Annette Woods
Biographic Data
| ID | 3597775 |
|---|---|
| NAME | Annette Woods |
| GIVEN NAMES | Annette |
| FAMILY NAME | Woods |
| SIGNATURE | WOODS A |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0003-1585-5688 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The culturally nourishing schooling project and indigenous resurgence: The possible and the promise for indigenous education
Since the late 1970s, a consistent message has centred on the hope, potential, and promise of local Indigenous Peoples contributing to decision-making with regard to schooling policies and practices. However, this period is also intertwined with the influence of neoliberalism, such as the marketisation and human capital-driven approaches to education. Within this framework, the notion of local decision-making has been deployed by the state to ass…
Settler (il)literacy in and from the Australian curriculum
In this paper, we introduce settler (il)literacy as a framework for understanding the challenges faced by teachers and students as they construct new knowledge in classrooms. Local knowledges, even when they are foregrounded in schooling, remain intertwined with the ongoing impact of the colonial project. The notion of settler (il)literacy can be used to reveal the discursive twists and turns for teachers and students as they navigate their sense…
Which resources support teachers to embed Indigenous perspectives? A convergent mixed methods analysis
The national Australian Curriculum includes the Aboriginal and Torres Strait Islander Histories and Cultures Cross-curriculum Priority (CCP). The aim of this CCP is to build students’ knowledge about Aboriginal and Torres Strait Islander peoples, and specifically within the curriculum’s eight key learning areas. It has been established in research that many teachers report hesitancy or even unwillingness to teach Aboriginal and Torres Strait Isla…
The Digital Childhood Industry
Many children lead lives that are heavily influenced by the digital world, whether that’s through digital products, services, and practices made for them, or made about them. For children and their families, their digital childhood is mediated across many dimensions, including play, learning, communication and the everyday routines of family life. In this panel, we examine some of the ways digital childhood is mediated through Industry. In partic…
Developing children’s algorithmic literacies through curatorship as media literacy
Children in current times are likely to encounter algorithms, particularly recommendation systems, as part of their everyday media experiences. In this paper we consider children’s use of algorithms from a media literacy perspective, namely through curatorship practices. We detail a pilot workshop where children had opportunities to develop understandings and critically reflect on algorithms through non-digital media production. Children engaged …
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling
There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining…
Exclusion of curriculum justice from the 2021 review of the Australian curriculum: Powerful knowledge remains unquestioned
The study reported in this paper examined the debates surrounding proposed changes to the Australian history curriculum made as a part of the 2020/2021 curriculum review. The focus is on the commentary and media statements made in the public domain by influential voices, such as the then Federal Minister of Education, academics and members of the public. The time period under investigation is between the months of April and December 2021. The ana…
Critical conversations: The importance of educators and families talking, reading and writing with young literacy learners
Purpose The purpose of this paper is to provide a brief review of foundational research that has informed how the field of literacy education understands the importance of child-adult interactions for learning language and early literacy, and the importance of this learning for learning literacy later in life. Design/methodology/approach The methodology utilised followed conventional rapid review practices. Findings Findings include reminders of …
A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students
Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT fra…
Sometimes perception will suffice”: Indigenous Knowledges and the Australian Curriculum
Are we there yet? Research with and for teachers and children and the possibilities of schooling in a complex world
“Monsters Are Coming!”: Learning Literacy and Playing Games
Background/Context There are recent trends of bringing highly defined, teacher-directed pedagogies into early-childhood contexts in Australia, the United States. and other Western contexts. While the justification for these moves is often the improvement of outcomes for young children, they ignore the large body of research that attests to the social, emotional, and academic benefits of children having time to play and to experience educational p…
Big data: And the micropolitics of entanglement in the Earth’s becoming
This paper addresses the entanglements of the earth’s becoming in a multi site cross hemisphere study of the infinite moments of young children’s world making, recorded in multimodal videos, still images, and children’s productions. The postqualitative project was informed by new materialist and posthuman theorising. The researchers conducted their research at seven different early learning centres in NSW, Queensland, Victoria, and Finland. At th…
