a former maths teachers and current maths educator and education researcher.

Jill is internationally recognised for her research where her interests include researching the teaching, learning, and assessing of real-world applications and mathematical modelling, mathematical thinking and reasoning, functions in technology-rich environments, affordances, zone theory, and anything that furthers our understanding of teaching and learning mathematics. She was an elected member on the International Executive of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), 2013-2022.  

Show Notes

Brown, J. (2024). Explicit teaching mandate – a pushback now is critical, AARE EduResearch Matters, April. 

Brown, J. P. (2024). Challenging Tasks: Opportunities for Learning. In Proceedings of the 14th International Congress on Mathematical Education: Volume II: Invited Lectures (pp. 77-92). 

Brown, J. P., Stillman, G. A., Galbraith, P. L., & Ng, K. E. D. (2024). Mathematical modelling of real-world phenomena. Research in Mathematics Education in Australasia 2020–2023, 29-57. 

Brown, J. et al (Ed). (2023). Affordances for learning to teach mathematics: the case of out of filed teachers. Methodological approaches to STEM education research. 4:1-19. Cambridge Scholars.  

Gabriel, F. (2022). Maths anxiety–and how to overcome it. Significance, 19(1), 34-35. 

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Dr Jill Brown is an Associate Professor in Mathematics Education at Deakin University. She is a former maths teachers and current maths educator and education researcher.
Jill is internationally recognised for her research where her interests include researching the teaching, learning, and assessing of real-world applications and mathematical modelling, mathematical thinking and reasoning, functions in technology-rich environments, affordances, zone theory, and anything that furthers our understanding of teaching and learning mathematics. She was an elected member on the International Executive of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), 2013-2022.&nbsp;&nbsp;
Show Notes
Brown, J. (2024). <a href="https://blog.aare.edu.au/explicit-teaching-mandate-a-pushback-now-is-critical/">Explicit teaching mandate &ndash; a pushback now is critical</a>, AARE EduResearch Matters, April.&nbsp;
Brown, J. P. (2024).&nbsp;<a href="https://www.worldscientific.com/doi/pdf/10.1142/9789811287183_0006">Challenging Tasks: Opportunities for Learning</a>. In Proceedings of the 14th International Congress on Mathematical Education: Volume II: Invited Lectures (pp. 77-92).&nbsp;
Brown, J. P., Stillman, G. A., Galbraith, P. L., &amp; Ng, K. E. D. (2024). <a href="https://link.springer.com/chapter/10.1007/978-981-97-1964-8_3">Mathematical modelling of real-world phenomena</a>. Research in Mathematics Education in Australasia 2020&ndash;2023, 29-57.&nbsp;
Brown, J. et al (Ed). (2023). Affordances for learning to teach mathematics: the case of out of filed teachers. Methodological approaches to STEM education research. 4:1-19. Cambridge Scholars.&nbsp;&nbsp;
Gabriel, F. (2022).&nbsp;<a href="https://academic.oup.com/jrssig/article/19/1/34/7029478?login=false">Maths anxiety&ndash;and how to overcome it</a>. Significance, 19(1), 34-35.&nbsp;
Credits
Hosts:&nbsp;<a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a>&nbsp;and&nbsp;<a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the&nbsp;<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a>&nbsp;in the&nbsp;<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a>&nbsp;at the University of Technology Sydney.&nbsp; Producer:&nbsp;William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Maths education in Australian schools

Marnee Shay is an Associate Professor and a Principal Research Fellow in the School of Education at the University of Queensland. She is an Aboriginal woman whose maternal family is from the Ngen'giwumirri language group (Daly River, Northern Territory), she was born in Brisbane, with strong connections to Indigenous communities in southeast Queensland.

Marnee is an experienced and qualified secondary teacher. 

Marnee is a lead editor of a critical text in the field of Indigenous education, “Indigenous education in Australia Learning and Teaching for Deadly Futures”, published by Routledge in 2021 The book won a national award for ‘The Tertiary/VET Teaching and Learning Resource' category at the Education Publishing Awards Australia. 

Show Notes

Mielke, M. & Farrington, D.P. (2021). School based interventions to reduce suspension and arrest: A meta-analysis, Aggression and Violent Behaviour. 56  

https://www.sciencedirect.com/science/article/abs/pii/S1359178920302226?via%3Dihub

Perkins, R., Thomson, A. & Shay, M. (2024). Towards equity: Privileging Indigenous knowledge in education research. Understanding sociological theory for education practices (pp. 45-63). Cambridge University Press. 

