Jenna Gillett-Swan
Biographic Data
| ID | 1371500 |
|---|---|
| NAME | Jenna Gillett-Swan |
| GIVEN NAMES | Jenna |
| FAMILY NAME | Gillett-Swan |
| SIGNATURE | GILLETT-SWAN J |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0001-9388-8624 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Scoping review of student wellbeing policies for Australian school systems
Academic wellbeing is critical for middle years students because they are at high risk of low wellbeing and achievement. Despite this, few studies seek student perspectives about this educationally relevant dimension of student wellbeing. This scoping review’s content analysis identifies terms, links and themes related to student wellbeing elements (i.e. definitions, dimensions, skills), in Australian school system policies. Analysis found a comm…
A theory of children’s human rights education
Children’s entitlement to education about their human rights is affirmed by various United Nations treaties and emphasised in scholarly literature. However, the field of rights education for children is hindered by fragmented research and inconsistent terminology, resulting in conceptual confusion that obstructs the development of effective rights education practices. This article tackles these challenges by presenting an innovative theory of Chi…
Autism research, autistic co-researchers, and PhD projects: A collaborative autoethnography
While participatory autism research is a priority in supporting the evolution of research in the field of autism, there has been limited consideration of community involvement in higher degree by research (HDR) projects such as PhD study. This is an important issue in higher education that requires focus, as HDR projects should represent significant contributions at the forefront of relevant disciplines. Detailed in this paper is a collaborative …
Student wellbeing in vertical schools: A multilayered student voice approach for inclusion and influence
Vertical schools are a new type of school in Australia, with little research available to guide designers and school leaders how to address the physical and social challenges that density and interiority add to the students’ schooling experience. As students capably communicate their experiences and perspectives about school spaces for wellbeing, pioneering students in three new vertical schools demonstrated the power of student voice in the Thri…
Navigating the Nine C's: Hopeful Women Advocates Remapping Neoliberal Higher Education
This paper provides perspectives from 11 women advocates with lived experience of various issues across higher education on the ways that the sector currently meets and does not meet the needs of those it employs. We discuss how we hope to disrupt the sector so that it can do better in the future, perhaps leading to a utopia for all rather than the privileged few that neoliberalism tends to cater to. Methodologically, we use a reflexive and recur…
Decision-making conditions for participatory student voice research at scale: Examples from studying vertical school spaces
Are participation rights a lingua franca? The complexities of translating and comparing the term 'participation' in educational contexts
Children's right to express their views under article 12 of the United Nations Convention on the Rights of the Child is commonly referred to as 'participation'. How this term is used in scholarship, policy and practice, however, varies enormously across linguistic and national contexts. This article reports and discusses four complexities associated with translating and comparing the term participation that were identified from a series of intern…
Student voice and teacher voice in educational research: A systematic review of 25 years of literature from 1995–2020
Co-designing place-based co-located health and wellbeing infrastructure and services with high school students, educators, and health service providers
Engaging young people as future users of a space enables responsive design. • Student voice is important in design of health and wellbeing infrastructure. • Nuances with needs and interests of users takes time to clarify and influences design. • Psychosocially safe spaces should be familiar but different from school or home. • Recognition, representation and resources are important for psychosocially safe spaces. This research involved working wi…
Theorising in Educational Children’s Rights Research: A Systematic Review of Publications 2012–2021
Child rights research has increased since the adoption of the Convention on the Rights of the Child ( crc ) in 1989. Reviews of the research has indicated a lack of criticality and a reluctance to interrogate or challenge dominant views. Some scholars argue that this results from under theorisation, whereas other maintain that theorisation is abundant. The paradox suggesting that children’s rights research can be both abundant and deficient in th…
What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior
Evidence of the powerful relationship between what teachers do and how effectively their students learn has led to reforms aimed at improving the quality of teaching. Most jurisdictions are now paying increased attention both to the initial and ongoing education of teachers, as well as methods to assess, reward and improve quality teaching. Predominant among these methods are frameworks that define observable elements of pedagogical practice for …
Children, classrooms and challenging behaviour: Do the rights of the many outweigh the rights of the few
Schools present a unique context for the generation and resolution of conflicts of human rights. While the conflicts that arise are many and various, a default response appears to be the prioritisation of the rights of the majority. Hence the rights of the many then trump the rights of the few. However, the intersection of multiple stakeholders, and multiple interests and rights, requires decision-makers to identify the rights at stake for all an…
Isobelle Barrett Meyering Feminism and the making of a child rights revolution 1969-1979
Children’s Rights from International Educational Perspectives: Wicked Problems for Children’s Education Rights
