Sophie Rudolph
Biographic Data
| ID | 110343 |
|---|---|
| NAME | Sophie Rudolph |
| GIVEN NAMES | Sophie |
| FAMILY NAME | Rudolph |
| SIGNATURE | RUDOLPH S |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0001-6542-8858 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 69 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Beyond colonial-capitalist logics: Reimagining the aims of education through degrowth and reviving the commons
Tensions in inclusion and exclusion policies in education: The impediments of embedded carcerality
Understanding school discipline and exclusion in Australia: Key issues
Exclusionary school discipline is an emerging field of research in Australia, whereas it is more established in contexts such as the United States and United Kingdom. In this article we, therefore, seek to understand how exclusionary school discipline has been examined by Australian education researchers working across a range of disciplines. We conducted a critical literature review, analysing research directly and indirectly investigating schoo…
Cultural responsiveness, Positive Behaviour Interventions and Supports, and the settler colonial state
Positive Behaviour Interventions and Supports (PBIS) is a whole school change framework and approach to learning and engagement that originated in the United States (US) and is now implemented around the world. Such a framework requires consideration of cultural responsiveness, particularly in settler colonial states such as the US and Australia. This article examines guidance for improving culturally responsive practice in the PBIS Cultural Resp…
Unsettling the despair of a fragmented world: Education, hope and refiguring Said’s humanism
This essay reflects on the significance of Edward Said’s contribution to scholarship and intellectual life, emphasising how his theorising and methods unsettle orthodoxies of thought, identity, and politics. As an introduction to the Special Issue – Edward Said: unsettling education in a fragmented world – the essay takes up important themes in Said’s practice of critical humanism, bringing them into conversation with the arguments put forward by…
On justice and education: A conversation with Edward Said’s work
This conversational piece is part of the Special Issue Edward Said: Unsettling Education in a Fragmented World. It takes inspiration from Said's many forms of public engagement and puts some of his ideas about justice into dialogue with complex issues facing the field of education: imperialism, nationalism and contrapuntal histories of radical humanism, resistance and redress. We reflect on how Said's critical scholarship may challenge and suppor…
What’s the use of educational research? Six stories reflecting on research use with communities
The question of how education research can be ‘useful’ is an enduring and challenging one. In recent years, this question has been approached by universities through a widespread ‘impact’ agenda. In this article, we explore the tensions between usefulness and impact and present six stories that reflect on research use with communities. These stories engage issues of the risk of usefulness, the time that is needed to work collaboratively for resea…
Exploring the Role of Sociability, Ownership, and Affinity for Technology in Shaping Acceptance and Intention to Use Personal Assistance Robots
Personal assistance robots are making inroads into our private and public life. At the same time, most humans are still unfamiliar with this technology and hesitate to accept and use it for daily tasks. Fortunately, the designs of robots can be adjusted to yield greater acceptance, subsequently enabling their utilization across various tasks. Using a scenario-based online experiment, we explored how sociability (low vs. high), ownership (private …
Education, Racial Justice, and the Limits of Inclusion in Settler Colonial Australia
Education both actively excludes (through suspensions and expulsions) and tries to include (through inclusion policies, programs, and pathways). Students who experience both exclusion and attempts at inclusion tend to be racialized Black, Brown, and/or Indigenous; identify as queer or trans; be experiencing poverty; and/or be living with a disability. These are also the young people who tend to experience incarceration in settler colonial states.…
Carceral logics and education
In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooli…
Learning Whiteness: Education and the Settler Colonial State
Ngaga-dji, a call to action: Education justice and youth imprisonment
Education and racial capitalism
This paper works with theories of racial capitalism to show how formal education has been produced through interlocking systems of domination: capitalism, racism, and colonialism. With a focus on the enduring histories of British settler colonialism, we put forward a framework for analysing the constitutive relationship between contemporary systems of education and racial capitalism. The paper discusses three connected relations: (I) the ongoing …
The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review
Knowledge and racial violence: The shine and shadow of ‘powerful knowledge’