Shay, M., Miller, J., Hameed, S. & Armour, D. (2024). Indigenous voices: reimagining Indigenous education through a discourse of excellence. The Australian Educational Researcher, 1-19.  

Shay, M. & Oliver, R. (Eds). (2021). Indigenous education in Australia: Learning and Teaching for Deadly Futures. Abingdon, Oxon United Kingdom: Routledge. 

Shay, M. & Sara, G. (17 May 2024). There’s $110 million for Indigenous education in the budget. But where’s the evidence it will work? in The Conversation 

https://theconversation.com/theres-110-million-for-indigenous-education-in-the-budget-but-wheres-the-evidence-it-will-work-230103

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Marnee Shay is an Associate Professor and a Principal Research Fellow in the School of Education at the University of Queensland. She is an Aboriginal woman whose maternal family is from the Ngen'giwumirri language group (Daly River, Northern Territory), she was born in Brisbane, with strong connections to Indigenous communities in southeast Queensland.
Marnee is an experienced and qualified secondary teacher. 
Marnee is a lead editor of a critical text in the field of Indigenous education, “Indigenous education in Australia Learning and Teaching for Deadly Futures”, published by Routledge in 2021 The book won a national award for ‘The Tertiary/VET Teaching and Learning Resource' category at the Education Publishing Awards Australia. 
Show Notes
Mielke, M. &amp; Farrington, D.P. (2021). School based interventions to reduce suspension and arrest: A meta-analysis, Aggression and Violent Behaviour. 56  
<a href="https://www.sciencedirect.com/science/article/abs/pii/S1359178920302226?via%3Dihub">https://www.sciencedirect.com/science/article/abs/pii/S1359178920302226?via%3Dihub</a> 
Perkins, R., Thomson, A. &amp; Shay, M. (2024). Towards equity: Privileging Indigenous knowledge in education research. Understanding sociological theory for education practices (pp. 45-63). Cambridge University Press. 
Shay, M., Miller, J., Hameed, S. &amp; Armour, D. (2024). Indigenous voices: reimagining Indigenous education through a discourse of excellence. The Australian Educational Researcher, 1-19.  
Shay, M. &amp; Oliver, R. (Eds). (2021). Indigenous education in Australia: Learning and Teaching for Deadly Futures. Abingdon, Oxon United Kingdom: Routledge. 
Shay, M. &amp; Sara, G. (17 May 2024). There’s $110 million for Indigenous education in the budget. But where’s the evidence it will work? in The Conversation 
<a href="https://theconversation.com/theres-110-million-for-indigenous-education-in-the-budget-but-wheres-the-evidence-it-will-work-230103">https://theconversation.com/theres-110-million-for-indigenous-education-in-the-budget-but-wheres-the-evidence-it-will-work-230103</a> 
Credits
Hosts: <a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a> and <a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a> in the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a> at the University of Technology Sydney.  Producer: William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

What matters in Indigenous teacher education in Australia

Professor Rose Luckin is an internationally respected academic and influential communicator across multiple stakeholders about the future of education and technology, particularly artificial intelligence.

With over 25 years of experience, Rose is a recognised expert on computer science, education and she has served as an advisor to policymakers, governments, and industry globally. She is emerita at the University College London and the founder and CEO of Educate Ventures Research Ltd, a company that provides training and consultancy to the education sector to help them leverage AI ethically and effectively. 

Show Notes

Adarkwah, M.A., Islam, A.Y.M.A., Schneider, K., Luckin, R., Thomas, M., & Spector, J.M. (2024). Are Preprints a Threat to the Credibility and Quality of Artificial Intelligence Literature in the ChatGPT Era? A Scoping Review and Qualitative Study. International Journal of Human- Computer Interaction, Taylor & Francis Inc. 

Educate Ventures Research. (2024). Beyond the Hype: The reality of AI in education across England. Access here https://www.educateventures.com/beyond-the-hype

Hunter, J. (2021). High Possibility STEM Classrooms: Integrated STEM learning in research and practice. New York: Routledge. 

Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. Institute of Education Press. 

Luckin, R., George, K. & Cukurova, M. (2022). AI for school teachers. CRC Press.  

Luckin, R., Rudolph, J., & Grünert, M. (2024). Exploring the future of learning and the relationship between human intelligence and AI: An interview with Professor Rose Luckin. Journal of Applied Learning and Teaching,7 (1) pp 346-363. 

Luckin, R., (2024). Nurturing human intelligence in the age of AI: rethinking education for the future. Development and Learning in Organizations. 

Note: The Skinny is a weekly newsletter with the latest insights at the intersection of AI and education from Professor Rose Luckin and the EVR Team.  

Subscribe to The Skinny.

