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CREEW seminar schedule 2008


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November 21st
Steve Kierl:
Enrichment learning and the place of performing art
Chris Edwards-Lies:
Enrichment learning and the place of song

November 14th
Sharon Zivkovic: Exploring the influence of a community leadership program
According to de Weerd et al. (2005) there is little evidence that citizenship education programs have an impact on active citizenship. This seminar outlines a case study research project to investigate what influence a community leadership program has on the community leadership practice of program participants and on the practices of the organisations and communities that program participants interact with. Research has shown that the success of training in improving performance is influenced by a complex range of factors in addition to training programs (Brinkerhoff, 2006). Given this finding, the research project will also investigate what enabling factors and blocking factors participants’ experience as they attempt to incorporate the skills and knowledge gained from the program into their community leadership practice and attempt to use skills and knowledge from the program to influence change in their organisations and communities.

Sharon Zivkovic has held economic and community development positions on urban regeneration projects, has been employed as the Finance Manager of an Australian manufacturing company, facilitated workshops in small business management for the University of South Australia and case managed job seekers in the employment services industry. Since 2005 Sharon has been operating her own business that has developed and delivers an adult education program that focuses on building community capacity and combines citizenship education, leadership development and education for sustainable development principles. Sharon lectures in Social Entrepreneurship at the University of Adelaide.

Steven Hodge: Transformative learning in Vocational Education and Training: A report on early findings from a research project
Early results from my research project exploring transformative learning in Vocational Education and Training (VET) contain a few surprises and confirm some expectations. Spurred by Maxwell’s (1998) exhortation to begin data interpretation early to help fine-tune the design of the research, I brought my analysis forward and consequently found ways to improve design. This activity has provoked some reconceptualisation and precipitated findings that I report on in this presentation. Among these results are tentative confirmation of the role of disorienting dilemmas in youth work training, and the unexpected revelation of the transformative potential of apprenticeships.

Steven Hodge is a PhD candidate at UniSA researching transformative learning in the context of vocational education and training. He began his career in secondary teaching, later taking part in early initiatives to introduce VET subjects into the senior secondary curriculum. He has held training management positions at Mission Australia and the Australian Institute of Management, and more recently served as a training broker with the Indigenous Land Corporation.

October 24th
Tom Short:
Place-centered alignment: an innovative approach to evaluating human resource development and workplace learning
In organisational life, human resource managers are challenged frequently with the complex task of aligning training and development initiatives with the strategic intent of the enterprise. This process involves a diverse range of learning activities and has mixed success. Research from three New Zealand manufacturing companies has revealed that the concepts of humanistic geography and place theory may have a role to play in understanding and shaping the characteristics of alignment. This seminar will introduce the ‘place pentagon’ as a concept to consider when evaluating alignment focused learning in organisations.

Tom Short has recently joined the School of Education as the Research Fellow for CRC Rail Innovation. Moving from New Zealand to take up this role, Tom was previously an overseas doctoral candidate. His work experiences include human resource management, leadership development consulting, adult education and workplace training. For the next three years he will work with Prof. Roger Harris (and the CREEW team) on the rail CRC Rail projects.

Halia Senu: Commitment Risk: Towards team effectiveness – Summary of findings
Is a lack of team commitment a risk to a project? Case study research was conducted with three companies, where each participant was taken through a semi-structured questionnaire. The questions focused on their individual role within a specific project, gradually leading up to questions relating to risk and commitment. The summary of findings to be presented identifies themes which are common across all the companies interviewed, such as communication and commitment being two critical aspects needing to be established and managed well, otherwise the project was unable to achieve its objectives within budget.

Halia Senu is a PhD student in CREEW. She runs a workplace leadership and review company in Victoria.

October 10th
Molly Rowan
Critical hermeneutics with Foucauldian implements of analysis

My PhD research interest is with experienced TAFE teachers who I interviewed, to explore and reflect on their own biographies and making of meaning. I have sought to create a conversational space in order to portray particularly their understanding and doing of equity practice in new times. A major aim of my study is in inviting my research participants, to re-claim their voices, histories and visions, which have been missing in many of the storylines of contemporary VET. My intention is to adapt the institutional narrative currently in circulation. Due to its rich interpretative and evaluative perspectival elements I am using Critical Hermeneutics as my chosen methodology, grounded in some of the approaches from Foucault’s critical toolkit. My presentation involves introducing you to this transformative methodology

Molly Rowan, has a long work history in nursing, community education and TAFE teaching. She has been a life long advocate for social justice, which includes equal access and equity to education and training. For Molly, the personal is political

Lorraine Overton and Anna Sullivan
Non-compliance in a democratic classroom: Is it prevalent?
PowerPoint presentation
This presentation reports a qualitative case study examining the nature of non-compliance, particularly from the student perspective, in a democratic Australian primary school classroom, and argues that teachers should consider adopting a democratic approach to managing their classrooms. Furthermore, teachers should seek students’ perspectives to reflect on their classroom management beliefs and practices to reduce non-compliance in their classrooms, thereby increasing the available teaching and learning time for all students.