Beyond Salamanca: A citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research
More than two decades ago, UNESCO’s (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm. This is despite inclusive education being a fundamental human right under the United Nations Conve…
Exploring the Intersections of the Convention on the Rights of the Child General Principles and Diverse Sexes, Genders and Sexualities in Education
Using a rights framework underpinned by the general principles of the Convention on the Rights of the Child of; best interests, participation/respect for the child’s views, non-discrimination and life, survival and development, this paper outlines four key tensions for rights realisation in the context of diverse sexes, genders and sexualities in education. Children are commonly acknowledged as being more knowledgeable than previous generations a…
Voice-Inclusive Practice (vip): A Charter for Authentic Student Engagement
In an age of high stakes testing, diversified communication, educational transformation and pedagogical evolution, the child’s contribution to education remains underutilised. Despite the emphasis on children’s active and authentic involvement in educational decision making in the United Nations Convention on the Rights of the Child ( uncrc ), educational reform continues to ignore the child’s view. In contexts where the child’s voice is welcomed…
Voice Inclusive Practice, Digital Literacy and Children's Participatory Rights
This paper posits the need to align child participation principles and the emerging field of digital pedagogies. Informed by a contextualisation of children's participatory rights in contemporary technologically enhanced classrooms, the challenges of facilitating Voice Inclusive Practices are explored. Education is experiencing unprecedented change, particularly in the area of digital pedagogies, student engagement and voice. Such developments ne…
Foreign aid and inclusive education in the Pacific island nation of Kiribati: A question of ownership
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
Children's analysis processes when analysing qualitative research data: A Missing Piece to the Qualitative Research Puzzle
Children's role in the research process is often limited to a passive role as subject, recipient or object of data rather than as active contributor. The sociology of childhood considers children to be competent social actors and advocates for them to be recognised as such. This recognition is yet to filter into mainstream research agendas with children often remaining a passive provider to research that seeks to elicit their perspectives. This a…
The Challenges of Online Learning: Supporting and Engaging the Isolated Learner
Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is …
‘You Can't Have Well‐being If You're Dead…or Can You?’ Children's Realistic and Logical Approach to Discussing Life, Death and Wellbeing
Well‐being is a popularised and regularly considered aspect of an individual's life. Whilst frequently theorised across disciplines interested in childhood, children's perspectives on well‐being are often missing. This article presents children's views on well‐being, focussing on the extent they consider well‐being to exist after death or near‐death experiences. Through focus‐group discussion, children's conversations reflect their ability for de…
Children's Rights, Educational Research and the UNCRC: Past, present and future
Children’s Rights, Educational Research, and the UNCRC provides international perspectives on contemporary issues pertaining to children’s rights in education. The global context, relevance and implications of children’s rights, educational research and the United Nations Convention on the Rights of the Child (UNCRC) are explored from multiple perspectives. Since the development of the UNCRC over 25 years ago, significant changes have occurred in…
Children’s rights in a 21st-century digital world: Exploring opportunities and tensions
The past 25 years has witnessed the dramatic and exponential growth and use of digital technologies globally. Children’s lives, experiences and opportunities are increasingly mediated by their engagement with digital technologies. The delicate balance between censorship and protection presents additional complexities when considering the opportunities and challenges for children’s rights in a digitalised world. This special issue aims to engage c…
Wellbeing as a Process of Accrual: Beyond Subjectivity and Beyond the Moment
Beyond Salamanca: A citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research
More than two decades ago, UNESCO’s (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm. This is despite inclusive education being a fundamental human right under the United Nations Conve…
Voice-Inclusive Practice (vip): A Charter for Authentic Student Engagement
In an age of high stakes testing, diversified communication, educational transformation and pedagogical evolution, the child’s contribution to education remains underutilised. Despite the emphasis on children’s active and authentic involvement in educational decision making in the United Nations Convention on the Rights of the Child ( uncrc ), educational reform continues to ignore the child’s view. In contexts where the child’s voice is welcomed…
Wellbeing as a Process of Accrual: Beyond Subjectivity and Beyond the Moment
Investigating Tween Children's Capacity to Conceptualise the Complex Issue of Wellbeing
Wellbeing is an area that has gained increased global focus, particularly when considering children's lives. With the growing focus on children's wellbeing, it is apparent that this is an important aspect that is being considered in the policy and provision designed for children. The decision-making surrounding wellbeing provision for children typically occurs without the direct input of the children that these services are designed to benefit. W…
Foreign aid and inclusive education in the Pacific island nation of Kiribati: A question of ownership
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