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Professor Rose Luckin is an internationally respected academic and influential communicator across multiple stakeholders about the future of education and technology, particularly artificial intelligence.
With over 25 years of experience, Rose is a recognised expert on computer science, education and she has served as an advisor to policymakers, governments, and industry globally. She is emerita at the University College London and the founder and CEO of Educate Ventures Research Ltd, a company that provides training and consultancy to the education sector to help them leverage AI ethically and effectively. 
Show Notes
Adarkwah, M.A., Islam, A.Y.M.A., Schneider, K., Luckin, R., Thomas, M., &amp; Spector, J.M. (2024). Are Preprints a Threat to the Credibility and Quality of Artificial Intelligence Literature in the ChatGPT Era? A Scoping Review and Qualitative Study. International Journal of Human- Computer Interaction, Taylor &amp; Francis Inc. 
Educate Ventures Research. (2024). Beyond the Hype: The reality of AI in education across England. Access here <a href="https://www.educateventures.com/beyond-the-hype">https://www.educateventures.com/beyond-the-hype</a> 
Hunter, J. (2021). High Possibility STEM Classrooms: Integrated STEM learning in research and practice. New York: Routledge. 
Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. Institute of Education Press. 
Luckin, R., George, K. &amp; Cukurova, M. (2022). AI for school teachers. CRC Press.  
Luckin, R., Rudolph, J., &amp; Grünert, M. (2024). Exploring the future of learning and the relationship between human intelligence and AI: An interview with Professor Rose Luckin. Journal of Applied Learning and Teaching,7 (1) pp 346-363. 
Luckin, R., (2024). Nurturing human intelligence in the age of AI: rethinking education for the future. Development and Learning in Organizations. 
Note: <a href="https://www.educateventures.com/the-skinny">The Skinny is a weekly newsletter</a> with the latest insights at the intersection of AI and education from <a href="https://www.educateventures.com/team">Professor Rose Luckin and the EVR Team</a>.  
Subscribe to <a href="https://forms.monday.com/forms/1902f363bd087d78e0b4fd014ee33069?r=use1">The Skinny.</a>
Credits
Hosts: <a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a> and <a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a> in the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a> at the University of Technology Sydney.  Producer: William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

AI in schools

Stephen Gniel was appointed CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA) in July 2024. Previously, he has held senior leadership roles in both Victoria and the Australian Capital Territory in early childhood, schools and post school portfolios with both policy and operational priorities. 

In addition, Stephen was a member of the ACARA Board and served as the CEO of the Victorian Curriculum and Assessment Authority (VCAA), as well other senior positions within the Victorian and ACT Education Departments.  

He was also the National President and Board Chair of the Australian Council for Educational Leaders between 2016 and 2022.  

Show Notes

Carter, D. & Buchanan, J. (2022). Implementing the general capabilities in New South Wales government primary schools. Curriculum Perspectives, 42(1), 1-12.  

Carter, D. & Piccoli, A. (2024). Power, politics, and the playground: Perspectives on power and authority in education. New York: Routledge. 

Ewing, R. (2020). The Australian curriculum: The arts. A critical opportunity. Curriculum Perspectives, 40(1), 75-81. 

Ladwig, J. (2022). AERO’S writing report is causing panic. It’s wrong. Here’s why.  https://blog.aare.edu.au/aeros-writing-report-is-causing-panic-its-wrong-heres-why/

Larsen, S.A. (2024).  Are Australian students’ academic skills declining? Interrogating 25 years of national and international standardised assessment data. Australian Journal of Social Issues. https://doi.org/10.1002/ajs4.341

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Stephen Gniel was appointed CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA) in July 2024. Previously, he has held senior leadership roles in both Victoria and the Australian Capital Territory in early childhood, schools and post school portfolios with both policy and operational priorities. 
In addition, Stephen was a member of the ACARA Board and served as the CEO of the Victorian Curriculum and Assessment Authority (VCAA), as well other senior positions within the Victorian and ACT Education Departments.  
He was also the National President and Board Chair of the Australian Council for Educational Leaders between 2016 and 2022.  
Show Notes
Carter, D. &amp; Buchanan, J. (2022). <a href="https://link.springer.com/content/pdf/10.1007/s41297-022-00169-5.pdf">Implementing the general capabilities in New South Wales government primary schools</a>. Curriculum Perspectives, 42(1), 1-12.  
Carter, D. &amp; Piccoli, A. (2024). Power, politics, and the playground: Perspectives on power and authority in education. New York: Routledge. 
Ewing, R. (2020). <a href="https://link.springer.com/article/10.1007/s41297-019-00098-w">The Australian curriculum: The arts. A critical opportunity</a>. Curriculum Perspectives, 40(1), 75-81. 
Ladwig, J. (2022). AERO’S writing report is causing panic. It’s wrong. Here’s why.  <a href="https://blog.aare.edu.au/aeros-writing-report-is-causing-panic-its-wrong-heres-why/">https://blog.aare.edu.au/aeros-writing-report-is-causing-panic-its-wrong-heres-why/</a> 
Larsen, S.A. (2024).  Are Australian students’ academic skills declining? Interrogating 25 years of national and international standardised assessment data. Australian Journal of Social Issues. <a href="https://doi.org/10.1002/ajs4.341">https://doi.org/10.1002/ajs4.341</a> 
Credits
Hosts: <a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a> and <a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a> in the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a> at the University of Technology Sydney.  Producer: William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