Children resisting deficit: What can children tell us about literate lives
Research has demonstrated that teachers who know more about the literate lives of their students outside of the classroom are more able to set up positive connections between home and school. In this article, we theorise the notion of ‘deficit’ discourses in education. Using two cases as examples, we seek to disrupt deficit discourses about children in communities of high poverty. The first case describes children’s responses when asked to draw a…
Exploring Literate Lives: Returning to the Field
The challenges of conducting lengthy fieldwork in today's busy academic world have impacted the types of research that are able to be carried out. In particular, traditional educational ethnography has become problematic for research beyond initial doctoral research programs. This article analyzes data collected during a return to the field of a study about literate lives, 11 years after the initial data collection. It considers the implications …
Teaching sociology within teacher education: Revisiting, realigning and re-embedding
This article uses theoretical resources from the sociology of education to consider the teaching of sociology in teacher education programs in Australia. Once a disciplinary 'pillar' of teacher education, sociology's contribution has become less explicit while more integrated, with consequences for disciplinary identity. Here we explore how sociology is taught in teacher education curricula on two fronts. First we outline how sociology is embedde…
Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools
This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse, indigenous and low socioeconomic students (SES), noting an emphasis on comprehension as autonomous skills. The four resources model (Freebody & Luke, 1990) is used to make the case for integrating comprehension instruction with an emphasis on student cultural and …
Learning to Be Literate: Issues of Pedagogy for Recently Arrived Refugee Youth in Australia
This paper focuses on issues of access to productive literacy learning as part of socially just schooling for recently arrived refugee youth within Australia. It argues that a sole reliance on traditional ESL pedagogy is failing this vulnerable group of students, who differ significantly from past refugees who have settled in Australia. Many have been ‘placeless’ for some time, are likely to have received at best an interrupted education before a…
Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools
This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse, indigenous and low socioeconomic students (SES), noting an emphasis on comprehension as autonomous skills. The four resources model (Freebody & Luke, 1990) is used to make the case for integrating comprehension instruction with an emphasis on student cultural and …
Children resisting deficit: What can children tell us about literate lives
Research has demonstrated that teachers who know more about the literate lives of their students outside of the classroom are more able to set up positive connections between home and school. In this article, we theorise the notion of ‘deficit’ discourses in education. Using two cases as examples, we seek to disrupt deficit discourses about children in communities of high poverty. The first case describes children’s responses when asked to draw a…
Teaching sociology within teacher education: Revisiting, realigning and re-embedding
This article uses theoretical resources from the sociology of education to consider the teaching of sociology in teacher education programs in Australia. Once a disciplinary 'pillar' of teacher education, sociology's contribution has become less explicit while more integrated, with consequences for disciplinary identity. Here we explore how sociology is taught in teacher education curricula on two fronts. First we outline how sociology is embedde…
Exploring Literate Lives: Returning to the Field
The challenges of conducting lengthy fieldwork in today's busy academic world have impacted the types of research that are able to be carried out. In particular, traditional educational ethnography has become problematic for research beyond initial doctoral research programs. This article analyzes data collected during a return to the field of a study about literate lives, 11 years after the initial data collection. It considers the implications …
Learning to Be Literate: Issues of Pedagogy for Recently Arrived Refugee Youth in Australia
This paper focuses on issues of access to productive literacy learning as part of socially just schooling for recently arrived refugee youth within Australia. It argues that a sole reliance on traditional ESL pedagogy is failing this vulnerable group of students, who differ significantly from past refugees who have settled in Australia. Many have been ‘placeless’ for some time, are likely to have received at best an interrupted education before a…
Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools
This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse, indigenous and low socioeconomic students (SES), noting an emphasis on comprehension as autonomous skills. The four resources model (Freebody & Luke, 1990) is used to make the case for integrating comprehension instruction with an emphasis on student cultural and …
Teaching sociology within teacher education: Revisiting, realigning and re-embedding