Children's analysis processes when analysing qualitative research data: A Missing Piece to the Qualitative Research Puzzle
Children's role in the research process is often limited to a passive role as subject, recipient or object of data rather than as active contributor. The sociology of childhood considers children to be competent social actors and advocates for them to be recognised as such. This recognition is yet to filter into mainstream research agendas with children often remaining a passive provider to research that seeks to elicit their perspectives. This a…
Theorising in Educational Children’s Rights Research: A Systematic Review of Publications 2012–2021
Child rights research has increased since the adoption of the Convention on the Rights of the Child ( crc ) in 1989. Reviews of the research has indicated a lack of criticality and a reluctance to interrogate or challenge dominant views. Some scholars argue that this results from under theorisation, whereas other maintain that theorisation is abundant. The paradox suggesting that children’s rights research can be both abundant and deficient in th…
Children’s rights in a 21st-century digital world: Exploring opportunities and tensions
The past 25 years has witnessed the dramatic and exponential growth and use of digital technologies globally. Children’s lives, experiences and opportunities are increasingly mediated by their engagement with digital technologies. The delicate balance between censorship and protection presents additional complexities when considering the opportunities and challenges for children’s rights in a digitalised world. This special issue aims to engage c…
Investigating Tween Children's Capacity to Conceptualise the Complex Issue of Wellbeing
Wellbeing is an area that has gained increased global focus, particularly when considering children's lives. With the growing focus on children's wellbeing, it is apparent that this is an important aspect that is being considered in the policy and provision designed for children. The decision-making surrounding wellbeing provision for children typically occurs without the direct input of the children that these services are designed to benefit. W…
Wellbeing as a Process of Accrual: Beyond Subjectivity and Beyond the Moment
Children's Rights, Educational Research and the UNCRC: Past, present and future
Children’s Rights, Educational Research, and the UNCRC provides international perspectives on contemporary issues pertaining to children’s rights in education. The global context, relevance and implications of children’s rights, educational research and the United Nations Convention on the Rights of the Child (UNCRC) are explored from multiple perspectives. Since the development of the UNCRC over 25 years ago, significant changes have occurred in…
Children’s rights in a 21st-century digital world: Exploring opportunities and tensions
The past 25 years has witnessed the dramatic and exponential growth and use of digital technologies globally. Children’s lives, experiences and opportunities are increasingly mediated by their engagement with digital technologies. The delicate balance between censorship and protection presents additional complexities when considering the opportunities and challenges for children’s rights in a digitalised world. This special issue aims to engage c…
The Challenges of Online Learning: Supporting and Engaging the Isolated Learner
Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is …
‘You Can't Have Well‐being If You're Dead…or Can You?’ Children's Realistic and Logical Approach to Discussing Life, Death and Wellbeing
Well‐being is a popularised and regularly considered aspect of an individual's life. Whilst frequently theorised across disciplines interested in childhood, children's perspectives on well‐being are often missing. This article presents children's views on well‐being, focussing on the extent they consider well‐being to exist after death or near‐death experiences. Through focus‐group discussion, children's conversations reflect their ability for de…
Voice Inclusive Practice, Digital Literacy and Children's Participatory Rights
This paper posits the need to align child participation principles and the emerging field of digital pedagogies. Informed by a contextualisation of children's participatory rights in contemporary technologically enhanced classrooms, the challenges of facilitating Voice Inclusive Practices are explored. Education is experiencing unprecedented change, particularly in the area of digital pedagogies, student engagement and voice. Such developments ne…
Foreign aid and inclusive education in the Pacific island nation of Kiribati: A question of ownership
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
Children's analysis processes when analysing qualitative research data: A Missing Piece to the Qualitative Research Puzzle
Children's role in the research process is often limited to a passive role as subject, recipient or object of data rather than as active contributor. The sociology of childhood considers children to be competent social actors and advocates for them to be recognised as such. This recognition is yet to filter into mainstream research agendas with children often remaining a passive provider to research that seeks to elicit their perspectives. This a…
Exploring the Intersections of the Convention on the Rights of the Child General Principles and Diverse Sexes, Genders and Sexualities in Education
Using a rights framework underpinned by the general principles of the Convention on the Rights of the Child of; best interests, participation/respect for the child’s views, non-discrimination and life, survival and development, this paper outlines four key tensions for rights realisation in the context of diverse sexes, genders and sexualities in education. Children are commonly acknowledged as being more knowledgeable than previous generations a…
Voice-Inclusive Practice (vip): A Charter for Authentic Student Engagement
