Babak Dadvand
Datos Biográficos
| ID | 771203 |
|---|---|
| NOMBRE | Babak Dadvand |
| NOMBRES | Babak |
| APELLIDO | Dadvand |
| FIRMA | DADVAND B |
| AFILIACIONES | La Trobe University |
| ORCID | 0000-0002-3362-8625 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 45 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Principals’ perspectives on school–community engagement in hard-to-staff schools
Principals of marginalized schools confront a variety of equity challenges that impact students’ academic outcomes and wellbeing. There is growing consensus that the way principals and schools engage with the community can contribute to addressing equity challenges. This study examined the experiences of six principals of marginalized schools with school–community engagement in Victoria, Australia. Drawing on data from semi-structured interviews,…
It’s Not About the Money
Teacher shortage is a global problem. One strategy adopted in several countries to help address the shortfall of teachers is to employ career-change teachers, sometimes through alternative entry pathways, which allow aspiring teachers to teach in a school, while simultaneously working towards their teacher qualification. Teachers of STEM subjects, including mathematics, technology, physics, chemistry, biology, and generalist science, are in short…
Gendered organisational impacts on women’s educational leadership aspirations in schools
Women dominate the teaching workforce; however, this numerical representation has not translated into equitable participation in principal leadership roles. Situated within gendered organisational structures, this study draws on role congruity theory to examine how organisational factors shape women’s aspirations to the principal position. Focusing on women currently occupying middle-level leadership roles in schools, the study investigates the s…
Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools
Against a background of teacher shortages, Australian policy prioritises ‘classroom readiness’ as a quality indicator. This paper presents an alternative view from principals of nine (9) schools defined as ‘hard to staff’. Evoking a Discourse that we named Teaching as a professional calling , these principals defined graduate teacher readiness in terms of a moral purpose, enacted in their specific school contexts through relational care practices…
The care paradox
Context matters
Addressing teacher shortages in hard-to-staff schools
Over recent years, few topics in education have received as much media, public and political attention as that of teacher shortages. While there is an overarching agreement about the existence of t
Teachers at the speed of light
What happens when Initial Teacher Education shifts focus from preparing teachers as change agents to focusing on fast-tracking candidates into the profession? In this paper, we focus on the implications of the accelerated push in teacher education for key social justice and transformative aims of preparing critically reflective, culturally responsive teachers. We tease out what these emerging priorities mean for work of capacity-building for equi…
Navigating the paradox of excellence and equity in school leadership
In this paper, I examine the tensions that a school principal experienced in reconciling performative priorities with equitable practices in a government secondary school in a low Socio-Economic Status suburb in Victoria, Australia. I use the notion of paradox to explore how the principal navigated contradictions and tensions. I aim to provide a more nuanced understanding of sense-making processes, agency, and capacity for action in the face of r…
Career change teachers in hard-to-staff schools
Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separate hard-to-staff schools. We interviewed these teachers during the first 2 years of their career ch…
A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries
Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses surv…
The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education
Alternative Education, Youth and Vulnerability
Youth, Education and the Ethos of Vulnerability in Uncertain Times
Uncertainty and Dark Optimism
Performative pedagogies of care and the emerging geographies of school exclusion for students with disability
In this paper, I examine how performative practices of care that are primarily focused on academic achievement and learning outcomes have contributed to the creation of geographies of exclusion within mainstream schools for students with disability. Through a study of a 12-year-old student diagnosed with autism in a secondary school in Melbourne, Australia, I maintain that performative care makes certain groups of students ‘intelligible’ by respo…
Triadic labour in teaching for the prevention of gender-based violence
In this paper, we use the Deleuzian notion of assemblage as an analytico-methodological framework to examine different types of ‘labour’ that teachers are called upon to perform when they implement a programme that teaches about gender-based violence. Drawing on interview data gathered from 129 teachers from primary and secondary schools in the Australian context, we trace the affective forces which interact to both drive and constrain teacher ac…
Pedagogies of care in performative schools
