Jo Lampert
Biographic Data
| ID | 199817 |
|---|---|
| NAME | Jo Lampert |
| GIVEN NAMES | Jo |
| FAMILY NAME | Lampert |
| SIGNATURE | LAMPERT J |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0003-0963-0925 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Imersão pictórica em paisagens: A prática artística como experiência estética e formativa para artistas e artistas-professores
Esse estudo reflete a relevância da prática artística como elemento formativo essencial para artistas e artistas-professores em Artes Visuais. A discussão parte da experiência com as imersões pictóricas realizadas no âmbito da residência artísticopedagógica, vinculada ao Grupo de Estudos Estúdio de Pintura Apotheke, projeto de extensão permanente da Universidade do Estado de Santa Catarina (Udesc). Aqui, investiga-se como as ações desenvolvidas e…
Not the job I imagined: Teachers’ expectations of their work in the context of teaching shortages
In the context of extreme teaching shortages in Australia, this paper examines the concept of a ‘teaching imaginary’. It explores the discrepancy between teachers’ expectations of their work, primarily focused on classroom teaching, professional judgement and relationships with students, and the realities of their often administrative and managerial roles. In this paper we draw on narratives from teachers collected as part of a larger ethnographi…
For the foreseeable future: The tenuous and precarious nature of teacher retention 1
Beyond the nine-to-five: Gendered experiences of work–life conflict in Australia's hardest-to-staff schools
Work-life conflict causes issues for many women in the Australian labour market. Historically, teaching has been positioned as one of the few careers that allow women to balance their professional and personal lives. These associations have contributed to teaching being one of the most gender-segregated labour sectors, despite being marked by intense workload, long hours and demanding physical, cognitive, and emotional labour. This article examin…
The Hidden Work of Incidental Mentoring in the Hardest-to-Staff Schools
In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staf…
Teachers who stay in hard-to-staff schools: School responses to the teacher shortage crisis
In this paper, we report on some early findings from a project that explores the experiences of teacher shortages in hard-to-staff schools in Australia. We provide an in-depth account of the experiences of teachers who remain at schools characterised by unfilled vacancies, high staff turnover and a limited casual relief workforce. These experiences are often overlooked because most studies concerning teacher shortages typically analyse such issue…
Maybe I’m just not strong enough’: On the care exploitation of teachers in hard-to-staff schools
An analysis of Australian teacher workforce policy: Challenges and opportunities for teacher recruitment and retention
The COVID-19 pandemic has worsened the shortage of teachers worldwide. Shortages have been reported globally including in countries such as the UK, Netherlands, France, Japan, New Zealand and the United States. In Australia, persistent challenges in teacher recruitment, and retention, especially in disadvantaged schools have worsened, with rural and remote schools struggling to attract teachers, as well as urban schools in disadvantaged areas nec…
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: Alternative pathways into teaching and implications for social justice
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…
A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere
This article brings together a number of key issues that emerge in research around the problem of teacher shortages in hard-to-staff schools. It offers a broad overview of the hard-to-staff schooling sector as discussed in recent academic literature and provides a context-specific overview of the literature around workforce shortages in hard-to-staff schools with relevancy for high poverty contexts. In line with Williams et al. ( The paper begins…
Still standing: An ecological perspective on teachers remaining in hard-to-staff schools
In this paper, we investigate the working lives of three Australian teachers in the hardest-to-staff schools as they tell their stories of how teacher attrition has impacted them and others.Drawing on Zavelevsky & Shapira-Lishchinsky's ecological framework (2020) we analyse their work-stories to better understand issues impacting the teaching workforce in a time of extreme teaching shortages.Part of a larger study on teachers who remain in hard-t…
Codesign in Indigenous education policy and practice—A systematic literature review
Codesign is an increasingly common term in Indigenous education policy settings. However, it is unclear exactly what it means and how it is enacted. This systematic review examined 15 papers relevant to codesign in the context of Indigenous education, clearly distinguishing between codesign as a process and a method. These papers provide a snapshot of the various ways codesign is conceptualised, enacted as a process and evaluated in Indigenous ed…
Reflexões sobre o pensamento pictórico no estudo da interação das cores baseado em Wassily Kandinsky
Esta pesquisa investiga as práticas docentes para o ensino da interação da cor desenvolvida pelo projeto de pesquisa intitulado O Estúdio de Pintura como um Laboratório de Ensino na Universidade do Estado de Santa Catarina – UDESC. Para a realização desta, o objetivo geral foi de investigar como propostas de aula ateliê sobre a interação das cores a partir de Kandinsky podem contribuir para o desenvolvimento do pensamento pictórico na pintura, di…