New CEO of the Australian Curriculum, Assessment and Reporting Authority

Professor Susan Groundwater- Smith is one of Australia's greatest academic practitioners who has remained close to practitioners in schools. She has over 50 years of teaching and academic experience in both mainstream and special education.

She's the author of many scholarly books and peer reviewed journal articles. Plus, she has published resources, commentary, and numerous reports. Susan has a particular literary obsession, and in her writing about schools, teachers, and young people, she possesses conceptual and philosophical arguments, but always strongly grounded in the world of practice itself.

Show Notes

Groundwater -Smith, S. (Ed). (2025). Hope, Wisdom and Courage: Teaching and learning practices in today’s schools and beyond. Berlin: Peter Lang.  

Groundwater-Smith, S. (2023). Why Listen? Student Voice Work Defended: Students as ‘Expert Witnesses’ to Their Experiences in Schools and Other Sites of Learning. In K. E. Reimer, M. Kaukko, S. Windsor, K. Mahon & S. Kemmis (Eds.), Living well in a world worth living in for all (Volume 1: Current practices of social justice, sustainability, and wellbeing). Singapore: Springer.  

Groundwater-Smith, S. & Mockler, N. (2022). Researching education. In A. Welch et al (Eds.) Education, change and Society. Fifth Edition, Oxford University Press, pp. 392 – 427. 

Groundwater-Smith, S. (2022). "Conversations and the reflexive turn in social practice". In Ewing, R., Waugh, F. & Smith, D. L. (Eds.), Reflective practice in education and social work: Interdisciplinary explorations, London: Routledge. 

Groundwater-Smith, S. (2016). Why student voice matters: The reinvention of power in a participative democracy, Education Canada, 56(4). 

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. 

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Professor Susan Groundwater- Smith is one of Australia's greatest academic practitioners who has remained close to practitioners in schools. She has over 50 years of teaching and academic experience in both mainstream and special education.
She's the author of many scholarly books and peer reviewed journal articles. Plus, she has published resources, commentary, and numerous reports. Susan has a particular literary obsession, and in her writing about schools, teachers, and young people, she possesses conceptual and philosophical arguments, but always strongly grounded in the world of practice itself.
Show Notes
Groundwater -Smith, S. (Ed). (2025). Hope, Wisdom and Courage: Teaching and learning practices in today’s schools and beyond. Berlin: Peter Lang.  
Groundwater-Smith, S. (2023). Why Listen? Student Voice Work Defended: Students as ‘Expert Witnesses’ to Their Experiences in Schools and Other Sites of Learning. In K. E. Reimer, M. Kaukko, S. Windsor, K. Mahon &amp; S. Kemmis (Eds.), Living well in a world worth living in for all (Volume 1: Current practices of social justice, sustainability, and wellbeing). Singapore: Springer.  
Groundwater-Smith, S. &amp; Mockler, N. (2022). Researching education. In A. Welch et al (Eds.) Education, change and Society. Fifth Edition, Oxford University Press, pp. 392 – 427. 
Groundwater-Smith, S. (2022). "Conversations and the reflexive turn in social practice". In Ewing, R., Waugh, F. &amp; Smith, D. L. (Eds.), Reflective practice in education and social work: Interdisciplinary explorations, London: Routledge. 
Groundwater-Smith, S. (2016). <a href="http://www.cea-ace.ca/education-canada/article/why-student-voice-matters">Why student voice matters: The reinvention of power in a participative democracy</a>, Education Canada, 56(4). 
Hosts: <a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a> and <a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a> in the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a> at the University of Technology Sydney. 
Credits
Hosts: <a href="https://profiles.uts.edu.au/Don.Carter" data-auth="NotApplicable" data-linkindex="0">Associate Professor Don Carter</a> and <a href="https://profiles.uts.edu.au/Jane.Hunter" data-auth="NotApplicable" data-linkindex="1">Associate Professor Jane Hunter</a>, members of the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/research/research-centres-groups-and-projects/life-wide-learning-and-education-research-group" data-auth="NotApplicable" data-linkindex="2">Life-wide Learning and Education Research Group</a> in the <a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences" data-auth="NotApplicable" data-linkindex="3">Faculty of Arts &amp; Social Sciences</a> at the University of Technology Sydney.  Producer: William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Trusting teacher professionalism and teacher judgement

JasonClare is the Federal Minister for Education - he has held the portfolio since 2022.  



