2014 Australian Association for Research in Education Presidential Address

Moss, Julianne

doi:10.1007/s13384-016-0215-6

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…In trying to prepare for this presentation, I have been through many previous presidential addresses, and here the work of Lingard and Gale (2010) in particular has been very useful in putting this address together. I have also read their presidential addresses (Gale 2006, Lingard 2001 and others-such as those of Jill Blackmore (2003) and Julianne Moss (2016). I note that they cover a range of topics, some are very much grounded in their own research, some provide challenges for the association, and some help to map the field of educational research.…”

Section: Introductionmentioning

confidence: 99%

Educational research that has an impact: ‘Be realistic, demand the impossible’

Mills

2018

Aust. Educ. Res.

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This AARE Presidential Address examines what it means to be an educational researcher in the current Australian, and global, political climate. The presentation draws heavily on the work of Levitas (Utopia as Method 2013). The address, using her notions of Utopia as archaeology, as ontology and as architecture, suggests that in the process of promoting a more socially just agenda there is no alternative but to look for alternative ways of doing educational research and being an educational researcher. It concludes by suggesting that associations such as AARE provide opportunities to envisage what academic life could look like for educational researchers in a 'Realistic Utopia'-one in which they are realistic and demand the impossible.

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Section: Introductionmentioning

confidence: 99%

Educational research that has an impact: ‘Be realistic, demand the impossible’

Mills

2018

Aust. Educ. Res.

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The sophisticated literacy practitioner and the global pandemic

Downes

Brosseuk

2021

Aust. Educ. Res.

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Negative portrayals in the Australian media situate teachers as a problem and teaching as a deficit practice. Society is positioning teachers, especially teachers of literacy, as the reason for poor student performance. In addition, negative media discourse around deficit initial teacher education, especially with regard to the teaching of reading and writing, is adding to the overall assumption that teachers of literacy are failing. This article highlights instances of teacher practice by literacy teachers during the global pandemic of COVID-19 which oppose the 'problem teacher' discourse. Snowball sampling was used to garner seven early years and primary school teachers for interviews, focussing on teacher perceptions of multimodal texts. A Foucaultian lens of governmentality and power and Fairclough's approach to Critical Discourse Analysis (CDA) were used as lens and method of analysis. The findings of this study indicate that these participant teachers have been sophisticated practitioners in their planning and practice during the pandemic, despite the institutional barriers and extreme disruptions experienced. On reflection, therefore, the constructed societal discourse around 'problem teachers' needs to be reviewed and adjusted.

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2014 Australian Association for Research in Education Presidential Address

Cited by 2 publications

References 22 publications

Educational research that has an impact: ‘Be realistic, demand the impossible’

Educational research that has an impact: ‘Be realistic, demand the impossible’

The sophisticated literacy practitioner and the global pandemic

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