Rosalyn Black
Biographic Data
| ID | 3590881 |
|---|---|
| NAME | Rosalyn Black |
| GIVEN NAMES | Rosalyn |
| FAMILY NAME | Black |
| SIGNATURE | BLACK R |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0001-5427-0565 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Feeling higher education futures: Affective imaginaries of online teaching for higher education leaders
Digitally enabled technologies and pedagogies, including the use of AI technologies, have become integral to higher education. Despite this, online teaching continues to give rise to particularly strong and variable affective responses, responses which orient the academics who feel them towards possible futures, whether desired or feared. In this paper, we consider what affective imaginaries might be informing the future of online teaching within…
Resisting neoliberalism: Teacher education academics navigating precarious times
While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This paper analyses the experiences of teacher education academics from Australia and New Zealand (n = 13) who were interviewed during lengthy pandemic lockdowns. Whilst rarely using the language of resistance, participants revealed multiple ways they navigated…
Negotiating senses of belonging and identity across education spaces
A multitude of educational programs attempt to facilitate young people’s engagement with ideas and practices of active citizenship. For young Aboriginal and Torres Strait Islander or Indigenous people in Australia, such interventions are often subject to complex experiences of senses of belonging and non-belonging. This paper responds to calls from researchers to develop better understandings of young Indigenous people’s own senses and practices …
We don't value teaching as much as we should: Tracing 'Teacher' Professional Identity in Critical Times
As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interviews conducted in 2021 with eight academics employed in Australian teacher education programs as part of a wider study, Critical Times: Producing the Global Graduate in a Pandemic. It uses ‘big D’ Discourse analysis to explore complex constructions of the …
Young People and Thinking Technologies for the Anthropocene
This collection, which is a companion volume to Young People and Stories for the Anthropocene (Kelly et al., 2022), aims to find, to explore, and to co-produce ways of ‘staying with the trouble’ (Haraway 2016) that are disruptive of orthodoxies in childhood and youth studies, and productive of new ways of thinking, and of being and becoming, in the circumstances that we (young and old) find ourselves in. Circumstances that have, problematically, …
In their own words: 41 Stories of Young People’s Digital Citizenship
Digital citizenship and cyber safety are often used interchangeably in the context of young people’s internet use, depicting the young person as passive, vulnerable and in need of adult intervention to navigate an unsafe online environment and perpetuating reductive and deterministic initiatives that rarely respond to young people’s own online perspectives and experiences. This discussion maps recent definitions and debates about digital citizens…
Young People and Stories for the Anthropocene
This edited collection presents stories of children and young people’s entanglements with times of ongoing crisis in the Anthropocene. The authors use biographical narratives and arts-based methodologies to further the discussion surrounding young people’s well-being, resilience, and enterprise. Through these stories, they seek to critically engage with the literature on the Anthropocene and interrogate concepts such as agency, structure, and bel…
Fresh Understandings and Challenges for Youth Studies Research
The possibilities and problematics of student voice for teacher professional learning: Lessons from an evaluation study
Student voice has the potential to prompt creative and transformative teacher professional learning and practice. However, contemporary conditions of education – including policy priorities and institutional constraints – shape how student voice is taken up. This article draws on data from an evaluation study of a student voice programme (‘Teach the Teacher’) as enacted in two Australian schools. Notwithstanding the possibilities of student voice…
Negotiating Vulnerabilities in Space and Time in the Twenty-First Century
Young university students are experiencing a changing relationship with the future as economic and geopolitical anxieties alter the temporal and spatial horizons with which they engage. Du Bois-Reymond and López Blasco suggested almost 20 years ago that 'youth is now [...] a life condition that is marked by unpredictability, vulnerability and reversibility' (2003, p. 20). This situation has only accelerated since then. This paper draws on the aut…
Doing great things for the world: Merit and the Justice Politics of Young People Receiving an Elite Educational Scholarship
Higher Education policy researchers have highlighted the link between merit and privileged social background with respect to who is most likely to win merit-based scholarships in Universities. Yet little is known about how students from various social backgrounds may inhabit such a scholarship. In this paper, we draw on theorisations of the relationship between meritocracy and justice in order to analyse the subjective work of several undergradua…
Living the dream? University students in mobile times
Geographic mobility shapes the present experience and imagined futures of many young university students. Strong associations between higher education and youth mobility relate both to young people’s relocation to gain qualifications and to ideas about being young. This paper draws on data from a recent study to reflect on how mobility features within the experience and imagined futures of 30 university students in Australia, the UK and France. L…
