Susan Grieshaber
Biographic Data
| ID | 88744 |
|---|---|
| NAME | Susan Grieshaber |
| GIVEN NAMES | Susan |
| FAMILY NAME | Grieshaber |
| SIGNATURE | GRIESHABER S |
| AFFILIATIONS | La Trobe University |
| ORCID | 0000-0003-2919-0904 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 61 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Pedagogical strategies for supporting young children’s technical and social understandings of the internet as a basis for online safety education in the early years
Digital technologies and early childhood educator ‘control’
In Australian early childhood education (ECE), recent policy requires children to be provided with opportunities to use digital technologies independently, safely, and in healthy ways. While there has been reluctance to integrate media and digital technologies, educators have taken up the challenge, with some experiencing difficulty in relinquishing control of digital devices. This article addresses the idea of control, using data from a case stu…
Distributed pedagogical leadership and transformative change
Leading in an early childhood education (ECE) centre is complex. Successful leadership is influenced by how leaders make decisions. This article illustrates how a contextual examination of the factors influencing leadership in an Australian ECE centre led to a research project focused on the centre director enacting distributed pedagogical leadership (DPL). DPL was facilitated through provocations, engaging educators in sharing and responding to …
What autistic students say about their learning and teaching experiences in mainstream secondary school
In Australia, approximately one in 100 people have a diagnosis of autism, with young people on the spectrum less likely to continue education beyond secondary school. Barriers include the school environment, inadequate teacher preparation, a lack of understanding about autism, and the persistence of negative stereotypes that are linked to the deficit-based medical model, which pathologises autism. The under representation of autistic voices in re…
Teacher critical reflection
This Meta-Aggregative (MA) Qualitative Evidence Synthesis (QES) identified, investigated, and critically appraised examples of ‘quality’ Teacher Critical Reflection (TCR) in recent peer-reviewed research. The key question guiding the synthesis of literature was, How is teacher critical reflection evidenced, justified, and communicated in peer-reviewed research? The synthesis detected the importance of TCR in supporting quality teacher practice in…
Gendering and slow violence as mundane political practice in early childhood education
For many years, researchers have attended to gender in early childhood education (ECE) from an equity perspective, framed initially by feminist and feminist poststructuralist theories. More recently, researchers have adopted feminist new materialism and feminist posthumanist perspectives to consider gender in ECE. Here we think with the concept of slow violence to contemplate how, in combination with extra-sectionality, gendering is a cumulative …
Slow violence in the micro-regimes of early childhood education
Complexifying quality
Quality in early childhood education settings has dominated the global economic policy agenda since the early 1990s, and despite decades of public investment, quality reform has stalled in Australia and internationally. This lack of quality improvement has been attributed to the inadequacy of the standardized, quantitative, and economic perspectives that drive policy, which are increasingly focused on systematized, academic interpretations of qua…
Policies of interlude and interruption
The early childhood education (ECE) sector has been subjected to increased governance, which has manifested in an increased focus on monitoring and steering the daily life of preschools. It is well documented that instruments of governance change teachers’ priorities and practices. Changes are not always in line with the aims of the governing instrument. Empirical studies concerning governance in children’s everyday lives have been rarer. Underst…
Activity-tracking assemblages in Finnish early childhood education and care
Children's activity-trackers have recently gained popularity to ensure sufficient exercise for children attending Finnish Early Childhood Education and Care settings. Device manufacturers collaborate with public and private providers and supply children with bracelets that measure activity. We interviewed staff who used trackers during 2021, and approach these technologies as assemblages where devices are entangled with discourses, rules and prac…
Young children’s agency with digital technologies
This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this …
Multimodal play
A challenge for early childhood (EC) educators internationally is how to increase the integration of popular culture, media and digital technologies in EC settings to promote children's learning with digital media. But an ongoing puzzle is why the practices of some educators change, while others remain the same. Much research about teaching practice positions the locus of change in teacher beliefs, attitudes, values and knowledge. Re‐mediation by…
Coaching practices
Converged play characteristics for early childhood education
This paper discusses characteristics of converged play for early childhood education. The characteristics were derived from a four-year study of teachers’ interpretation and use of ‘web-mapping’ as an explicit conceptual tool, designed to mediate teaching practices and learning outcomes according to a definition of pedagogy as the relationship between teaching and learning. Three characteristics of converged play were identified via detailed anal…