In this episode, Minister Clare responds to our questions on initial teacher education, his proudest achievements in the role so far, the challenges of funding – the cases of the Northern Territory and Western Australia, consulting the archives of research conducted by recognised teacher education associations and scholars – plus there is even a rant … well not really – maybe a blooper. Don’t miss it. 



Show Notes

Australian Association for Research in Education (AARE) https://aare.edu.au/ 

Australian Research Council (ARC) https://www.arc.gov.au/ 

Australian Teacher Education Association (ATEA) https://atea.edu.au/ 

Australian Curriculum Studies Association (ACSA) https://acsa.edu.au/ 

Carter, D. & Piccoli, A. (2024). Power, politics, and the playground: Perspectives on power and authority in education. Routledge. 

Hunter, J., Yasukawa, K., Kearney, M., Eckert, G., Heggart, K., Carter, D., Bates, K., Maher, D., & Patterson, C. (29 July 2022). Submission No 123 Upper House Inquiry into teacher shortages in NSW. UTS: FASS, pp 1-12. 

Larsen, S.A. (2024).  Are Australian students’ academic skills declining? Interrogating 25 years of national and international standardised assessment data. Australian Journal of Social Issues.https://doi.org/10.1002/ajs4.341

Lingard, B. (2015). Think Tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia. Australian Educational Researcher, 43(1), 15–33. https://doi.org/10.1007/s13384-015-0193-0  

Sawyer, W. & Hattam, R. (2023). Submission to the Teacher Education Expert Panel Discussion Paper. https://www.education.gov.au/system/files/documents/submission-file/2023-07/TEEP_Emeritus%20Professor%20Wayne%20Sawyer%20and%20Emeritus%20Professor%20Rob%20Hattam.pdf

Skourdoumbis, A. & Rowe, E. (2024). A critique of ‘Strong Beginnings’ initial teacher education reforms: mandating neuroscience as core curriculum within the ‘what works’ movement, Australian Educational Researcher, https://doi.org/10.1007/s13384-024-00743-y

Jason Clare is the Federal Minister for Education - he has held the portfolio since 2022.  
 
In this episode, Minister Clare responds to our questions on initial teacher education, his proudest achievements in the role so far, the challenges of funding – the cases of the Northern Territory and Western Australia, consulting the archives of research conducted by recognised teacher education associations and scholars – plus there is even a rant … well not really – maybe a blooper. Don’t miss it. 
  
Show Notes 
Australian Association for Research in Education (AARE) https://aare.edu.au/ 
Australian Research Council (ARC) https://www.arc.gov.au/ 
Australian Teacher Education Association (ATEA) https://atea.edu.au/ 
Australian Curriculum Studies Association (ACSA) https://acsa.edu.au/ 
Carter, D. &amp; Piccoli, A. (2024). Power, politics, and the playground: Perspectives on power and authority in education. Routledge. 
Hunter, J., Yasukawa, K., Kearney, M., Eckert, G., Heggart, K., Carter, D., Bates, K., Maher, D., &amp; Patterson, C. (29 July 2022). Submission No 123 Upper House Inquiry into teacher shortages in NSW. UTS: FASS, pp 1-12. 
Larsen, S.A. (2024).  Are Australian students’ academic skills declining? Interrogating 25 years of national and international standardised assessment data. Australian Journal of Social Issues. <a href="https://doi.org/10.1002/ajs4.341">https://doi.org/10.1002/ajs4.341</a> 
Lingard, B. (2015). Think Tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia. Australian Educational Researcher, 43(1), 15–33. https://doi.org/10.1007/s13384-015-0193-0  
Sawyer, W. &amp; Hattam, R. (2023). Submission to the Teacher Education Expert Panel Discussion Paper. <a href="https://www.education.gov.au/system/files/documents/submission-file/2023-07/TEEP_Emeritus%20Professor%20Wayne%20Sawyer%20and%20Emeritus%20Professor%20Rob%20Hattam.pdf">https://www.education.gov.au/system/files/documents/submission-file/2023-07/TEEP_Emeritus%20Professor%20Wayne%20Sawyer%20and%20Emeritus%20Professor%20Rob%20Hattam.pdf</a> 
Skourdoumbis, A. &amp; Rowe, E. (2024). A critique of ‘Strong Beginnings’ initial teacher education reforms: mandating neuroscience as core curriculum within the ‘what works’ movement, Australian Educational Researcher, <a href="https://doi.org/10.1007/s13384-024-00743-y">https://doi.org/10.1007/s13384-024-00743-y</a>