Lorraine Overton is a PhD candidate at the University of South Australia. She is currently conducting research into the socio-emotional well-being of students as they transition from primary to secondary school. Her research interests include student social and emotional well-being and classroom management.

Anna Sullivan is currently an Adjunct Research Fellow with the School of Education at the University of South Australia. She has been an active member of a research teams in two ARC projects: 1) Addressing the teacher exodus: Enhancing early career teacher resilience & retention in changing times . 2) Setting the scene; strategies used by beginning teachers to establish a positive classroom learning environment at the beginning of the academic year.

August 8th
Peter Willis and Tom Stehlik: Pedagogies of the Imagination

Part I: Mythopoesis and identity formation
Peter Willis

Mythopoesis and identity formation concerns the nature of mythopoesis and its link with identity development. It is about fostering Imaginal knowing in education. Imaginal knowing is not fantasy although it is linked to the way humans imagine the real world. Imaginal knowing moves the heart, holds the imagination, finds the fit between self-stories, public myths, and the content of cultural knowledge. It is deeply personal, yet open to the universe. The curriculum, as conceptualized here, is the medium through which imaginal knowing is evoked in both teachers and students.

Peter Willis lectures in adult, vocational and workplace learning at UNISA. He has a strong interest in forms of adult learning, spirituality, narrative research and phenomenology. His latest book edited with Tim Leonard, is Pedagogies of the imagination: Mythopoetic curriculum in educational practice published by Springer

Part II: The mythopoesis of Steiner Education
Tom Stehlik

The mythopoesis of Steiner Education - Thinking, feeling and willing or Head, heart and hands the threefold nature of learning through an appreciation of the aesthetic, the imaginal and the spiritual in the developing human being.

Tom Stehlik teaches in adult, vocational and workplace learning at UNISA and is currently the director of CREEW. He has contributed a chapter on the mythopoesis of Steiner Education to Peters latest book.

June 6th
Anna Sullivan, Bruce Johnson and David Williams:
Looking in classrooms again: Using digital technologies for authentic research into early career teachers classroom management.

May 30th
Dr Leo Elshof (Acadia University, Nova Scotia): Sustainability, design and technological education.

May 16th
Fiona Partridge:
Exploring the construction of knowledge about Middle years teaching and learning in the practice of pre-service teacher education

Throughout this EdD research portfolio I have explored the body of knowledge, understandings, dispositions, and pedagogical skills required to meet the demands of teaching in the Middle Years, and subsequently how these are presented in the pre-service teacher education courses with a Middle Years component provided by UniSA.

Fiona has been teaching for the past 19 years at Torrens Valley Christian School. Since the 1990s she has been interested in the discourse surrounding middle schooling. Appointed as Middle School Coordinator, Fiona is leading the school in establishing a distinct Middle School within the R-12 campus. She completed a Masters in Educational Studies and began as a sectional lecturer at Tabor College within the BEd Middle School program and commenced her Education Doctorate as a part time external student in 2002. Fionas direction for inquiry has developed over this time. She has been awarded a completion scholarship by the University, enabling her to take leave from current full time employment (now as R-12 Coordinator of Studies) to work on completion of the portfolio meta-analysis writing.

May 16th
Glenna Lear:
Womens third age personal transformation

The first project explores the historical context in which the decisions were made to restructure UniSAs School of Education, establishing the Mawson Lakes building to house the programs with a Middle Years component. The second project explores the decisions made throughout this establishment phase and the development of these programs. The third project explores the experiences of the students and their perceptions about teaching in the Middle Years.

I am currently commencing the meta-analysis writing and so will, at this seminar, present a snapshot of my research to date.

The third age, which for many rural women begins when children leave home, offers new opportunities for rejuvenation, revitalisation, reawakening, and mature flowering of the self. For many, developing a new identity, and find a new place in the family and community is an independent, self-directed, self-managed, intuitive, and emotional journey that increased self-knowledge and personal growth. This paper uses transformative theory developed by Mezirow, Boyd and Myers, Cranton, and Dirkx to explain their experiences and determine whether one research participant has been transformed.

Glenna is a mature aged PhD student researching rural womens experiences of third age learning.

March 28th
Jacinta Poskey:
Dawn Nolan:
Church spires and minarets

February 27th
Professor Alan Sears:
Citizenship education

February 22nd
Linda Jones:
Formative assessment