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International Graduate Centre of Education

Events

2020

  • Time: 4.30-5.30pm
    Date: October 1 2020
    Location: Blue 5.01 Charles Darwin University, Northern Territory, Australia

    Puppets are a marvellous invention for a range of activities. This talk will cover recent developments in a wider research project that has introduced puppets into the drawing studio. Puppets are odd operators, and this is an eccentric approach to drawing research — eccentricity is appropriate given that orthodoxies of skilfulness, dexterity and good drawing are the subjects of investigation. Unlike other contemporary practices that utilise puppetry as a motif or narrative device, this project invites draughtspuppets to make drawings. In drawing, and in puppet manipulation, dexterity brings scrutiny to the hands as the primary site of action and queries the relationship between ‘good hands’ and ‘good drawing’. The presentation will begin by connecting traditions of dexterity, manipulation, drawing and puppetry before delving into the essence of puppets — their animism and (semi-)autonomy — and the tacit implications of sensitive hands. Recent drawings and process documentation will underpin this work.

    BIO:- Dr Bill Platz is an American-Australian artist, teacher and researcher with a disciplinary focus on drawing and research concentrations in life drawing, portraiture and pedagogies of drawing. He is currently Deputy Head of School, Director of Research and Convenor of Drawing at the Queensland College of Art, Griffith University. Dr Platz completed his BFA and MA degrees in New York and his PhD in Australia. His recent work confects drawing, the body and puppets.

2019

  • Time: 8:00am to 5:00pm
    Date: July 10, 2019, to July 12, 2019
    Location: Charles Darwin University, Northern Territory, Australia

    Africa We Want

     

    From the available literature, the present quality of education and health nexus in Africa continent, given its dynamics, seems contrary to policy pronouncement and provision of an integrated, united, peaceful, sovereign, independent, confident and self-reliant continent agenda by 2063. We live in disruptive times that demand a new approach to policy discussion agenda for the Africa continent if the desire is to build a strong and self-reliant continent. It is our belief that the colloquium would afford us the opportunity to generate pragmatic ideas to reconstruct the education and health sector of the continent.

2018

  • Time: 5:00pm to 6:00pm
    Date: October 29, 2018
    Presenter: Caroline Jones, Eugenie Collyer, Jaidine Fejo
    Location: Casuarina Orange 2.4.07

    Developing ERLI

    In this talk, we report on the development of ERLI, the ‘Early Remote Language Inventory’. ERLI is a MacArthur-Bates style parent checklist of first words and gestures, both expressive and receptive, designed specifically for Aboriginal children in northern Australia who may have a home language(s), English, Kriol and/or other languages including traditional languages. ERLI acknowledges the parent or carer as an expert on their child and supports a positive, detailed conversation about the child’s development in communication, making this a practical tool for parent-professional collaboration, for early screening, and for use in education contexts (e.g. 0-3 parenting programs).

    We look forward to your input, ideas and advice, and we welcome collaborations in our current norming and validation project for ERLI.

2017

  • Title: "The Australian contemporary veteran: A study of Australian Defence Force veteran subjectivity post-discharge"

    Date: 27 October 2017
    Time: 11:30-12.30pm

     

    Abstract

    The Australian Defence Force (ADF) has a rich history in an active military engagement. However, during and following Australia’s military participation in the Vietnam War, a noticeable shift occurred in how war and service were understood, experienced and perceived by internal and external stakeholders. Literature on the changing nature of serving military experience, and therefore veteran experience, suggests that conventional support services provided by the Department of Veterans’ Affairs and Returned Services League may no longer be universally relevant institutional models for veteran assistance. In response to the shift in the modern warfare experience and subsequent experiences of veteran life post-service, this study aims to investigate the Australian contemporary veteran experience following discharge with particular focus on those veterans who have chosen to pursue Australian higher education post-discharge. This research offers a two-fold contribution to the literature on higher education and Australian Defence Force personnel.  First, it addresses the limited number of investigations into the lives of former Australian Defence Force personnel (also known as veterans) and adds to the body of knowledge about what follows contemporary military service, often defined as discharge. Second, it explores life after discharge for those veterans who have chosen to pursue a pathway into higher education. Interviews will be undertaken with student veterans and analysis draws on theoretical insights from feminist poststructuralism and notions of intersectionality and performativity, as a means of investigating the discourses surrounding discharge, the veteran-self, and veteran re-storying of their lives as veterans and student veterans. The research balances the dominant discourses of American-led literature concerning veteran studies with an analysis of Australian data which combines veteran narratives after discharge, the discourses surrounding understandings of the Australian ‘warrior’ and recent shifts in war and peacekeeping exercises, and the consequences these shifts have on policies for veteran support including student veterans.