Learning Stories as cross-national policy borrowing
Chinese kindergartens’ over 110 years of adaptation of foreign models is a vivid example of how globalization comes into direct contact with Chinese culture and creates cultural hybridities. Learning Stories as a narrative assessment tool to children’s development from New Zealand, has swept China with the endorsement from the professional organizations and local authorities, especially attracting many followers in Beijing. Based on a two-year pa…
Equity and educators enacting The Australian Early Years Learning Framework
The mandated learning framework, Belonging, Being & Becoming: The Early Years Learning Framework for Australia is part of a suite of reforms currently being undertaken in early childhood education in Australia. All educators working in direct contact with young children from birth to the age of five are required to use the Framework or an approved alternative. The reforms are aimed at achieving higher quality and greater equity of early childhood…
Pursuing Better Childhoods and Futures through Curriculum
In recent years, globalised curriculum discourses have given rise to local curriculum texts that convey and produce particularised imaginings and narratives, as well as hopes for, and expectations of, young children, their childhoods and their futures. In this article, the authors employ concepts from utopian studies and Deleuzeguattarian concepts of assemblage, rhizomes and lines (supple, rigid and lines of flight) to undertake a preliminary and…
Journal editing and ethical research practice
This article offers perspectives from academics with recent journal editing experience on a range of ethical issues and dilemmas that regularly pose challenges for those in editorial roles. Each contributing author has provided commentary and reflection on a select topic that was identified in the research literature concerning academic publishing and journal editing. Topics discussed include the ethical responsibilities of working with internati…
Beyond a battery hen model
This paper investigates what happened in one Australian primary school as part of the establishment, use and development of a computer laboratory over a period of two years. As part of a school renewal project, the computer laboratory was introduced as an ‘innovative’ way to improve the skills of teachers and children in information and communication technologies and to lead to curriculum change. However, the way in which the laboratory was conce…
Reading dis/ability
The dichotomisation of literacy instruction into phonics instruction versus a whole language approach fails to realise a fundamental tenet of providing equitable educational opportunities to diverse groups of children. Diversity becomes a problem to solve through ‘inoculation programmes’ or ‘special’ education expertise. Moreover, children’s individual strengths can fail to be realised because they do not fit well with the programme of the day. I…
Practical transformations and transformational practices
Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education
Changing times and postmodern perspectives have disrupted the taken-for-granted relationship between child development knowledge and the preparation of early childhood teachers. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular teacher educators have gone about reconceptualizing their curriculum exist. Employing postmodern views of knowledge, power, and subj…
The State Reinventing the Preschool Child
(2000). The State Reinventing the Preschool Child. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 3, pp. 269-281
Mealtime Rituals
Mealtime Rituals
Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education
Changing times and postmodern perspectives have disrupted the taken-for-granted relationship between child development knowledge and the preparation of early childhood teachers. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular teacher educators have gone about reconceptualizing their curriculum exist. Employing postmodern views of knowledge, power, and subj…
Policies of interlude and interruption
The early childhood education (ECE) sector has been subjected to increased governance, which has manifested in an increased focus on monitoring and steering the daily life of preschools. It is well documented that instruments of governance change teachers’ priorities and practices. Changes are not always in line with the aims of the governing instrument. Empirical studies concerning governance in children’s everyday lives have been rarer. Underst…
Activity-tracking assemblages in Finnish early childhood education and care
Children's activity-trackers have recently gained popularity to ensure sufficient exercise for children attending Finnish Early Childhood Education and Care settings. Device manufacturers collaborate with public and private providers and supply children with bracelets that measure activity. We interviewed staff who used trackers during 2021, and approach these technologies as assemblages where devices are entangled with discourses, rules and prac…
Equity and educators enacting The Australian Early Years Learning Framework
The mandated learning framework, Belonging, Being & Becoming: The Early Years Learning Framework for Australia is part of a suite of reforms currently being undertaken in early childhood education in Australia. All educators working in direct contact with young children from birth to the age of five are required to use the Framework or an approved alternative. The reforms are aimed at achieving higher quality and greater equity of early childhood…
Pursuing Better Childhoods and Futures through Curriculum
