Research UNE (University of New England)
Not a member yet
39143 research outputs found
Sort by
Snapshots of teacher identity in English as an additional language or dialect (EAL/D) education in Australia: Insights for pre-service educators
No full textThis article presents a series of practitioner-focused identity “snapshots” drawn from interviews with experienced teachers of English as an Additional Language or Dialect (EAL/D) working in Australian schools. It supports pre-service and early-career EAL/D educators in understanding the lived realities of Australian EAL/D teaching through thematically organised insights based on teachers’ personal narratives and reflections. Based on interviews exploring personal experiences, classroom practices, and sociopolitical contexts, five key identity themes were identified: (1) personal background shapes teaching identity, (2) teaching is deeply student-centred, (3) institutional and policy challenges impact classroom practice, (4) emotional labour is a significant part of the job, and (5) EAL/D teachers often become advocates. These snapshots offer accessible, authentic accounts of Australian EAL/D teaching, designed to support reflective practice and professional learning in teacher education programs. Accompanied by a practical identity reflection toolkit, they translate teacher narratives into structured, applied learning. Addressing a gap in Australian EAL/D research, the study centres teacher voice through thematically organised practitioner accounts purpose-built to scaffold identity work in teacher preparation
“Oh, the places you’ll go!” Reflecting on my PhD journey
No full textNearing the end of my undergraduate study, I was working on a small research essay and was having some trouble figuring out the direction it should take. It was in a unit on refugee law, which I was very interested in, but couldn't quite decide what the essay should focus on. Then, by chance, I came across some articles that looked at communication and language-related challenges in refugee visa application processes. And that was it: I was hooked. The process of preparing and writing that essay was so engaging that I knew I just had to stay doing this kind of thing. I was determined to become a researcher, and I even had an idea of what type of research I'd like to do
Detailed Characterisation of Online Teaching Which Optimises Student Support
No full textThis chapter illustrates and substantiates the four pedagogical elements of the model developed and tested in the previous chapter. The illustrations came from five different online and blended subjects and degrees taught or led by the authors. The facets of the pedagogical elements are illustrated by interview quotations from students who studied or were enrolled in the different subjects and degrees, and student discussion board posts. The linking explanatory text provides a detailed description and explanation of how each pedagogical element was enacted in practice, so that other teachers will be able to use the chapter to provide a model for their own teaching. The detailed qualitative illustrations provide substantiation for the quantitative SEM model developed and tested in the previous chapter. As the majority of data comes from student feedback, there is also substantiation of the concept that online teachers can support the retention and success of their students within a virtual online environment
Mapping the knowledge structure and trends in Australian Indigenous health and wellbeing research from 2003 to 2022: a scientometric analysis
No full textThe health and wellbeing of Australian Indigenous peoples is a nationally sanctioned priority, but despite this, few studies have comprehensively analyzed the features and characteristics of the research in the field. In this regard, a comprehensive scientometric analysis and knowledge mapping to systematically summarize and discuss the current state of research, research trends, and emerging areas of research were conducted. Original articles and reviews published between 2003 and 2022 were obtained from the Web of Science Core Collection. CiteSpace and VOSviewer software were used to perform scientometric analysis and knowledge mapping. An examination of document and citation trends, authors, institutions, countries/regions, journals, and keywords was untaken, while co-citation, co-occurrence, and burst analysis provide insights and future development in this area. A total of 2,468 documents in this field were retrieved. A gradual increase in the number of documents over the past two decades is observed, with the number of documents doubling every ~7.5 years. Author Thompson SC and Charles Darwin University published the most documents, and 85.6% were affiliated with only Australian-based researchers. The Australian and New Zealand Journal of Public Health is the most prominent journal publishing in the field. The most commonly co-occurring keyword was "health," and the keyword "risk" had the