Indigenous education policy, practice and research: Unravelling the tangled web
An abundance of research in Indigenous education has not resulted in significant systemic change in relation to Indigenous education in Australia. In this paper we examine convergence and divergence across the policy, practice and research realms with the aim of identifying key sites of opportunity for innovation and change. Through analysing how research and evidence is produced and included/excluded in Indigenous education policy settings, the …
A Existência Da Obra De John Dewey E O Que Schools of to-Morrow Tem a Dizer Para O Ensino Das Artes Visuais Nos Dias De Hoje
O presente artigo apresenta um estudo introdutório da obra Schools of To-morrow (1915) de John Dewey em coautoria com Evelyn Dewey. O objetivo deste estudo é ampliar o referencial teórico da pesquisa sobre o ensino das Artes Visuais a partir de uma das obras de John Dewey. O texto foi desenvolvido a partir da seleção dos princípios: ajustment (ajuste), movimento, experiência, liberdade, disciplina e learning by doing (aprender fazendo) para apres…
Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy
Background/Context: In this article, we draw on Villegas’s explanations of beliefs as precursors to social justice dispositions and Mills et al.’s Australian research about social justice dispositions as either affirmative or transformative. These conceptual positions assist us in understanding the beliefs that are derived from applicants’ schooling and life experiences. Purpose of Study: The article reports on how 46 candidates applying for an A…
Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools
This paper reports on findings from the first author’s doctoral research examining the experiences of Aboriginal and Torres Strait Islander staff in Australian flexi schools. ‘Collaborative yarning methodology’ story boarding was used to hear (and theme) the collective experiences of Indigenous teaching and non-teaching staff in these alternative school settings where both they and Indigenous students make up larger numbers of staff than mainstre…
A community-engaged framework for the preparation of teachers for high-poverty communities
Noções sobre a Filosofia da Arte como experiência durante a pandemia em 2020
Neste artigo, buscamos refletir sobre o impacto da pandemia ocasionada pelo COVID 19 nos encontros do Grupo de Estudos Estúdio de Pintura Apotheke. Os encontros do Grupo, que comumente costumavam acontecer semanalmente no ateliê de pintura da Universidade do Estado de Santa Catarina – UDESC, passaram a acontecer de forma remota. Objetiva-se refletir, pensando nos pressupostos da experiência estética e da arte como experiência de John Dewey (2010)…
Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education
In this Indigenous/non-Indigenous collaboration, we examine discourses of ‘community engagement’ in Australia’s blueprint education policy, Through Growth to Achievement: The Report of The Review to Achieve Educational Excellence in Australian Schools. While the report addresses the education sector widely rather than being specifically directed towards Indigenous education, as a significant equity-oriented text it is accountable for responding t…
O ateliê de pintura como um laboratório de ensino e aprendizagem em Artes Visuais
O ateliê de pintura como um laboratório de ensino e aprendizagem em Artes Visuais é um pro-jeto de pesquisa desenvolvido na Universidade do Estado de Santa Catarina, em Florianópolis, Brasil. O projeto apresenta perspectivas da pesquisa em Arte e Arte Educação no campo das Artes Visuais. Refere-se ao espaço/tempo das ações desenvolvidas no ateliê de pintura no contexto da Universidade e aponta como lugar de investigação e reflexão o Grupo de Estu…
It’s not about punitive’: Exploring how early-career teachers in high-poverty schools respond to critical incidents
This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what …
More like the kids than the other teachers’: One working-class pre-service Teacher’s experiences in a middle-class profession
Entre a prática pedagógica e a prática artística: Reflexões sobre Arte e Arte Educação
http://dx.doi.org/10.5902/1983734814258 Este artigo aborda conceitos sobre o lugar do professor artista, bem como, deriva sobre o conceito de experiência utilizando o ateliê como espaço criativo, gerador de potência para articulações entre a formação docente e a prática artística. O estudo norteia-se sobre como o professor compõe seu processo criativo com a elaboração de cartografias, sendo que estas propoem fluxo e conexões entre os conceitos de…
More like the kids than the other teachers’: One working-class pre-service Teacher’s experiences in a middle-class profession
Why is There no Category of the City in Hegel's Aesthetics
Journal Article Why is There no Category of the City in Hegel's Aesthetics? Get access Jay Lampert Jay Lampert Search for other works by this author on: Oxford Academic Google Scholar The British Journal of Aesthetics, Volume 41, Issue 3, July 2001, Pages 312–324, https://doi.org/10.1093/bjaesthetics/41.3.312 Published: 01 July 2001
An analysis of Australian teacher workforce policy: Challenges and opportunities for teacher recruitment and retention