In recent years, globalised curriculum discourses have given rise to local curriculum texts that convey and produce particularised imaginings and narratives, as well as hopes for, and expectations of, young children, their childhoods and their futures. In this article, the authors employ concepts from utopian studies and Deleuzeguattarian concepts of assemblage, rhizomes and lines (supple, rigid and lines of flight) to undertake a preliminary and…
Reading dis/ability
The dichotomisation of literacy instruction into phonics instruction versus a whole language approach fails to realise a fundamental tenet of providing equitable educational opportunities to diverse groups of children. Diversity becomes a problem to solve through ‘inoculation programmes’ or ‘special’ education expertise. Moreover, children’s individual strengths can fail to be realised because they do not fit well with the programme of the day. I…
Gendering and slow violence as mundane political practice in early childhood education
For many years, researchers have attended to gender in early childhood education (ECE) from an equity perspective, framed initially by feminist and feminist poststructuralist theories. More recently, researchers have adopted feminist new materialism and feminist posthumanist perspectives to consider gender in ECE. Here we think with the concept of slow violence to contemplate how, in combination with extra-sectionality, gendering is a cumulative …
Learning Stories as cross-national policy borrowing
Chinese kindergartens’ over 110 years of adaptation of foreign models is a vivid example of how globalization comes into direct contact with Chinese culture and creates cultural hybridities. Learning Stories as a narrative assessment tool to children’s development from New Zealand, has swept China with the endorsement from the professional organizations and local authorities, especially attracting many followers in Beijing. Based on a two-year pa…
The State Reinventing the Preschool Child
(2000). The State Reinventing the Preschool Child. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 3, pp. 269-281
Mealtime Rituals
The State Reinventing the Preschool Child
(2000). The State Reinventing the Preschool Child. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 3, pp. 269-281
Practical transformations and transformational practices
Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education
Changing times and postmodern perspectives have disrupted the taken-for-granted relationship between child development knowledge and the preparation of early childhood teachers. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular teacher educators have gone about reconceptualizing their curriculum exist. Employing postmodern views of knowledge, power, and subj…
Reading dis/ability
The dichotomisation of literacy instruction into phonics instruction versus a whole language approach fails to realise a fundamental tenet of providing equitable educational opportunities to diverse groups of children. Diversity becomes a problem to solve through ‘inoculation programmes’ or ‘special’ education expertise. Moreover, children’s individual strengths can fail to be realised because they do not fit well with the programme of the day. I…
Beyond a battery hen model
This paper investigates what happened in one Australian primary school as part of the establishment, use and development of a computer laboratory over a period of two years. As part of a school renewal project, the computer laboratory was introduced as an ‘innovative’ way to improve the skills of teachers and children in information and communication technologies and to lead to curriculum change. However, the way in which the laboratory was conce…
Journal editing and ethical research practice
This article offers perspectives from academics with recent journal editing experience on a range of ethical issues and dilemmas that regularly pose challenges for those in editorial roles. Each contributing author has provided commentary and reflection on a select topic that was identified in the research literature concerning academic publishing and journal editing. Topics discussed include the ethical responsibilities of working with internati…
Pursuing Better Childhoods and Futures through Curriculum
In recent years, globalised curriculum discourses have given rise to local curriculum texts that convey and produce particularised imaginings and narratives, as well as hopes for, and expectations of, young children, their childhoods and their futures. In this article, the authors employ concepts from utopian studies and Deleuzeguattarian concepts of assemblage, rhizomes and lines (supple, rigid and lines of flight) to undertake a preliminary and…
Equity and educators enacting The Australian Early Years Learning Framework
The mandated learning framework, Belonging, Being & Becoming: The Early Years Learning Framework for Australia is part of a suite of reforms currently being undertaken in early childhood education in Australia. All educators working in direct contact with young children from birth to the age of five are required to use the Framework or an approved alternative. The reforms are aimed at achieving higher quality and greater equity of early childhood…
Learning Stories as cross-national policy borrowing
Chinese kindergartens’ over 110 years of adaptation of foreign models is a vivid example of how globalization comes into direct contact with Chinese culture and creates cultural hybridities. Learning Stories as a narrative assessment tool to children’s development from New Zealand, has swept China with the endorsement from the professional organizations and local authorities, especially attracting many followers in Beijing. Based on a two-year pa…