    Bio

    Hannah Taino-Spick is a former Royal Australian Air Force Logistics Officer who graduated with a Bachelor of Arts (Management) from the University of NSW @ the Australian Defence Force Academy in 2009. By the time of her discharge in 2015, she had undergone and completed air power studies, and a Graduate Certificate in International and Community Development. Her pathway and interest into academia was influenced by her desire to try new things as a ‘civilian’ and forge her way into pathways that helped her reinscribe a new post-discharge veteran identity. Since discharge, Hannah has completed studies in Gender Studies, Mental Health, International and Community Development, and qualified as a social worker.

    Supervisors

    ·        Professor Sue Shore
    ·        Dr Stephen Bolaji

  • Date: 12-15 September 2017
    Time: 8:00am to 4:30pm

    In 2017 the Australian Council for Adult Literacy celebrates 40 years actively promoting language, literacy, numeracy, and communication advocacy and research. The Conference offers delegates a unique opportunity to explore the conditions required for more critically engaged debates about local, regional and global provision. Northern Australia provides a rich location in which to challenge stereotypes, reinvigorate relationships and provoke new conceptualisations of participation.

    Conference strands include:

    •     21st Century identities and citizenship traditions
    •     Institutional and nation-state routines and participation practices
    •     Digital and computational practices in a mobile world

    Presenters are encouraged to think about how these themes capture:

    •     cross-cultural practices and identities and how these have changed over time
    •     the implications for locating oneself in the ‘LLN’ or alternative fields
    •     advances in technology and how these shape and re-shape communication practices and identities
    •     assessment, surveillance and power in formal and non-formal education
    •     citizenship practices and texts that produce transnational networks
  • Date: 25 August 2017
    Time: 12:30pm to 1:30pm

     

    Abstract

    The research on the relationship between questions, learning and language is sparse. What little there is has tended to focus on children’s acquisition of language and the grammatical formation of questions. However, a few studies, have looked at questions as a ‘mechanism for cognitive development’ (Choinard, 2007, 2012) and their importance in classroom discourse (Moses, 1995; 2008) while others have indicated significant differences in the use of questions –the form, function and frequency – across cultures, languages and socioeconomic groups (Ochs, 1985; Schieffelin, 1985; Eades, 1985, 1992). The importance of questions in learning is always assumed and forms the basis, often implicitly, of much pedagogic practice at every level of education. Yet, the way in which students use questions to learn varies significantly. What this paper seeks to do is to pull the threads together and examine the nexus between the use of questions in one Kriol-speaking community in the Kimberley (Moses 2009) and the experience of Aboriginal children and adults in education. It looks at the assumptions about Aboriginal people’s use of questions and the findings of a corpus-based study which challenges most of them. Then identifies the implications for learning and teaching for schools and Higher Education institutions.

    Bio

    Dr Karin Moses, has worked in Aboriginal communities in the Northern Territory and Western Australia as a teacher, researcher, school principal and lecturer. More recently, she has been employed as a senior lecturer in La Trobe University’s in the area of learning and teaching. Her research has centered on discourse in the Aboriginal classroom, the language use of Indigenous children and adults, the role of questions, and academic language and literacy. 

  • Date: 26 July 2017

    The International Graduate Centre of Education, together with the Centre for School Leadership and the Northern Territory Principals’ Association will hold a forum to share experiences and discuss the impact of a joint initiative that culminated in the publication of the book Challenges in Global Learning: Dealing with Issues from an International Perspective. The book was edited by Dr. Ania Lian, Professor Peter Kell, Dr. Paul Black and Professor Koo Yew Lie and published by Cambridge Scholars Publishing. The book is now available through the library to all CDU students.

    The publication emerged from the Master of Education (International) coursework and a symposium organised by the International Graduate Centre of Education on key issues of education and internationalisation. Students, mostly practising teachers and Department of Education NT employees, published with members of the School of Education.

    Please join us for this event, meet the colleagues that participated in this initiative in years 2014-2016 either as coursework master’s students or academic and industry advisors, and engage in the discussion about the implications of their expleriences to your own professional community and context.

  • Date: 23 June 2017

    The symposium is an occasion for the CDU community and colleagues representing the higher education sector in Cambodia to reflect on the challenges and opportunities in relation to which they plan and construct their role as leaders of social change. The symposium invites the delegates from Cambodia, their mentors and the CDU community to share their reflections on “global education” and its impact on their specific portfolios and contexts of engagement.

    The contributions to the symposium will be developed into book chapters, where possible co-written with CDU colleagues and published in a volume edited by Dr Ania Lian, HE Mr Ngoy Mak, Professor Peter Kell and Professor Koo Yew Lie.

  • Abstract

    Cognitive Coaching is a peer coaching methodology designed by educational researchers and practitioners within the context of teaching and learning. Rooted in humanistic psychological orientations and linking the disciplines of physiology and cognition, this peer coaching methodology is designed to produce self-directed persons with the dispositions for continuous life-long learning. The identity of a Cognitive Coach, who informs decisions and behaviours, is that of a mediator of thinking, where mediated thinking supports the coachee to become increasingly self-directed and holonomous. The Cognitive Coach, therefore, sets aside behaviours of judging and solution or opinion giving (Costa & Garmston, 2015).