Ministerial Matters with Jason Clare

Randall Mumbulla is a final year teacher education student in the Bachelor of Education (Primary) Program at the University of Technology Sydney. Randall was also one of the winners of the recent 'If I was Prime Minister' essay competition, run by the Australian Indigenous Education Foundation (AIEF) with the award being presented to him by the Prime Minister, Anthony Albanese.

In this second episode of Talking Teachers, we speak with Randall about this award and his experiences as an Indigenous teacher education student.



Show notes

Lorenza, L., Carter, D., Baguley, M., de Bruin, L., Levido, A., Meiners, J., Zouwer, N.,Booth, E., & Stanton, L. (2023). Stage 1 Initial Findings Report for the Emerging Priorities Program. An examination of primary teacher, student and parent experiences of arts learning online during COVID-19 lockdown. CQUniversity. https://figshare.com/articles/online_resource/Stage_1_Initial_Findings_Report_for_the_Emerging_Priorities_Program_An_examination_of_primary_teacher_student_and_parent_experiences_of_arts_learning_online_during_COVID-19_lockdowns/23699763



Lowe, K., & Galstaun, V. (2020). Ethical challenges: the possibility of authentic teaching encounters with indigenous cross-curriculum content?. Curriculum Perspectives, 40, 93–98. https://doi.org/10.1007/s41297-019-00093-1



Moodie, N. (2019). Learning about knowledge: threshold concepts for Indigenous studies in education. TheAustralian Educational Researcher.46, 735–749. https://doi.org/10.1007/s13384-019-00309-3



Thomson, A. (12 December 2022). Indigenous voices: why we urgently need windows and mirrors, EduResearch Matters blog, https://www.aare.edu.au/blog/?p=15464

Randall Mumbulla is a final year teacher education student in the Bachelor of Education (Primary) Program at the University of Technology Sydney. Randall was also one of the winners of the recent 'If I was Prime Minister' essay competition, run by the Australian Indigenous Education Foundation (AIEF) with the award being presented to him by the Prime Minister, Anthony Albanese.
In this second episode of Talking Teachers, we speak with Randall about this award and his experiences as an Indigenous teacher education student.
 
Show notes
Lorenza, L., Carter, D., Baguley, M., de Bruin, L., Levido, A., Meiners, J., Zouwer, N.,Booth, E., &amp; Stanton, L. (2023). Stage 1 Initial Findings Report for the Emerging Priorities Program. An examination of primary teacher, student and parent experiences of arts learning online during COVID-19 lockdown. CQUniversity. <a href="https://figshare.com/articles/online_resource/Stage_1_Initial_Findings_Report_for_the_Emerging_Priorities_Program_An_examination_of_primary_teacher_student_and_parent_experiences_of_arts_learning_online_during_COVID-19_lockdowns/23699763">https://figshare.com/articles/online_resource/Stage_1_Initial_Findings_Report_for_the_Emerging_Priorities_Program_An_examination_of_primary_teacher_student_and_parent_experiences_of_arts_learning_online_during_COVID-19_lockdowns/23699763</a>
 
Lowe, K., &amp; Galstaun, V. (2020). Ethical challenges: the possibility of authentic teaching encounters with indigenous cross-curriculum content?. Curriculum Perspectives, 40, 93–98. https://doi.org/10.1007/s41297-019-00093-1
 
Moodie, N. (2019). Learning about knowledge: threshold concepts for Indigenous studies in education. The Australian Educational Researcher. 46, 735–749. https://doi.org/10.1007/s13384-019-00309-3
 
Thomson, A. (12 December 2022). Indigenous voices: why we urgently need windows and mirrors, EduResearch Matters blog, <a href="https://www.aare.edu.au/blog/?p=15464">https://www.aare.edu.au/blog/?p=15464</a>

Indigenous teachers in schools

Dr Ken Boston began his professional career as a university lecturer, after being awarded his PhD in Earth Sciences. He then went into the education bureaucracy to go on to a distinguished career in Australian and international education. Dr Boston is a former Director-General of Education in South Australia and New South Wales, a former Director-General, Education and Training and Managing Director, TAFE NSW and former CEO of Britain’s Qualifications and Curriculum Authority. He was also a Gonski school funding reforms panellist.