Converged play characteristics for early childhood education
This paper discusses characteristics of converged play for early childhood education. The characteristics were derived from a four-year study of teachers’ interpretation and use of ‘web-mapping’ as an explicit conceptual tool, designed to mediate teaching practices and learning outcomes according to a definition of pedagogy as the relationship between teaching and learning. Three characteristics of converged play were identified via detailed anal…
Multimodal play
A challenge for early childhood (EC) educators internationally is how to increase the integration of popular culture, media and digital technologies in EC settings to promote children's learning with digital media. But an ongoing puzzle is why the practices of some educators change, while others remain the same. Much research about teaching practice positions the locus of change in teacher beliefs, attitudes, values and knowledge. Re‐mediation by…
Coaching practices
Young children’s agency with digital technologies
This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this …
Complexifying quality
Quality in early childhood education settings has dominated the global economic policy agenda since the early 1990s, and despite decades of public investment, quality reform has stalled in Australia and internationally. This lack of quality improvement has been attributed to the inadequacy of the standardized, quantitative, and economic perspectives that drive policy, which are increasingly focused on systematized, academic interpretations of qua…
Policies of interlude and interruption
The early childhood education (ECE) sector has been subjected to increased governance, which has manifested in an increased focus on monitoring and steering the daily life of preschools. It is well documented that instruments of governance change teachers’ priorities and practices. Changes are not always in line with the aims of the governing instrument. Empirical studies concerning governance in children’s everyday lives have been rarer. Underst…
Activity-tracking assemblages in Finnish early childhood education and care
Children's activity-trackers have recently gained popularity to ensure sufficient exercise for children attending Finnish Early Childhood Education and Care settings. Device manufacturers collaborate with public and private providers and supply children with bracelets that measure activity. We interviewed staff who used trackers during 2021, and approach these technologies as assemblages where devices are entangled with discourses, rules and prac…
Teacher critical reflection
This Meta-Aggregative (MA) Qualitative Evidence Synthesis (QES) identified, investigated, and critically appraised examples of ‘quality’ Teacher Critical Reflection (TCR) in recent peer-reviewed research. The key question guiding the synthesis of literature was, How is teacher critical reflection evidenced, justified, and communicated in peer-reviewed research? The synthesis detected the importance of TCR in supporting quality teacher practice in…
Gendering and slow violence as mundane political practice in early childhood education
For many years, researchers have attended to gender in early childhood education (ECE) from an equity perspective, framed initially by feminist and feminist poststructuralist theories. More recently, researchers have adopted feminist new materialism and feminist posthumanist perspectives to consider gender in ECE. Here we think with the concept of slow violence to contemplate how, in combination with extra-sectionality, gendering is a cumulative …
Slow violence in the micro-regimes of early childhood education
Distributed pedagogical leadership and transformative change
Leading in an early childhood education (ECE) centre is complex. Successful leadership is influenced by how leaders make decisions. This article illustrates how a contextual examination of the factors influencing leadership in an Australian ECE centre led to a research project focused on the centre director enacting distributed pedagogical leadership (DPL). DPL was facilitated through provocations, engaging educators in sharing and responding to …
What autistic students say about their learning and teaching experiences in mainstream secondary school
In Australia, approximately one in 100 people have a diagnosis of autism, with young people on the spectrum less likely to continue education beyond secondary school. Barriers include the school environment, inadequate teacher preparation, a lack of understanding about autism, and the persistence of negative stereotypes that are linked to the deficit-based medical model, which pathologises autism. The under representation of autistic voices in re…
Pedagogical strategies for supporting young children’s technical and social understandings of the internet as a basis for online safety education in the early years
Digital technologies and early childhood educator ‘control’
In Australian early childhood education (ECE), recent policy requires children to be provided with opportunities to use digital technologies independently, safely, and in healthy ways. While there has been reluctance to integrate media and digital technologies, educators have taken up the challenge, with some experiencing difficulty in relinquishing control of digital devices. This article addresses the idea of control, using data from a case stu…
Psychology (17 works) · Pedagogy (16 works) · Sociology (15 works) · Political science (11 works) · Early childhood education (9 works) · Computer Science (8 works) · Child Development and Digital Technology (7 works) · Developmental psychology (7 works) · Early childhood (7 works) · Early Childhood Education and Development (7 works)