In an age of high stakes testing, diversified communication, educational transformation and pedagogical evolution, the child’s contribution to education remains underutilised. Despite the emphasis on children’s active and authentic involvement in educational decision making in the United Nations Convention on the Rights of the Child ( uncrc ), educational reform continues to ignore the child’s view. In contexts where the child’s voice is welcomed…
Beyond Salamanca: A citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research
More than two decades ago, UNESCO’s (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm. This is despite inclusive education being a fundamental human right under the United Nations Conve…
Children’s Rights from International Educational Perspectives: Wicked Problems for Children’s Education Rights
What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior
Evidence of the powerful relationship between what teachers do and how effectively their students learn has led to reforms aimed at improving the quality of teaching. Most jurisdictions are now paying increased attention both to the initial and ongoing education of teachers, as well as methods to assess, reward and improve quality teaching. Predominant among these methods are frameworks that define observable elements of pedagogical practice for …
Children, classrooms and challenging behaviour: Do the rights of the many outweigh the rights of the few
Schools present a unique context for the generation and resolution of conflicts of human rights. While the conflicts that arise are many and various, a default response appears to be the prioritisation of the rights of the majority. Hence the rights of the many then trump the rights of the few. However, the intersection of multiple stakeholders, and multiple interests and rights, requires decision-makers to identify the rights at stake for all an…
Isobelle Barrett Meyering Feminism and the making of a child rights revolution 1969-1979
Theorising in Educational Children’s Rights Research: A Systematic Review of Publications 2012–2021
Child rights research has increased since the adoption of the Convention on the Rights of the Child ( crc ) in 1989. Reviews of the research has indicated a lack of criticality and a reluctance to interrogate or challenge dominant views. Some scholars argue that this results from under theorisation, whereas other maintain that theorisation is abundant. The paradox suggesting that children’s rights research can be both abundant and deficient in th…
Student voice and teacher voice in educational research: A systematic review of 25 years of literature from 1995–2020
Co-designing place-based co-located health and wellbeing infrastructure and services with high school students, educators, and health service providers
Engaging young people as future users of a space enables responsive design. • Student voice is important in design of health and wellbeing infrastructure. • Nuances with needs and interests of users takes time to clarify and influences design. • Psychosocially safe spaces should be familiar but different from school or home. • Recognition, representation and resources are important for psychosocially safe spaces. This research involved working wi…
A theory of children’s human rights education
Children’s entitlement to education about their human rights is affirmed by various United Nations treaties and emphasised in scholarly literature. However, the field of rights education for children is hindered by fragmented research and inconsistent terminology, resulting in conceptual confusion that obstructs the development of effective rights education practices. This article tackles these challenges by presenting an innovative theory of Chi…
Autism research, autistic co-researchers, and PhD projects: A collaborative autoethnography
While participatory autism research is a priority in supporting the evolution of research in the field of autism, there has been limited consideration of community involvement in higher degree by research (HDR) projects such as PhD study. This is an important issue in higher education that requires focus, as HDR projects should represent significant contributions at the forefront of relevant disciplines. Detailed in this paper is a collaborative …
Student wellbeing in vertical schools: A multilayered student voice approach for inclusion and influence
Vertical schools are a new type of school in Australia, with little research available to guide designers and school leaders how to address the physical and social challenges that density and interiority add to the students’ schooling experience. As students capably communicate their experiences and perspectives about school spaces for wellbeing, pioneering students in three new vertical schools demonstrated the power of student voice in the Thri…
Navigating the Nine C's: Hopeful Women Advocates Remapping Neoliberal Higher Education
This paper provides perspectives from 11 women advocates with lived experience of various issues across higher education on the ways that the sector currently meets and does not meet the needs of those it employs. We discuss how we hope to disrupt the sector so that it can do better in the future, perhaps leading to a utopia for all rather than the privileged few that neoliberalism tends to cater to. Methodologically, we use a reflexive and recur…
Decision-making conditions for participatory student voice research at scale: Examples from studying vertical school spaces
Are participation rights a lingua franca? The complexities of translating and comparing the term 'participation' in educational contexts
Children's right to express their views under article 12 of the United Nations Convention on the Rights of the Child is commonly referred to as 'participation'. How this term is used in scholarship, policy and practice, however, varies enormously across linguistic and national contexts. This article reports and discusses four complexities associated with translating and comparing the term participation that were identified from a series of intern…
Sociology (18 works) · Political science (16 works) · Children's Rights and Participation (14 works) · Psychology (14 works) · Pedagogy (7 works) · Early Childhood Education and Development (6 works) · Law (6 works) · Social science (6 works) · Computer Science (5 works) · Human rights (5 works)