Show notes



ABC Radio National interview with Dr Boston on 6th June 2023 https://www.abc.net.au/radionational/archived/edpod/dr-ken-boston/3057944



Boston, K. (September, 2016). What Gonski really meant, and how that’s been forgotten almost everywhere. Inside Story.What Gonski really meant, and how that’s been forgotten almost everywhere 



Boston, K. (February, 2017). Gonksi at five. Vision or hallucination. Inside Story. Gonski at five: vision or hallucination? 



Hare, J. (May 2022) Gonski has been politicised, bastardised and cherry-picked: Ken Boston

https://www.afr.com/policy/health-and-education/gonski-has-been-politicised-bastardised-and-cherry-picked-ken-boston-20220217-p59x8w

Dr Ken Boston began his professional career as a university lecturer, after being awarded his PhD in Earth Sciences. He then went into the education bureaucracy to go on to a distinguished career in Australian and international education. Dr Boston is a former Director-General of Education in South Australia and New South Wales, a former Director-General, Education and Training and Managing Director, TAFE NSW and former CEO of Britain’s Qualifications and Curriculum Authority. He was also a Gonski school funding reforms panellist.
 
Show notes
 
ABC Radio National interview with Dr Boston on 6th June 2023 <a href="https://www.abc.net.au/radionational/archived/edpod/dr-ken-boston/3057944">https://www.abc.net.au/radionational/archived/edpod/dr-ken-boston/3057944</a>
 
Boston, K. (September, 2016). What Gonski really meant, and how that’s been forgotten almost everywhere. Inside Story. <a href="https://insidestory.org.au/what-gonski-really-meant-and-how-thats-been-forgotten-almost-everywhere/">What Gonski really meant, and how that’s been forgotten almost everywhere </a>
 
Boston, K. (February, 2017). Gonksi at five. Vision or hallucination. Inside Story. <a href="https://insidestory.org.au/gonski-at-five-vision-or-hallucination/">Gonski at five: vision or hallucination? </a>
 
Hare, J. (May 2022) Gonski has been politicised, bastardised and cherry-picked: Ken Boston
<a href="https://www.afr.com/policy/health-and-education/gonski-has-been-politicised-bastardised-and-cherry-picked-ken-boston-20220217-p59x8w">https://www.afr.com/policy/health-and-education/gonski-has-been-politicised-bastardised-and-cherry-picked-ken-boston-20220217-p59x8w</a>

A former Director General looks back to look forward

Jo Lampert is a Professor of Social Inclusion and Teacher Education and Director of the Commonwealth and State supported NEXUS alternative pathway into teaching. NEXUS is a community-engaged teacher education program designed to prepare culturally diverse, high-quality teachers for metropolitan, regional, and rural secondary schools in Victoria, many of which are hard-to-staff. Jo was founder and co-director of the National Exceptional Teacher for Disadvantaged Schools (NETDS) program for ten years prior to moving to La Trobe University in 2017 - where over the past 5 years she developed NEXUS. In 2022 she took up a professorial role in teacher education for social transformation at Monash University.



Over the past twenty-five years, Professor Lampert’s internationally recognised research has included Aboriginal and Torres Strait Islander education, teacher education for high poverty schools and community-engagement in teacher education. She has been CI on many Australian Research Council grants including a current Indigenous Discovery on co-design and educational policy. She has research collaborations in Canada, the US, the UK, Hong Kong, Spain, and Brazil and is Editor-in-Chief of the Oxford Research Encyclopedia of Teacher Education. With a background in literary studies Professor Lampert is known for her research in children's books about September 11, 2001. She tweets @jolampert



Show notes

Kettle, M., Burnett B., & Lampert, J (2022).  Conceptualising Early Career Teachers' Agency and Accounts of Social Action in Disadvantaged Schools, Australian Journal of Teacher Education, 47(8):1-17.



Lampert, J. (11 August 2022). Why that one tweet went viral (and what we must do now to fix “teacher shortages”) EduResearch Matters blog, https://www.aare.edu.au/blog/?p=14048



Lampert, J., Mcpherson, A., & Burnett, B. (1 May 2023). Teacher shortages: Is teaching family-friendly now? EduResearch Matters blog, https://www.aare.edu.au/blog/?p=16599



Shay, M., Sarra., & Lampert, J. (2023). Indigenous education policy, practice and research: unravelling the tangled web, Australian Educational Researcher, 50(1):73-88

Jo Lampert is a Professor of Social Inclusion and Teacher Education and Director of the Commonwealth and State supported NEXUS alternative pathway into teaching. NEXUS is a community-engaged teacher education program designed to prepare culturally diverse, high-quality teachers for metropolitan, regional, and rural secondary schools in Victoria, many of which are hard-to-staff. Jo was founder and co-director of the National Exceptional Teacher for Disadvantaged Schools (NETDS) program for ten years prior to moving to La Trobe University in 2017 - where over the past 5 years she developed NEXUS. In 2022 she took up a professorial role in teacher education for social transformation at Monash University.
 