Flexible ongoing’: The young university student as homo promptus
Drawing from a study of young university students in Australia, France and the U.K., homo promptus represents the authors’ effort to trace how young people are positioned within discourses of higher education and employment to provide a conceptual shape to emergent characteristics of their otherwise diverse lives. We suggest that homo promptus is: entrepreneurial and strategic; plans adaptively for the future while living life in the short-term; …
Feeling voice: The emotional politics of ‘student voice’ for teachers
In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individua…
Young People in Digital Society: Control Shift
Imagining Youth Futures: University Students in Post-Truth Times
Young People in Digital Society: Control Shift
This book argues that there is a fundamental divide between young people's digital practices and the ways in which these practices are understood by many parents, policymakers and other adult stakeholders. As a consequence, young people's online lives are contained and controlled
Inciting youth mobilities: Insights from an elite university scholarship program
Higher education is imbued with discourses which promise young graduates the ability to be globally mobile actors capable of securing numerous market goods as well as contributing to the public good. These discourses are amplified by elite university scholarship programs which aim to foster economic and cultural leaders while adopting a highly exclusive process in selecting their participants. Drawing on ideas of youth geographies and mobilities,…
Globalisation, cosmopolitanism and diaspora: What are the implications for understanding citizenship
Contemporary global flows of people, ideas and capital have led to profound changes in transnational interactions, affinities, forms of sociality and understandings of citizenship. Traditional vocabularies of citizenship struggle to cope with this rescaling of dimensions of citizenship in an increasingly globalised world. In addition, educational policies and practices remain primarily focused on normative, national conceptions of citizens, thus …
Young people’s perceptions of power and influence as a basis for understanding contemporary citizenship
Persistent simplistic binary discourses of young people’s citizenship portray them either as civically deficit and disengaged citizens or the creators of new democratic modes and approaches. This paper draws on field research with two groups of young people in Australia to better recognise the nuance of young people’s experiences of citizenship, power and influence. The study investigated the extent to which different groups of young people belie…
Educators, professionalism and politics: Global transitions, national spaces and professional projects. World Yearbook of Education 2013
Book review of Educators, professionalism and politics: global transitions, national spaces and professional projects. World Yearbook of Education 2013, edited by Terri Seddon and John S. Levin, New York and Oxon, Routledge, 2013, ISBN 978-0-415-52914-3
Student participation and disadvantage: Limitations in policy and practice
n\t\t\t\t\tThe public policy of numerous nations, including Australia, articulates a clear expectation that schools will develop young people’s capacities to participate in civic society and its democratic structures and processes. A romantic policy rhetoric hides a reality that is both more complex and less well understood than is typically acknowledged. Young people’s democratic participation is subject to varying interpretations and implementa…
Student participation and disadvantage: Limitations in policy and practice
n\t\t\t\t\tThe public policy of numerous nations, including Australia, articulates a clear expectation that schools will develop young people’s capacities to participate in civic society and its democratic structures and processes. A romantic policy rhetoric hides a reality that is both more complex and less well understood than is typically acknowledged. Young people’s democratic participation is subject to varying interpretations and implementa…
Flexible ongoing’: The young university student as homo promptus
Drawing from a study of young university students in Australia, France and the U.K., homo promptus represents the authors’ effort to trace how young people are positioned within discourses of higher education and employment to provide a conceptual shape to emergent characteristics of their otherwise diverse lives. We suggest that homo promptus is: entrepreneurial and strategic; plans adaptively for the future while living life in the short-term; …
Globalisation, cosmopolitanism and diaspora: What are the implications for understanding citizenship
Contemporary global flows of people, ideas and capital have led to profound changes in transnational interactions, affinities, forms of sociality and understandings of citizenship. Traditional vocabularies of citizenship struggle to cope with this rescaling of dimensions of citizenship in an increasingly globalised world. In addition, educational policies and practices remain primarily focused on normative, national conceptions of citizens, thus …
Doing great things for the world: Merit and the Justice Politics of Young People Receiving an Elite Educational Scholarship