With growing policy pressures on schools to produce outcomes, there are concerns about the loss of caring relationships from education. In this article, we argue that rather than eliminating all forms of care, neoliberal reform agendas have co-opted the practices of care by encouraging an ethic of care that serves instrumental agendas of student achievement and performance. Drawing upon semi-structured interview data from a teacher and a principa…
Pedagogies of performative care and school belonging
With schools coming under pressure to perform and produce outcomes, the caring practices of the institution have been increasingly framed around issues of achievement, excellence and outcomes. In this article, we examine how the performativity-driven practices of care impact on the possibilities of social inclusion for marginalised students. Drawing on case study data from two 14-year-old students in a government secondary school located in a low…
Re-conceptualising youth participation
To date, various participation models have been proposed to assist those who want to involve young people in program design, delivery and evaluation. These models tend to classify participatory practices, and often use hierarchical structures which do not account well for the socio-cultural contexts in which participation takes place. In this paper, we draw upon scholarship in the fields of feminist, post-structural and critical theory, as well a…
Pedagogical knowledge base
Development of English language teaching reflection inventory
Re-conceptualising youth participation
To date, various participation models have been proposed to assist those who want to involve young people in program design, delivery and evaluation. These models tend to classify participatory practices, and often use hierarchical structures which do not account well for the socio-cultural contexts in which participation takes place. In this paper, we draw upon scholarship in the fields of feminist, post-structural and critical theory, as well a…
Development of English language teaching reflection inventory
Pedagogies of care in performative schools
With growing policy pressures on schools to produce outcomes, there are concerns about the loss of caring relationships from education. In this article, we argue that rather than eliminating all forms of care, neoliberal reform agendas have co-opted the practices of care by encouraging an ethic of care that serves instrumental agendas of student achievement and performance. Drawing upon semi-structured interview data from a teacher and a principa…
Triadic labour in teaching for the prevention of gender-based violence
In this paper, we use the Deleuzian notion of assemblage as an analytico-methodological framework to examine different types of ‘labour’ that teachers are called upon to perform when they implement a programme that teaches about gender-based violence. Drawing on interview data gathered from 129 teachers from primary and secondary schools in the Australian context, we trace the affective forces which interact to both drive and constrain teacher ac…
Performative pedagogies of care and the emerging geographies of school exclusion for students with disability
In this paper, I examine how performative practices of care that are primarily focused on academic achievement and learning outcomes have contributed to the creation of geographies of exclusion within mainstream schools for students with disability. Through a study of a 12-year-old student diagnosed with autism in a secondary school in Melbourne, Australia, I maintain that performative care makes certain groups of students ‘intelligible’ by respo…
Pedagogical knowledge base
Pedagogies of performative care and school belonging
With schools coming under pressure to perform and produce outcomes, the caring practices of the institution have been increasingly framed around issues of achievement, excellence and outcomes. In this article, we examine how the performativity-driven practices of care impact on the possibilities of social inclusion for marginalised students. Drawing on case study data from two 14-year-old students in a government secondary school located in a low…
Development of English language teaching reflection inventory
Pedagogical knowledge base
Re-conceptualising youth participation
To date, various participation models have been proposed to assist those who want to involve young people in program design, delivery and evaluation. These models tend to classify participatory practices, and often use hierarchical structures which do not account well for the socio-cultural contexts in which participation takes place. In this paper, we draw upon scholarship in the fields of feminist, post-structural and critical theory, as well a…
Pedagogies of performative care and school belonging
With schools coming under pressure to perform and produce outcomes, the caring practices of the institution have been increasingly framed around issues of achievement, excellence and outcomes. In this article, we examine how the performativity-driven practices of care impact on the possibilities of social inclusion for marginalised students. Drawing on case study data from two 14-year-old students in a government secondary school located in a low…
Uncertainty and Dark Optimism
Performative pedagogies of care and the emerging geographies of school exclusion for students with disability