Over the past twenty-five years, Professor Lampert’s internationally recognised research has included Aboriginal and Torres Strait Islander education, teacher education for high poverty schools and community-engagement in teacher education. She has been CI on many Australian Research Council grants including a current Indigenous Discovery on co-design and educational policy. She has research collaborations in Canada, the US, the UK, Hong Kong, Spain, and Brazil and is Editor-in-Chief of the Oxford Research Encyclopedia of Teacher Education. With a background in literary studies Professor Lampert is known for her research in children's books about September 11, 2001. She tweets @jolampert
 
Show notes
Kettle, M., Burnett B., &amp; Lampert, J (2022).  <a href="https://www.webofscience.com/api/gateway?GWVersion=2&amp;SrcApp=PARTNER_APP&amp;SrcAuth=LinksAMR&amp;KeyUT=WOS:000936962700002&amp;DestLinkType=FullRecord&amp;DestApp=ALL_WOS&amp;UsrCustomerID=8c95ae263f2be8fc19a809514efc6fa8">Conceptualising Early Career Teachers' Agency and Accounts of Social Action in Disadvantaged Schools</a>, Australian Journal of Teacher Education, 47(8):1-17.
 
Lampert, J. (11 August 2022). Why that one tweet went viral (and what we must do now to fix “teacher shortages”) EduResearch Matters blog, <a href="https://www.aare.edu.au/blog/?p=14048">https://www.aare.edu.au/blog/?p=14048</a>
 
Lampert, J., Mcpherson, A., &amp; Burnett, B. (1 May 2023). Teacher shortages: Is teaching family-friendly now? EduResearch Matters blog, <a href="https://www.aare.edu.au/blog/?p=16599">https://www.aare.edu.au/blog/?p=16599</a>
 
Shay, M., Sarra., &amp; Lampert, J. (2023). <a href="https://opal.latrobe.edu.au/articles/journal_contribution/Indigenous_education_policy_practice_and_research_unravelling_the_tangled_web/21385461">Indigenous education policy, practice and research: unravelling the tangled web</a>, Australian Educational Researcher, 50(1):73-88

Exceptional teachers for disadvantaged schools

Hosts: Dr Don Carter & Associate Professor Jane Hunter

https://www.uts.edu.au/about/faculty-arts-and-social-sciences/podcasts

Don & Jane are members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. They have spent decades involved with education in schools as classroom teachers, head teachers, policy advisors, curriculum experts, course developers, partners in school-based research studies and the advancement of undergraduate and postgraduate teachers including inservice teacher professional learning.

Hosts: Dr Don Carter &amp; Associate Professor Jane Hunter
<a href="https://www.uts.edu.au/about/faculty-arts-and-social-sciences/podcasts">https://www.uts.edu.au/about/faculty-arts-and-social-sciences/podcasts</a> 
Don &amp; Jane are members of the Life-wide Learning and Education Research Group in the Faculty of Arts &amp; Social Sciences at the University of Technology Sydney. They have spent decades involved with education in schools as classroom teachers, head teachers, policy advisors, curriculum experts, course developers, partners in school-based research studies and the advancement of undergraduate and postgraduate teachers including inservice teacher professional learning.

Talking Teachers

Don & Jane are members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney. They have spent decades involved with education in schools as classroom teachers, head teachers, policy advisors, curriculum experts, course developers, partners in school-based research studies and the advancement of undergraduate and postgraduate teachers including inservice teacher professional learning.

Hosts: Dr Don Carter & Associate Professor Jane Hunter

Producer: William Verity

Don &amp; Jane are members of the Life-wide Learning and Education Research Group in the Faculty of Arts &amp; Social Sciences at the University of Technology Sydney. They have spent decades involved with education in schools as classroom teachers, head teachers, policy advisors, curriculum experts, course developers, partners in school-based research studies and the advancement of undergraduate and postgraduate teachers including inservice teacher professional learning.
Hosts: Dr Don Carter &amp; Associate Professor Jane Hunter
Producer: William Verity

Talking Teachers

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