Tim Corcoran
Biographic Data
| ID | 1499648 |
|---|---|
| NAME | Tim Corcoran |
| GIVEN NAMES | Tim |
| FAMILY NAME | Corcoran |
| SIGNATURE | CORCORAN T |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-4567-8726 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1938 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Overcoming hesitancy in delivering Aboriginal and Torres Strait Islander histories and cultures in Australian schools
Over the past decade, Australian schools have been directed to positively engage with Aboriginal and Torres Strait Islander histories and cultures and put in place strategies to enhance the success of Aboriginal and Torres Strait Islander students. These directives have come from both the Australian Curriculum Cross-curriculum priorities and the Australian Professional Standards for Teachers and School Leaders. Since these changes have been intro…
Marketising disability
In this paper, we examine disability funding in the context of a schooling market. By drawing on interviews with public school principals, we consider their experiences in competing for disability and inclusion funding in public schools. Public school principals are engaging in competitive applications from the state government to fund a range of disability supports, such as building ramps into playgrounds, providing support staff, or developing …
Teacher education students’ experiences navigating inherent requirements within their courses of study
Inherent requirements define core competencies that all students must demonstrate to be accepted, progress, and successfully complete professionally accredited programmes such as teaching. This paper presents research that examines how students of teacher education navigate supposed abilities to teach through their courses of study, to inform the development of a statement of inherent requirements for a large school of education in an Australian …
Employability for inclusion
Definitions of disability are changing, shifting from a narrow medical diagnosis to a biopsychosocial model of disability, where disability is conceptualised as a series of relational conditions that can potentially disadvantage individuals within environments. Implications of this new understanding of disability will have significant effects in the higher education sector, where there is increasing participation of disabled students. In this pap…
Normative power in higher education
This paper presents an analysis of two surveys that were conducted in an Australian university's School of Education, investigating how students and staff understood the inherent requirements of their courses. The survey results highlight that despite there being no explicit written inherent requirement statements for these courses both staff and students believed they had a deep understanding of the nature and potential effects of inherent requi…
From dialogics to ecologics
Mental health has traditionally been explained via medical knowledge, positioning biological pathology and pharmacological treatments as key in addressing psychiatric and psychological ailments. This article introduces the prospect of ecologics as a guide for communities committed to responding to mental health concerns in respectful and ethical ways. Significant features concerning ecologics are explained across three sections. The first propose…
Diversity training, inclusive education and our inevitable lament
As education systems the world over acknowledge the significance of supporting students with disabilities and related conditions to maintain school enrolment, building the capacity of educators to fulfil an inclusive ambition is frequently promoted through activities like awareness training. Here, the intention is to potentially change how people living with disability are understood and related to. Traditionally, awareness raising work relies on…
Psychosocial justice for students in custody
Availability to quality education is significantly beneficial to the life prospects of young people. In particular, for young people caught up in the justice system, it is argued that involvement in education reduces risk of further criminality and improves a person’s prospects for future community engagement. This paper overviews a recent study undertaken in the Australian state of Victoria. The study worked with project partner, Parkville Colle…
Paradoxes in inclusive education
Life’s paradoxes present across the varied landscapes we traverse in education and serve as formidable barriers in attempts to secure ethical consistency in practice. The presence of paradox invites educational researchers and practitioners to diligently examine our available choices, particularly when fixed by dominant ways of knowing/being. This too is especially consequential as these resources work for or against what we hold to be fundamenta…
Joint Action
Disability Studies
Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The…
Critical psychologies for critical health literacies
Health education is largely informed by psychological theories and practices that pursue reductionist views of people learning. However, critical attention is moving to understand health in ways that reconsider relationships to context and the forms of life within which everyday living takes place. This shift is apparent in theoretical developments from health literacy to critical health literacies. The discussion herein presents an introduction …
Critical health literacies? Introduction
Tim Corcoran and Kerry RenwickGuest Editors
Are the kids alright? Relating to representations of youth