longest citation burst. Five keyword clusters were identified; "cultural safety" was the largest. This study articulates the knowledge structure of the research, revealing a shift from population-level and data-driven studies to more applied research that informs Indigenous peoples health and wellbeing. Based on this review, we anticipate emergent research areas to (1) reflect a more comprehensive understanding of the multidimensional factors that shape Indigenous health and wellbeing; (2) move beyond a deficit-based perspective; (3) respect cultural protocols and protect the rights and privacy of Indigenous participants; (4) address racism and discrimination within the healthcare system; (5) foster respectful, equitable, and collaborative research practices with Indigenous peoples; (6) provide culturally appropriate and effective interventions for prevention, early intervention, and treatment; and (7) ensure equitable change in systems to enhance access, quality, and outcomes in health and wellbeing
Inclusive Processes for Refugees with Disabilities: Improving Communication for Deaf Forced Migrants
No full textThe coming into force of the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) has created an opportunity to evaluate and redesign responses to forced migration, on both domestic and international levels. Indeed, since the creation of the CRPD, international and domestic organizations have taken a number of steps to make their processes more inclusive. Communication is fundamental to almost every aspect of refugee-related processes, from registration, through status determination, to needs assessments and resettlement evaluations. Ensuring that asylum seekers and refugees, including those who are deaf or hard of hearing, are able to effectively communicate and access information throughout these processes is thus a crucial prerequisite to them being able to enjoy their rights
Legal literacy in a linguistically diverse society
No full textMoving to a new country involves a lot of learning. Not least important is developing an understanding of local laws. This is essential to avoid breaking the law but is also fundamental to full enjoyment of one’s rights.A lack of legal literacy can affect migrants – and indeed anyone – across all aspects of social life. This can include everything from signing a contract with an electricity provider, through earning a living, to having a safe and dignified marriage.Legal professionals suggest that recent migrants may be special targets of a range of scams and exploitation because they are more likely to lack legal literacy, may lack information about available assistance, or may not be capable of accessing those services even when they do know about them.However, this is not due simply to a lack of inclination to learn about the law. Rather, the development of legal literacy is dependent on the accessibility of information and education. For those with limited or no English, this naturally requires the provision of resources in other languages and accessible formats, in locations where their target audiences can find them
Identification of the Cambrian Series 2 – Miaolingian boundary, western Stansbury Basin, South Australia using multiproxy chronostratigraphy
No full textThe Global Boundary Stratotype Section and Point (GSSP) of the Series 2–Miaolingian Series boundary has been ratified in South China based on the first appearance of the trilobite Oryctocephalus indicus (Reed 1910) coincident with a major negative δ13C excursion, the Redlichiid–Olenellid Extinction Carbon isotope Excursion (ROECE). Unfortunately, O. indicus does not occur in Australian–Antarctic Cambrian successions impeding recognition of the Series 2 – Miaolingian boundary in East Gondwana. New multiproxy data integrating δ13C and δ18O chemostratigraphy and shelly fossil biostratigraphy from subsurface cores in the western Stansbury Basin, South Australia, is presented. A sharp -5.3 ‰ δ13C peak in the Stansbury Limestone in core Cur D 9 and a -2.7 ‰ δ13C peak in the same unit in core Port Julia 1A are interpreted to be synchronous and represent the global ROECE event and the Series 2 – Miaolingian boundary in this basin. Mirroring the GSSP, the last occurrence of Redlichia sp. occurs below the ROECE level and the range of the guide taxon Pagetia straddles the interpreted ROECE event. The biostratigraphic utility of the scalidophoran ecdysozoans Chalasiocranos exquisitum Brock & Cooper 1993 and Kaimenella sp. aff. K. reticulata Märss 1988 to define a potential new late Stage 4 zone/subzone in South Australia is discussed. A distinctive -2.0 ‰ δ13C peak in the Ramsay Limestone captured in two cores in the western Stansbury Basin is correlated with an identical amplitude peak in the middle part of the Wirrealpa Limestone in the Arrowie Basin, just below the last occurrence of archaeocyaths in South Australia. This event in upper Stage 4 may represent the Archaeocyathid Extinction Carbon isotope Excursion (AECE)