    Over the past three decades, since the origins of Cognitive Coaching, the focus of education has changed from that of humanistic visions to one of marketisation for the purpose of economic prosperity and productivity on the global stage. This change of focus has seen a change in Australian education policy with its intentions reinforced through language aligned to the disciplines of business and management; the language of standards, accountability and evaluation, language that at its core conflicts with both the purpose of Cognitive Coaching and the intended identity of a Cognitive Coach.

    There has been no research conducted to explore how the language of current Australian education reform policies may impact the formation of Cognitive Coach identity and how this might influence Cognitive Coach decisions and behaviours. This is significant for Cognitive Coach practitioners, school leaders and Cognitive Coaching training and support providers who may be unaware of possible tensions that arise from this conflict and how this impacts on coaching behaviour and inevitably those who are coached.

     Costa and Garmston, the founders of Cognitive Coaching, define four support functions utilised in the support of teacher professional learning and development: Cognitive Coaching, collaborating, consulting and evaluating (Costa & Garmston, 2015). Using two of the four support functions, Cognitive Coaching and Evaluating, as a conceptual framework for analysis this study aims to explore the nature prevalence of current Australian Education reform policy themes in school-based Cognitive Coach discourses to determine policy influence on the forming of Cognitive Coach identity in Australian school contexts.

    Semi-structured interviews and questionnaires will provide rich qualitative data to deconstruct and analyse coach professional identity and the way in which policy influences Cognitive Coach language and practice. Analysis of data will be conducted through a deductive approach to directed concept analysis where initial coding begins with a theory or relevant research findings with the purpose of analysis to validate or extend a conceptual framework (Zhang & Wildemuth, 2009).

    Bio

    Ms Sonya Mackenzie is the Director and Educational & Coaching Consultant for Faze, an Australian based business with contacts in the United States of America and the United Kingdom. Sonya has a 20 plus year career working in the field of education and training. Her recent senior executive roles have included: Charles Darwin University, Director of Professional Standards; Northern Territory Department of Education, Senior Manager Phases of Learning and Regional Mentor Capacity Building; The Centre for School Leadership Darwin, the Cognitive Coaching trainer and consultant.

    Sonya holds a Bachelor of Education: Further Education and Training from the University of Southern Queensland, Australia and a Graduate Diploma in Psychology from Charles Darwin University (CDU), Australia. She is currently completing a Masters of Education International from CDU.

  • Abstract

    This research investigates the experience of students in the kindergarten to grade 2 (K-2) class using mobile technology devices for reading in a multiage classroom. In the research, students will engage with a specific software program, RAZ Kids. RAZ kids is used for reading, dictating and recording electronic books. As a young international school in rural Japan, students have little access to an engaging and wide variety of English book resources at their appropriate reading levels. Many students in the K-2 class are literate in Japanese and English. RAZ Kids has proved to be a useful tool in promoting reading in English within this population. Not all students show preference to electronic book reading. This research hopes to identify what features of RAZ kids make it an appealing or non-appealing reading tool and in what ways the students engage with this technology. Students will be interviewed with research questions about their reading habits and also video recorded while they use RAZ kids. From the video, common themes will be coded and classified to form a picture of each participants learning habits with this technology. This research will help inform the researchers teaching practice and identify how this uniquely located and mostly bilingual population engage with electronic book reading.

    Bio

    Merek Sinclair was born and educated in Adelaide, Australia. After moving overseas, he gained a postgraduate Diploma in Teaching and Learning from Charles Darwin University. Since January of 2012, he has worked as the multiage homeroom teacher of the Kindergarten, Grade one and Grade two combined class for the Hokkaido International School, Niseko. He teaches PE and is the cultural exchange coordinator of the school. Formerly a professional ballroom dancer with his wife, he now enjoys outside/inside sports, exploring nature and skiing/snowboarding with his daughter.

  • Abstract

    Chinese language popularity in the world has increased dramatically due to the rapid growth of China’s economic status. However, the current situation of Chinese language learning is not optimistic. It has been noticed for a long time that there has been a high dropout rate of students learning Chinese. No exact guidance of the teaching of Chinese Hanzi has been described clearly when looking at the international Chinese curriculum. The aim of this research is to investigate the perceptions of adult non-Chinese Chinese language learners in regards to when Hanzi should be integrated into CFL, with a further view to addressing the current attrition issue of non-Chinese students learning Chinese language.  

    Bio

    Amy Yu is a lecturer/ co-ordinator of the Chinese Studies in Charles Darwin University. She started to teach Chinese at the Department of Modern Languages in the Northern Arizona University, USA in 2005. She is currently completing her Master of Education (International) with the School of Education, Charles Darwin University.