Initiatives aimed at promoting young people's well-being potentially conflict with more traditional modes of adult/youth relationship privileging adult authority. For example, teaching practice has shifted from teacher to student-centred, a move that can be attributed at least in part to the acknowledged importance of empathetic teacher–student relationship to the well-being of students. This discussion considers an area of sociocultural practice…
Relationships with special needs students
Positive teacher–student relationships play an established role in the developmental outcomes of students. Ongoing research suggests that positive teacher–student relationships may be particularly beneficial for students with special educational needs [Baker, J. A. 2006. “Contributions of Teacher–Child Relationships to Positive School Adjustment During Elementary School.”Journal of School Psychology 44 (3): 211–229]. However, particular learning …
Psychosocial paediatric training in Iraq
There is an absence of education regarding psychosocial issues in Iraqi paediatric training programmes. The aim of this study is to examine current knowledge and perspectives around these topics and to explore potential development in these programmes. 56 paediatric trainers and students at the Child Central Teaching Hospital, a hospital affiliated to the Al-Mustansyria medical college in Baghdad, responded to a questionnaire to evaluate knowledg…
One more time
How can psychological description orient to an experiential understanding inclusive of and sensitive to situated ontological variability? To do so requires development of theory capable of engaging people in the living of their lives reconciling notions of personhood within the prospective nature of psychosocial action. This commentary considers Cromby’s argument and its capacity to realise theory of this kind
Health inclusive education
When considering the relevance of contemporary learning theories to health education and promotion work in schools, it is necessary to inspect the kinds of discourses used therein for how they understand and thereby constitute people and their worlds. For instance, contemporary educational practices, teaching and learning included, are dominated by constructivist theory and its person-in-the-world purview. It follows that from these discourses po…
Counselling in a Discursive World
Catholic Higher Education in Europe
Paradoxes in inclusive education
Life’s paradoxes present across the varied landscapes we traverse in education and serve as formidable barriers in attempts to secure ethical consistency in practice. The presence of paradox invites educational researchers and practitioners to diligently examine our available choices, particularly when fixed by dominant ways of knowing/being. This too is especially consequential as these resources work for or against what we hold to be fundamenta…
Employability for inclusion
Definitions of disability are changing, shifting from a narrow medical diagnosis to a biopsychosocial model of disability, where disability is conceptualised as a series of relational conditions that can potentially disadvantage individuals within environments. Implications of this new understanding of disability will have significant effects in the higher education sector, where there is increasing participation of disabled students. In this pap…
From dialogics to ecologics
Mental health has traditionally been explained via medical knowledge, positioning biological pathology and pharmacological treatments as key in addressing psychiatric and psychological ailments. This article introduces the prospect of ecologics as a guide for communities committed to responding to mental health concerns in respectful and ethical ways. Significant features concerning ecologics are explained across three sections. The first propose…
Catholic Higher Education in Europe
Counselling in a Discursive World
Health inclusive education
When considering the relevance of contemporary learning theories to health education and promotion work in schools, it is necessary to inspect the kinds of discourses used therein for how they understand and thereby constitute people and their worlds. For instance, contemporary educational practices, teaching and learning included, are dominated by constructivist theory and its person-in-the-world purview. It follows that from these discourses po…
One more time
How can psychological description orient to an experiential understanding inclusive of and sensitive to situated ontological variability? To do so requires development of theory capable of engaging people in the living of their lives reconciling notions of personhood within the prospective nature of psychosocial action. This commentary considers Cromby’s argument and its capacity to realise theory of this kind
Psychosocial paediatric training in Iraq
There is an absence of education regarding psychosocial issues in Iraqi paediatric training programmes. The aim of this study is to examine current knowledge and perspectives around these topics and to explore potential development in these programmes. 56 paediatric trainers and students at the Child Central Teaching Hospital, a hospital affiliated to the Al-Mustansyria medical college in Baghdad, responded to a questionnaire to evaluate knowledg…
Critical psychologies for critical health literacies
Health education is largely informed by psychological theories and practices that pursue reductionist views of people learning. However, critical attention is moving to understand health in ways that reconsider relationships to context and the forms of life within which everyday living takes place. This shift is apparent in theoretical developments from health literacy to critical health literacies. The discussion herein presents an introduction …
Critical health literacies? Introduction
Tim Corcoran and Kerry RenwickGuest Editors
Are the kids alright? Relating to representations of youth