A tale of two sociologies: empiricism versus ‘metaphysics’ in social research and the early sociology of knowledge
No full textIn his sociology of knowledge, Karl Mannheim postulated a distinction between a morphological, synthesising thought style, and an analytical thought style. A similar distinction, between metaphysical and empirical stances, has recently been made in epistemology and the philosophy of science. This chapter first examines how this divide gained traction in the intellectual and institutional configuration in Red Vienna (1919–1934), where these epistemological/methodological positions were strongly identified as expressions of political positions. In an inversion of the view associated with Critical Theory in which empiricism and positivism were seen as instruments of technological domination, empirical social researchers and members of the ‘left’ Vienna Circle were closely aligned with the Austro-Marxist left, while more speculative, ‘metaphysical’ approaches were associated with the forces of reaction. In this politically polarised context, this view of an epistemological/political divide was shared by both camps. The second part of the chapter explores how the differences between an empirical and analytical approach, on the one hand, and a synthetic and totalising approach, on the other, played out within the early sociology of knowledge itself. It takes Edgar Zilsel and Karl Mannheim as cases on either side of this divide. In the conclusion, the chapter asks, first, whether, in historical retrospect, we need to share the actors’ view at the time that there is a close coupling between epistemological stances or thought styles and political outlook, and, second, whether this empirical/synthetic rift can still be found within and across the social sciences today
Sex-based comparison of the blood pressure, haemodynamic and cardiac autonomic adaptations following isometric exercise training in sedentary adults: a randomised controlled trial
No full textObjectives We aimed to explore sex-specific differences in resting blood pressure (BP) reduction and associated cardiovascular adaptations following isometric exercise training (IET).Methods 100 sedentary adults with normal to high-normal systolic BP volunteered for the study. Participants either performed home-based lower-body IET in the form of a wall squat three times a week for 4 weeks (each session comprised 4×2min bouts) or were allocated to the control group. Cardiovascular variables, including BP, cardiac output, total peripheral resistance, stroke volume and heart rate variability (HRV), were measured at rest preintervention and postintervention.Results Following 4 weeks of IET, there were no significant differences in resting systolic BP and diastolic BP between females (122.1±6.9 and 80.0±8.3mm Hg) and males (119.6±7.2 and 77.4±8.6mm Hg). However, female participants had a greater cardiac autonomic response following training, evidenced by a lower lowfrequency to high-frequency HRV ratio (F: 1.38±1.27 and M: 2.1±1.5, p=0.004) and decreased and elevated lowfrequency normalised units (F: 50.3%±16.2%and M: 60.9%±16.9%, p=0.015) and high-frequency normalised units (F: 49.7%±16.2%and M: 39.1%±16.9%, p=0.015), respectively.Conclusions While resting BP reductions were comparable between female and male participants, there was a greater autonomic response and a higher incidence of clinically important BP reductions in females, which could indicate a greater cardioprotective effect following IET. These findings highlight the importance of considering sex differences in the prescription and evaluation of exercise interventions for hypertension management
Challenging Monolingual Discourses for Agentic Spaces: Constraints and Opportunities for Language Educators in the Chilean Education System
No full textChile’s long-standing aspiration to become a bilingual country, and the privileging of English language education, stems from the 1980s, when the adoption of neoliberal policies was strongly embraced by the Chilean government as a key driver for economic prosperity during rule by the military government. While English holds prominence and popularity as an “equalizing measure to combat socioeconomic inequality that has plagued this country since Spanish colonization” (Miranda-Plaza, 2018, p. 1), Western-centric ideologies in English language teaching have arguably perpetuated and exacerbated systemic inequalities and biases within the education system (e.g., Chisholm et al., 2019; Hoang & Truong, 2016; Veliz, 2021). Monolingual ideologies, or a monolingual mindset which tends to diminish the place of minority languages, have also contributed to the marginalization of multilingualism and diversity and reinforced linguistic hierarchies. As a result, language teachers often find themselves constrained by these dominant ideologies, facing limited autonomy and agency in their professional practice (Barahona et al., 2021; Slaughter & Cross, 2021; Veliz & Chen, 2024)