In this paper, I examine how performative practices of care that are primarily focused on academic achievement and learning outcomes have contributed to the creation of geographies of exclusion within mainstream schools for students with disability. Through a study of a 12-year-old student diagnosed with autism in a secondary school in Melbourne, Australia, I maintain that performative care makes certain groups of students ‘intelligible’ by respo…
Triadic labour in teaching for the prevention of gender-based violence
In this paper, we use the Deleuzian notion of assemblage as an analytico-methodological framework to examine different types of ‘labour’ that teachers are called upon to perform when they implement a programme that teaches about gender-based violence. Drawing on interview data gathered from 129 teachers from primary and secondary schools in the Australian context, we trace the affective forces which interact to both drive and constrain teacher ac…
Pedagogies of care in performative schools
With growing policy pressures on schools to produce outcomes, there are concerns about the loss of caring relationships from education. In this article, we argue that rather than eliminating all forms of care, neoliberal reform agendas have co-opted the practices of care by encouraging an ethic of care that serves instrumental agendas of student achievement and performance. Drawing upon semi-structured interview data from a teacher and a principa…
Alternative Education, Youth and Vulnerability
Youth, Education and the Ethos of Vulnerability in Uncertain Times
The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education
A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries
Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses surv…
Addressing teacher shortages in hard-to-staff schools
Over recent years, few topics in education have received as much media, public and political attention as that of teacher shortages. While there is an overarching agreement about the existence of t
Teachers at the speed of light
What happens when Initial Teacher Education shifts focus from preparing teachers as change agents to focusing on fast-tracking candidates into the profession? In this paper, we focus on the implications of the accelerated push in teacher education for key social justice and transformative aims of preparing critically reflective, culturally responsive teachers. We tease out what these emerging priorities mean for work of capacity-building for equi…
Navigating the paradox of excellence and equity in school leadership
In this paper, I examine the tensions that a school principal experienced in reconciling performative priorities with equitable practices in a government secondary school in a low Socio-Economic Status suburb in Victoria, Australia. I use the notion of paradox to explore how the principal navigated contradictions and tensions. I aim to provide a more nuanced understanding of sense-making processes, agency, and capacity for action in the face of r…
Career change teachers in hard-to-staff schools
Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separate hard-to-staff schools. We interviewed these teachers during the first 2 years of their career ch…
Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools
Against a background of teacher shortages, Australian policy prioritises ‘classroom readiness’ as a quality indicator. This paper presents an alternative view from principals of nine (9) schools defined as ‘hard to staff’. Evoking a Discourse that we named Teaching as a professional calling , these principals defined graduate teacher readiness in terms of a moral purpose, enacted in their specific school contexts through relational care practices…
The care paradox
Context matters
Principals’ perspectives on school–community engagement in hard-to-staff schools
Principals of marginalized schools confront a variety of equity challenges that impact students’ academic outcomes and wellbeing. There is growing consensus that the way principals and schools engage with the community can contribute to addressing equity challenges. This study examined the experiences of six principals of marginalized schools with school–community engagement in Victoria, Australia. Drawing on data from semi-structured interviews,…
It’s Not About the Money
Teacher shortage is a global problem. One strategy adopted in several countries to help address the shortfall of teachers is to employ career-change teachers, sometimes through alternative entry pathways, which allow aspiring teachers to teach in a school, while simultaneously working towards their teacher qualification. Teachers of STEM subjects, including mathematics, technology, physics, chemistry, biology, and generalist science, are in short…
Gendered organisational impacts on women’s educational leadership aspirations in schools
Women dominate the teaching workforce; however, this numerical representation has not translated into equitable participation in principal leadership roles. Situated within gendered organisational structures, this study draws on role congruity theory to examine how organisational factors shape women’s aspirations to the principal position. Focusing on women currently occupying middle-level leadership roles in schools, the study investigates the s…
Psychology (12 obras) · Sociology (12 obras) · Pedagogy (11 obras) · Teacher Education and Leadership Studies (11 obras) · Political science (10 obras) · Global Educational Policies and Reforms (7 obras) · Public relations (7 obras) · Children's Rights and Participation (6 obras) · Mathematics education (6 obras) · Social science (6 obras)