This paper offers a critique of ‘powerful knowledge’ – a concept in Education Studies that has been presented as a just basis for school curricula. Powerful knowledge is disciplinary knowledge produced and refined through a process of ‘specialisation’ that usually occurs in universities. Drawing on postcolonial, decolonial and Indigenous studies, we show how powerful knowledge seems to focus on the progressive impulse of modernity (its ‘shine’) w…
Borders as the productive tension between the universal and the particular: Challenges for education in a global era
For some scholars and commentators, the era of globalisation represented a new border-less age. However, the continuing legacy of colonial expansion through contemporary forms of imperialism and mass movement of migrants and refugees, has ensured that, in today’s globalised world, the relevance of the border is growing, not declining. Indeed, the question of the border seems more urgent than ever. It is this urgency that has driven us to pause, h…
Teacher responsibility: Shifting care from student to (professional) self
The professionalisation of teaching in Australia is a policy shift that transpires within broader policy dynamics which are increasingly influenced by neoliberal logics. In this article we examine teacher responsibility through analysis of a new measure introduced in Victoria. This requires teachers to prove professional development hours in the area of teaching students with special needs in order to maintain their professional registration. Thr…
To “uplift the Aborigine” or to “uphold” Aboriginal dignity and pride? Indigenous educational debates in 1960s Australia
The 1960s in Australia was a politically turbulent time with assimilation policies being questioned by moves in various spheres, including education, to address inequality. The late 1960s also saw the emergence of activist responses to racism as well as the groundbreaking 1967 Referendum, which called for the alteration of two clauses within the Australian Constitution that discriminated against the Indigenous population. A few months after the R…
The Relationality of Race in Education Research
This edited collection examines the ways in which the local and global are key to understanding race and racism in the intersectional context of contemporary education. Analysing a broad range of examples, it highlights how race and racism is a relational phenomenon, that interconnects local, national and global contexts and ideas. The current educational climate is subject to global influences and the effects of conservative, hyper-nationalist p…
The Politics of Post-Qualitative Inquiry: History and Power
In this article, we offer a critical reading of the increasingly popular "post-qualitative" approach to research. We draw on insights from postcolonial theory to offer some provocations about the methodological and conceptual claims made by post-qualitative inquiry. The article considers how post-qualitative inquiry opens up possibilities for post-humanist social research. But, our critical reading of these "new" approaches argues that such resea…
On being included: Racism and diversity in institutional life
On being included: racism and diversity in institutional life, by Sara Ahmed, Durham, Duke University Press, 2012, 256 pp., $22.95 (paperback), $79.95 (cloth), ISBN 978-0-8223-5236-5 Sara Ahmed, in
Education and Politics in India
Education and racial capitalism
This paper works with theories of racial capitalism to show how formal education has been produced through interlocking systems of domination: capitalism, racism, and colonialism. With a focus on the enduring histories of British settler colonialism, we put forward a framework for analysing the constitutive relationship between contemporary systems of education and racial capitalism. The paper discusses three connected relations: (I) the ongoing …
The Politics of Post-Qualitative Inquiry: History and Power
In this article, we offer a critical reading of the increasingly popular "post-qualitative" approach to research. We draw on insights from postcolonial theory to offer some provocations about the methodological and conceptual claims made by post-qualitative inquiry. The article considers how post-qualitative inquiry opens up possibilities for post-humanist social research. But, our critical reading of these "new" approaches argues that such resea…
Carceral logics and education
In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooli…
To “uplift the Aborigine” or to “uphold” Aboriginal dignity and pride? Indigenous educational debates in 1960s Australia
The 1960s in Australia was a politically turbulent time with assimilation policies being questioned by moves in various spheres, including education, to address inequality. The late 1960s also saw the emergence of activist responses to racism as well as the groundbreaking 1967 Referendum, which called for the alteration of two clauses within the Australian Constitution that discriminated against the Indigenous population. A few months after the R…
Teacher responsibility: Shifting care from student to (professional) self