Higher Education policy researchers have highlighted the link between merit and privileged social background with respect to who is most likely to win merit-based scholarships in Universities. Yet little is known about how students from various social backgrounds may inhabit such a scholarship. In this paper, we draw on theorisations of the relationship between meritocracy and justice in order to analyse the subjective work of several undergradua…
Feeling voice: The emotional politics of ‘student voice’ for teachers
In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individua…
Young people’s perceptions of power and influence as a basis for understanding contemporary citizenship
Persistent simplistic binary discourses of young people’s citizenship portray them either as civically deficit and disengaged citizens or the creators of new democratic modes and approaches. This paper draws on field research with two groups of young people in Australia to better recognise the nuance of young people’s experiences of citizenship, power and influence. The study investigated the extent to which different groups of young people belie…
We don't value teaching as much as we should: Tracing 'Teacher' Professional Identity in Critical Times
As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interviews conducted in 2021 with eight academics employed in Australian teacher education programs as part of a wider study, Critical Times: Producing the Global Graduate in a Pandemic. It uses ‘big D’ Discourse analysis to explore complex constructions of the …
Educators, professionalism and politics: Global transitions, national spaces and professional projects. World Yearbook of Education 2013
Book review of Educators, professionalism and politics: global transitions, national spaces and professional projects. World Yearbook of Education 2013, edited by Terri Seddon and John S. Levin, New York and Oxon, Routledge, 2013, ISBN 978-0-415-52914-3
Student participation and disadvantage: Limitations in policy and practice
n\t\t\t\t\tThe public policy of numerous nations, including Australia, articulates a clear expectation that schools will develop young people’s capacities to participate in civic society and its democratic structures and processes. A romantic policy rhetoric hides a reality that is both more complex and less well understood than is typically acknowledged. Young people’s democratic participation is subject to varying interpretations and implementa…
Educators, professionalism and politics: Global transitions, national spaces and professional projects. World Yearbook of Education 2013
Book review of Educators, professionalism and politics: global transitions, national spaces and professional projects. World Yearbook of Education 2013, edited by Terri Seddon and John S. Levin, New York and Oxon, Routledge, 2013, ISBN 978-0-415-52914-3
Young people’s perceptions of power and influence as a basis for understanding contemporary citizenship
Persistent simplistic binary discourses of young people’s citizenship portray them either as civically deficit and disengaged citizens or the creators of new democratic modes and approaches. This paper draws on field research with two groups of young people in Australia to better recognise the nuance of young people’s experiences of citizenship, power and influence. The study investigated the extent to which different groups of young people belie…
Globalisation, cosmopolitanism and diaspora: What are the implications for understanding citizenship
Contemporary global flows of people, ideas and capital have led to profound changes in transnational interactions, affinities, forms of sociality and understandings of citizenship. Traditional vocabularies of citizenship struggle to cope with this rescaling of dimensions of citizenship in an increasingly globalised world. In addition, educational policies and practices remain primarily focused on normative, national conceptions of citizens, thus …
Imagining Youth Futures: University Students in Post-Truth Times
Young People in Digital Society: Control Shift
This book argues that there is a fundamental divide between young people's digital practices and the ways in which these practices are understood by many parents, policymakers and other adult stakeholders. As a consequence, young people's online lives are contained and controlled
Inciting youth mobilities: Insights from an elite university scholarship program
Higher education is imbued with discourses which promise young graduates the ability to be globally mobile actors capable of securing numerous market goods as well as contributing to the public good. These discourses are amplified by elite university scholarship programs which aim to foster economic and cultural leaders while adopting a highly exclusive process in selecting their participants. Drawing on ideas of youth geographies and mobilities,…
Living the dream? University students in mobile times
Geographic mobility shapes the present experience and imagined futures of many young university students. Strong associations between higher education and youth mobility relate both to young people’s relocation to gain qualifications and to ideas about being young. This paper draws on data from a recent study to reflect on how mobility features within the experience and imagined futures of 30 university students in Australia, the UK and France. L…
Flexible ongoing’: The young university student as homo promptus
Drawing from a study of young university students in Australia, France and the U.K., homo promptus represents the authors’ effort to trace how young people are positioned within discourses of higher education and employment to provide a conceptual shape to emergent characteristics of their otherwise diverse lives. We suggest that homo promptus is: entrepreneurial and strategic; plans adaptively for the future while living life in the short-term; …