Initiatives aimed at promoting young people's well-being potentially conflict with more traditional modes of adult/youth relationship privileging adult authority. For example, teaching practice has shifted from teacher to student-centred, a move that can be attributed at least in part to the acknowledged importance of empathetic teacher–student relationship to the well-being of students. This discussion considers an area of sociocultural practice…
Relationships with special needs students
Positive teacher–student relationships play an established role in the developmental outcomes of students. Ongoing research suggests that positive teacher–student relationships may be particularly beneficial for students with special educational needs [Baker, J. A. 2006. “Contributions of Teacher–Child Relationships to Positive School Adjustment During Elementary School.”Journal of School Psychology 44 (3): 211–229]. However, particular learning …
Disability Studies
Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The…
Joint Action
Psychosocial justice for students in custody
Availability to quality education is significantly beneficial to the life prospects of young people. In particular, for young people caught up in the justice system, it is argued that involvement in education reduces risk of further criminality and improves a person’s prospects for future community engagement. This paper overviews a recent study undertaken in the Australian state of Victoria. The study worked with project partner, Parkville Colle…
Paradoxes in inclusive education
Life’s paradoxes present across the varied landscapes we traverse in education and serve as formidable barriers in attempts to secure ethical consistency in practice. The presence of paradox invites educational researchers and practitioners to diligently examine our available choices, particularly when fixed by dominant ways of knowing/being. This too is especially consequential as these resources work for or against what we hold to be fundamenta…
Diversity training, inclusive education and our inevitable lament
As education systems the world over acknowledge the significance of supporting students with disabilities and related conditions to maintain school enrolment, building the capacity of educators to fulfil an inclusive ambition is frequently promoted through activities like awareness training. Here, the intention is to potentially change how people living with disability are understood and related to. Traditionally, awareness raising work relies on…
Normative power in higher education
This paper presents an analysis of two surveys that were conducted in an Australian university's School of Education, investigating how students and staff understood the inherent requirements of their courses. The survey results highlight that despite there being no explicit written inherent requirement statements for these courses both staff and students believed they had a deep understanding of the nature and potential effects of inherent requi…
From dialogics to ecologics
Mental health has traditionally been explained via medical knowledge, positioning biological pathology and pharmacological treatments as key in addressing psychiatric and psychological ailments. This article introduces the prospect of ecologics as a guide for communities committed to responding to mental health concerns in respectful and ethical ways. Significant features concerning ecologics are explained across three sections. The first propose…
Employability for inclusion
Definitions of disability are changing, shifting from a narrow medical diagnosis to a biopsychosocial model of disability, where disability is conceptualised as a series of relational conditions that can potentially disadvantage individuals within environments. Implications of this new understanding of disability will have significant effects in the higher education sector, where there is increasing participation of disabled students. In this pap…
Overcoming hesitancy in delivering Aboriginal and Torres Strait Islander histories and cultures in Australian schools
Over the past decade, Australian schools have been directed to positively engage with Aboriginal and Torres Strait Islander histories and cultures and put in place strategies to enhance the success of Aboriginal and Torres Strait Islander students. These directives have come from both the Australian Curriculum Cross-curriculum priorities and the Australian Professional Standards for Teachers and School Leaders. Since these changes have been intro…
Marketising disability
In this paper, we examine disability funding in the context of a schooling market. By drawing on interviews with public school principals, we consider their experiences in competing for disability and inclusion funding in public schools. Public school principals are engaging in competitive applications from the state government to fund a range of disability supports, such as building ramps into playgrounds, providing support staff, or developing …
Teacher education students’ experiences navigating inherent requirements within their courses of study
Inherent requirements define core competencies that all students must demonstrate to be accepted, progress, and successfully complete professionally accredited programmes such as teaching. This paper presents research that examines how students of teacher education navigate supposed abilities to teach through their courses of study, to inform the development of a statement of inherent requirements for a large school of education in an Australian …
Psychology (16 works) · Political science (13 works) · Sociology (13 works) · Pedagogy (12 works) · Social Psychology (10 works) · Social Psychology (8 works) · Epistemology (6 works) · Inclusion (mineral (5 works) · Psychosocial (5 works) · Community Health and Development (4 works)