The professionalisation of teaching in Australia is a policy shift that transpires within broader policy dynamics which are increasingly influenced by neoliberal logics. In this article we examine teacher responsibility through analysis of a new measure introduced in Victoria. This requires teachers to prove professional development hours in the area of teaching students with special needs in order to maintain their professional registration. Thr…
On being included: Racism and diversity in institutional life
On being included: racism and diversity in institutional life, by Sara Ahmed, Durham, Duke University Press, 2012, 256 pp., $22.95 (paperback), $79.95 (cloth), ISBN 978-0-8223-5236-5 Sara Ahmed, in
On justice and education: A conversation with Edward Said’s work
This conversational piece is part of the Special Issue Edward Said: Unsettling Education in a Fragmented World. It takes inspiration from Said's many forms of public engagement and puts some of his ideas about justice into dialogue with complex issues facing the field of education: imperialism, nationalism and contrapuntal histories of radical humanism, resistance and redress. We reflect on how Said's critical scholarship may challenge and suppor…
Borders as the productive tension between the universal and the particular: Challenges for education in a global era
For some scholars and commentators, the era of globalisation represented a new border-less age. However, the continuing legacy of colonial expansion through contemporary forms of imperialism and mass movement of migrants and refugees, has ensured that, in today’s globalised world, the relevance of the border is growing, not declining. Indeed, the question of the border seems more urgent than ever. It is this urgency that has driven us to pause, h…
Education and Politics in India
On being included: Racism and diversity in institutional life
On being included: racism and diversity in institutional life, by Sara Ahmed, Durham, Duke University Press, 2012, 256 pp., $22.95 (paperback), $79.95 (cloth), ISBN 978-0-8223-5236-5 Sara Ahmed, in
The Relationality of Race in Education Research
This edited collection examines the ways in which the local and global are key to understanding race and racism in the intersectional context of contemporary education. Analysing a broad range of examples, it highlights how race and racism is a relational phenomenon, that interconnects local, national and global contexts and ideas. The current educational climate is subject to global influences and the effects of conservative, hyper-nationalist p…
The Politics of Post-Qualitative Inquiry: History and Power
In this article, we offer a critical reading of the increasingly popular "post-qualitative" approach to research. We draw on insights from postcolonial theory to offer some provocations about the methodological and conceptual claims made by post-qualitative inquiry. The article considers how post-qualitative inquiry opens up possibilities for post-humanist social research. But, our critical reading of these "new" approaches argues that such resea…
Knowledge and racial violence: The shine and shadow of ‘powerful knowledge’
This paper offers a critique of ‘powerful knowledge’ – a concept in Education Studies that has been presented as a just basis for school curricula. Powerful knowledge is disciplinary knowledge produced and refined through a process of ‘specialisation’ that usually occurs in universities. Drawing on postcolonial, decolonial and Indigenous studies, we show how powerful knowledge seems to focus on the progressive impulse of modernity (its ‘shine’) w…
Borders as the productive tension between the universal and the particular: Challenges for education in a global era
For some scholars and commentators, the era of globalisation represented a new border-less age. However, the continuing legacy of colonial expansion through contemporary forms of imperialism and mass movement of migrants and refugees, has ensured that, in today’s globalised world, the relevance of the border is growing, not declining. Indeed, the question of the border seems more urgent than ever. It is this urgency that has driven us to pause, h…
Teacher responsibility: Shifting care from student to (professional) self
The professionalisation of teaching in Australia is a policy shift that transpires within broader policy dynamics which are increasingly influenced by neoliberal logics. In this article we examine teacher responsibility through analysis of a new measure introduced in Victoria. This requires teachers to prove professional development hours in the area of teaching students with special needs in order to maintain their professional registration. Thr…
To “uplift the Aborigine” or to “uphold” Aboriginal dignity and pride? Indigenous educational debates in 1960s Australia
The 1960s in Australia was a politically turbulent time with assimilation policies being questioned by moves in various spheres, including education, to address inequality. The late 1960s also saw the emergence of activist responses to racism as well as the groundbreaking 1967 Referendum, which called for the alteration of two clauses within the Australian Constitution that discriminated against the Indigenous population. A few months after the R…