Feeling voice: The emotional politics of ‘student voice’ for teachers
In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individua…
Young People in Digital Society: Control Shift
The possibilities and problematics of student voice for teacher professional learning: Lessons from an evaluation study
Student voice has the potential to prompt creative and transformative teacher professional learning and practice. However, contemporary conditions of education – including policy priorities and institutional constraints – shape how student voice is taken up. This article draws on data from an evaluation study of a student voice programme (‘Teach the Teacher’) as enacted in two Australian schools. Notwithstanding the possibilities of student voice…
Negotiating Vulnerabilities in Space and Time in the Twenty-First Century
Young university students are experiencing a changing relationship with the future as economic and geopolitical anxieties alter the temporal and spatial horizons with which they engage. Du Bois-Reymond and López Blasco suggested almost 20 years ago that 'youth is now [...] a life condition that is marked by unpredictability, vulnerability and reversibility' (2003, p. 20). This situation has only accelerated since then. This paper draws on the aut…
Doing great things for the world: Merit and the Justice Politics of Young People Receiving an Elite Educational Scholarship
Higher Education policy researchers have highlighted the link between merit and privileged social background with respect to who is most likely to win merit-based scholarships in Universities. Yet little is known about how students from various social backgrounds may inhabit such a scholarship. In this paper, we draw on theorisations of the relationship between meritocracy and justice in order to analyse the subjective work of several undergradua…
Young People and Thinking Technologies for the Anthropocene
This collection, which is a companion volume to Young People and Stories for the Anthropocene (Kelly et al., 2022), aims to find, to explore, and to co-produce ways of ‘staying with the trouble’ (Haraway 2016) that are disruptive of orthodoxies in childhood and youth studies, and productive of new ways of thinking, and of being and becoming, in the circumstances that we (young and old) find ourselves in. Circumstances that have, problematically, …
In their own words: 41 Stories of Young People’s Digital Citizenship
Digital citizenship and cyber safety are often used interchangeably in the context of young people’s internet use, depicting the young person as passive, vulnerable and in need of adult intervention to navigate an unsafe online environment and perpetuating reductive and deterministic initiatives that rarely respond to young people’s own online perspectives and experiences. This discussion maps recent definitions and debates about digital citizens…
Young People and Stories for the Anthropocene
This edited collection presents stories of children and young people’s entanglements with times of ongoing crisis in the Anthropocene. The authors use biographical narratives and arts-based methodologies to further the discussion surrounding young people’s well-being, resilience, and enterprise. Through these stories, they seek to critically engage with the literature on the Anthropocene and interrogate concepts such as agency, structure, and bel…
Fresh Understandings and Challenges for Youth Studies Research
Resisting neoliberalism: Teacher education academics navigating precarious times
While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This paper analyses the experiences of teacher education academics from Australia and New Zealand (n = 13) who were interviewed during lengthy pandemic lockdowns. Whilst rarely using the language of resistance, participants revealed multiple ways they navigated…
Negotiating senses of belonging and identity across education spaces
A multitude of educational programs attempt to facilitate young people’s engagement with ideas and practices of active citizenship. For young Aboriginal and Torres Strait Islander or Indigenous people in Australia, such interventions are often subject to complex experiences of senses of belonging and non-belonging. This paper responds to calls from researchers to develop better understandings of young Indigenous people’s own senses and practices …
We don't value teaching as much as we should: Tracing 'Teacher' Professional Identity in Critical Times
As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interviews conducted in 2021 with eight academics employed in Australian teacher education programs as part of a wider study, Critical Times: Producing the Global Graduate in a Pandemic. It uses ‘big D’ Discourse analysis to explore complex constructions of the …
Feeling higher education futures: Affective imaginaries of online teaching for higher education leaders
Digitally enabled technologies and pedagogies, including the use of AI technologies, have become integral to higher education. Despite this, online teaching continues to give rise to particularly strong and variable affective responses, responses which orient the academics who feel them towards possible futures, whether desired or feared. In this paper, we consider what affective imaginaries might be informing the future of online teaching within…
Political science (18 works) · Sociology (17 works) · Youth Education and Societal Dynamics (13 works) · Law (12 works) · Politics (10 works) · Gender Studies (9 works) · Psychology (8 works) · Children's Rights and Participation (7 works) · Public relations (6 works) · Social science (6 works)