The COVID-19 pandemic has worsened the shortage of teachers worldwide. Shortages have been reported globally including in countries such as the UK, Netherlands, France, Japan, New Zealand and the United States. In Australia, persistent challenges in teacher recruitment, and retention, especially in disadvantaged schools have worsened, with rural and remote schools struggling to attract teachers, as well as urban schools in disadvantaged areas nec…
Indigenous Australian Perspectives in Teaching at The University of Queensland
The goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP), the recommendations of the Royal Commission into Aboriginal Deaths in Custody and the broader implications of the High Court's Native Title decision place considerable pressure on the higher education system to move rapidly to achieve equity in access, participation and outcomes for Indigenous Australians and non-Indigenous Australians
Indigenous Australian Perspectives in Teaching at The University of Queensland
The goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP), the recommendations of the Royal Commission into Aboriginal Deaths in Custody and the broader implications of the High Court's Native Title decision place considerable pressure on the higher education system to move rapidly to achieve equity in access, participation and outcomes for Indigenous Australians and non-Indigenous Australians
Why is There no Category of the City in Hegel's Aesthetics
Journal Article Why is There no Category of the City in Hegel's Aesthetics? Get access Jay Lampert Jay Lampert Search for other works by this author on: Oxford Academic Google Scholar The British Journal of Aesthetics, Volume 41, Issue 3, July 2001, Pages 312–324, https://doi.org/10.1093/bjaesthetics/41.3.312 Published: 01 July 2001
Sh-h-h-h: Representations of perpetrators of sexual child abuse in picturebooks
Children's picturebooks dealing with the topic of child sexual abuse first appeared in the early 1980s with the aim of addressing the need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may be at risk of or have already experienced sexual abuse. Despite the apparent potential of children's picturebooks to convey child sexual abuse prevention concepts, very few studies have address…
Good Chronological History Detected but Critical Analysis on the Missing List
Carolyn Carpan. 2009. Sisters, Schoolgirls, and Sleuths: Girls’ Series Books in America. Lanham, MD: Scarecrow Press
Old-Fashioned and Forward-Looking”: Neo-Liberalism and Nostalgia in the Daring Books for Girls
In this paper, we examine The Daring Book for Girls and its follow-ups for their constructions of gender. We suggest that, as examples of how neo-liberalism finds its way into notions of proper girlhood, the books provide intentional and unintentional “lessons” to their readers in how to perform themselves in these times. In both the American and the Australian edition of the initial text, girls are instructed in complex ways to be the right kind…
Ruptures in the Heterosexual Matrix Through Teenage Flows and Multiplicities
This article analyzes a series of stories and artworks that were produced in a collective biography workshop. It explores Judith Butler's concept of the heterosexual matrix combined with a Deleuzian theoretical framework. The article begins with an overview of Butler's concept of the heterosexual matrix and her theorizations on how it might be disrupted. It then suggests how a Deleuzian framework offers other tools for analyzing these ruptures at…
The Cyndi Lauper Affect: Bodies, Girlhood and Popular Culture
Using a collective biography method informed by a Deleuzian theoretical approach (Davies and Gannon 2009, 2012), this article analyses embodied memories of girlhood becomings through affective engagements with resonating images in media and popular culture. In this approach to analysis we move beyond the impasse in some feminist cultural studies where studies of popular culture have been understood through theories of representation and reception…
Entre a prática pedagógica e a prática artística: Reflexões sobre Arte e Arte Educação
http://dx.doi.org/10.5902/1983734814258 Este artigo aborda conceitos sobre o lugar do professor artista, bem como, deriva sobre o conceito de experiência utilizando o ateliê como espaço criativo, gerador de potência para articulações entre a formação docente e a prática artística. O estudo norteia-se sobre como o professor compõe seu processo criativo com a elaboração de cartografias, sendo que estas propoem fluxo e conexões entre os conceitos de…
More like the kids than the other teachers’: One working-class pre-service Teacher’s experiences in a middle-class profession
It’s not about punitive’: Exploring how early-career teachers in high-poverty schools respond to critical incidents
This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what …
O ateliê de pintura como um laboratório de ensino e aprendizagem em Artes Visuais
O ateliê de pintura como um laboratório de ensino e aprendizagem em Artes Visuais é um pro-jeto de pesquisa desenvolvido na Universidade do Estado de Santa Catarina, em Florianópolis, Brasil. O projeto apresenta perspectivas da pesquisa em Arte e Arte Educação no campo das Artes Visuais. Refere-se ao espaço/tempo das ações desenvolvidas no ateliê de pintura no contexto da Universidade e aponta como lugar de investigação e reflexão o Grupo de Estu…
Noções sobre a Filosofia da Arte como experiência durante a pandemia em 2020
Neste artigo, buscamos refletir sobre o impacto da pandemia ocasionada pelo COVID 19 nos encontros do Grupo de Estudos Estúdio de Pintura Apotheke. Os encontros do Grupo, que comumente costumavam acontecer semanalmente no ateliê de pintura da Universidade do Estado de Santa Catarina – UDESC, passaram a acontecer de forma remota. Objetiva-se refletir, pensando nos pressupostos da experiência estética e da arte como experiência de John Dewey (2010)…
Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education
In this Indigenous/non-Indigenous collaboration, we examine discourses of ‘community engagement’ in Australia’s blueprint education policy, Through Growth to Achievement: The Report of The Review to Achieve Educational Excellence in Australian Schools. While the report addresses the education sector widely rather than being specifically directed towards Indigenous education, as a significant equity-oriented text it is accountable for responding t…
A community-engaged framework for the preparation of teachers for high-poverty communities
A Existência Da Obra De John Dewey E O Que Schools of to-Morrow Tem a Dizer Para O Ensino Das Artes Visuais Nos Dias De Hoje
O presente artigo apresenta um estudo introdutório da obra Schools of To-morrow (1915) de John Dewey em coautoria com Evelyn Dewey. O objetivo deste estudo é ampliar o referencial teórico da pesquisa sobre o ensino das Artes Visuais a partir de uma das obras de John Dewey. O texto foi desenvolvido a partir da seleção dos princípios: ajustment (ajuste), movimento, experiência, liberdade, disciplina e learning by doing (aprender fazendo) para apres…
Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy
Background/Context: In this article, we draw on Villegas’s explanations of beliefs as precursors to social justice dispositions and Mills et al.’s Australian research about social justice dispositions as either affirmative or transformative. These conceptual positions assist us in understanding the beliefs that are derived from applicants’ schooling and life experiences. Purpose of Study: The article reports on how 46 candidates applying for an A…
Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools
This paper reports on findings from the first author’s doctoral research examining the experiences of Aboriginal and Torres Strait Islander staff in Australian flexi schools. ‘Collaborative yarning methodology’ story boarding was used to hear (and theme) the collective experiences of Indigenous teaching and non-teaching staff in these alternative school settings where both they and Indigenous students make up larger numbers of staff than mainstre…
Reflexões sobre o pensamento pictórico no estudo da interação das cores baseado em Wassily Kandinsky
Esta pesquisa investiga as práticas docentes para o ensino da interação da cor desenvolvida pelo projeto de pesquisa intitulado O Estúdio de Pintura como um Laboratório de Ensino na Universidade do Estado de Santa Catarina – UDESC. Para a realização desta, o objetivo geral foi de investigar como propostas de aula ateliê sobre a interação das cores a partir de Kandinsky podem contribuir para o desenvolvimento do pensamento pictórico na pintura, di…
Indigenous education policy, practice and research: Unravelling the tangled web
An abundance of research in Indigenous education has not resulted in significant systemic change in relation to Indigenous education in Australia. In this paper we examine convergence and divergence across the policy, practice and research realms with the aim of identifying key sites of opportunity for innovation and change. Through analysing how research and evidence is produced and included/excluded in Indigenous education policy settings, the …
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: Alternative pathways into teaching and implications for social justice
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…
A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere
This article brings together a number of key issues that emerge in research around the problem of teacher shortages in hard-to-staff schools. It offers a broad overview of the hard-to-staff schooling sector as discussed in recent academic literature and provides a context-specific overview of the literature around workforce shortages in hard-to-staff schools with relevancy for high poverty contexts. In line with Williams et al. ( The paper begins…
Still standing: An ecological perspective on teachers remaining in hard-to-staff schools
In this paper, we investigate the working lives of three Australian teachers in the hardest-to-staff schools as they tell their stories of how teacher attrition has impacted them and others.Drawing on Zavelevsky & Shapira-Lishchinsky's ecological framework (2020) we analyse their work-stories to better understand issues impacting the teaching workforce in a time of extreme teaching shortages.Part of a larger study on teachers who remain in hard-t…
Codesign in Indigenous education policy and practice—A systematic literature review
Codesign is an increasingly common term in Indigenous education policy settings. However, it is unclear exactly what it means and how it is enacted. This systematic review examined 15 papers relevant to codesign in the context of Indigenous education, clearly distinguishing between codesign as a process and a method. These papers provide a snapshot of the various ways codesign is conceptualised, enacted as a process and evaluated in Indigenous ed…
The Hidden Work of Incidental Mentoring in the Hardest-to-Staff Schools
In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staf…
Sociology (18 works) · Pedagogy (14 works) · Political science (14 works) · Teacher Education and Leadership Studies (11 works) · Psychology (10 works) · Education Systems and Policy (9 works) · Law (8 works) · Philosophy (8 works) · Art (7 works) · Mathematics education (7 works)