The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review
Ngaga-dji, a call to action: Education justice and youth imprisonment
Education and racial capitalism
This paper works with theories of racial capitalism to show how formal education has been produced through interlocking systems of domination: capitalism, racism, and colonialism. With a focus on the enduring histories of British settler colonialism, we put forward a framework for analysing the constitutive relationship between contemporary systems of education and racial capitalism. The paper discusses three connected relations: (I) the ongoing …
Learning Whiteness: Education and the Settler Colonial State
Education, Racial Justice, and the Limits of Inclusion in Settler Colonial Australia
Education both actively excludes (through suspensions and expulsions) and tries to include (through inclusion policies, programs, and pathways). Students who experience both exclusion and attempts at inclusion tend to be racialized Black, Brown, and/or Indigenous; identify as queer or trans; be experiencing poverty; and/or be living with a disability. These are also the young people who tend to experience incarceration in settler colonial states.…
Carceral logics and education
In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooli…
What’s the use of educational research? Six stories reflecting on research use with communities
The question of how education research can be ‘useful’ is an enduring and challenging one. In recent years, this question has been approached by universities through a widespread ‘impact’ agenda. In this article, we explore the tensions between usefulness and impact and present six stories that reflect on research use with communities. These stories engage issues of the risk of usefulness, the time that is needed to work collaboratively for resea…
Exploring the Role of Sociability, Ownership, and Affinity for Technology in Shaping Acceptance and Intention to Use Personal Assistance Robots
Personal assistance robots are making inroads into our private and public life. At the same time, most humans are still unfamiliar with this technology and hesitate to accept and use it for daily tasks. Fortunately, the designs of robots can be adjusted to yield greater acceptance, subsequently enabling their utilization across various tasks. Using a scenario-based online experiment, we explored how sociability (low vs. high), ownership (private …
Understanding school discipline and exclusion in Australia: Key issues
Exclusionary school discipline is an emerging field of research in Australia, whereas it is more established in contexts such as the United States and United Kingdom. In this article we, therefore, seek to understand how exclusionary school discipline has been examined by Australian education researchers working across a range of disciplines. We conducted a critical literature review, analysing research directly and indirectly investigating schoo…
Cultural responsiveness, Positive Behaviour Interventions and Supports, and the settler colonial state
Positive Behaviour Interventions and Supports (PBIS) is a whole school change framework and approach to learning and engagement that originated in the United States (US) and is now implemented around the world. Such a framework requires consideration of cultural responsiveness, particularly in settler colonial states such as the US and Australia. This article examines guidance for improving culturally responsive practice in the PBIS Cultural Resp…
Unsettling the despair of a fragmented world: Education, hope and refiguring Said’s humanism
This essay reflects on the significance of Edward Said’s contribution to scholarship and intellectual life, emphasising how his theorising and methods unsettle orthodoxies of thought, identity, and politics. As an introduction to the Special Issue – Edward Said: unsettling education in a fragmented world – the essay takes up important themes in Said’s practice of critical humanism, bringing them into conversation with the arguments put forward by…
On justice and education: A conversation with Edward Said’s work
This conversational piece is part of the Special Issue Edward Said: Unsettling Education in a Fragmented World. It takes inspiration from Said's many forms of public engagement and puts some of his ideas about justice into dialogue with complex issues facing the field of education: imperialism, nationalism and contrapuntal histories of radical humanism, resistance and redress. We reflect on how Said's critical scholarship may challenge and suppor…
Beyond colonial-capitalist logics: Reimagining the aims of education through degrowth and reviving the commons
Tensions in inclusion and exclusion policies in education: The impediments of embedded carcerality
Sociology (17 works) · Political science (14 works) · Law (12 works) · Politics (10 works) · Critical Race Theory in Education (9 works) · Global Education and Multiculturalism (8 works) · Gender Studies (7 works) · Global Educational Policies and Reforms (7 works) · Law (7 works) · Social science (7 works)