This article uses theoretical resources from the sociology of education to consider the teaching of sociology in teacher education programs in Australia. Once a disciplinary 'pillar' of teacher education, sociology's contribution has become less explicit while more integrated, with consequences for disciplinary identity. Here we explore how sociology is taught in teacher education curricula on two fronts. First we outline how sociology is embedde…
Exploring Literate Lives: Returning to the Field
The challenges of conducting lengthy fieldwork in today's busy academic world have impacted the types of research that are able to be carried out. In particular, traditional educational ethnography has become problematic for research beyond initial doctoral research programs. This article analyzes data collected during a return to the field of a study about literate lives, 11 years after the initial data collection. It considers the implications …
Children resisting deficit: What can children tell us about literate lives
Research has demonstrated that teachers who know more about the literate lives of their students outside of the classroom are more able to set up positive connections between home and school. In this article, we theorise the notion of ‘deficit’ discourses in education. Using two cases as examples, we seek to disrupt deficit discourses about children in communities of high poverty. The first case describes children’s responses when asked to draw a…
Big data: And the micropolitics of entanglement in the Earth’s becoming
This paper addresses the entanglements of the earth’s becoming in a multi site cross hemisphere study of the infinite moments of young children’s world making, recorded in multimodal videos, still images, and children’s productions. The postqualitative project was informed by new materialist and posthuman theorising. The researchers conducted their research at seven different early learning centres in NSW, Queensland, Victoria, and Finland. At th…
Are we there yet? Research with and for teachers and children and the possibilities of schooling in a complex world
“Monsters Are Coming!”: Learning Literacy and Playing Games
Background/Context There are recent trends of bringing highly defined, teacher-directed pedagogies into early-childhood contexts in Australia, the United States. and other Western contexts. While the justification for these moves is often the improvement of outcomes for young children, they ignore the large body of research that attests to the social, emotional, and academic benefits of children having time to play and to experience educational p…
Sometimes perception will suffice”: Indigenous Knowledges and the Australian Curriculum
The Digital Childhood Industry
Many children lead lives that are heavily influenced by the digital world, whether that’s through digital products, services, and practices made for them, or made about them. For children and their families, their digital childhood is mediated across many dimensions, including play, learning, communication and the everyday routines of family life. In this panel, we examine some of the ways digital childhood is mediated through Industry. In partic…
Developing children’s algorithmic literacies through curatorship as media literacy
Children in current times are likely to encounter algorithms, particularly recommendation systems, as part of their everyday media experiences. In this paper we consider children’s use of algorithms from a media literacy perspective, namely through curatorship practices. We detail a pilot workshop where children had opportunities to develop understandings and critically reflect on algorithms through non-digital media production. Children engaged …
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling
There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining…
Exclusion of curriculum justice from the 2021 review of the Australian curriculum: Powerful knowledge remains unquestioned
The study reported in this paper examined the debates surrounding proposed changes to the Australian history curriculum made as a part of the 2020/2021 curriculum review. The focus is on the commentary and media statements made in the public domain by influential voices, such as the then Federal Minister of Education, academics and members of the public. The time period under investigation is between the months of April and December 2021. The ana…
Critical conversations: The importance of educators and families talking, reading and writing with young literacy learners
Purpose The purpose of this paper is to provide a brief review of foundational research that has informed how the field of literacy education understands the importance of child-adult interactions for learning language and early literacy, and the importance of this learning for learning literacy later in life. Design/methodology/approach The methodology utilised followed conventional rapid review practices. Findings Findings include reminders of …
A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students
Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT fra…
The culturally nourishing schooling project and indigenous resurgence: The possible and the promise for indigenous education
Since the late 1970s, a consistent message has centred on the hope, potential, and promise of local Indigenous Peoples contributing to decision-making with regard to schooling policies and practices. However, this period is also intertwined with the influence of neoliberalism, such as the marketisation and human capital-driven approaches to education. Within this framework, the notion of local decision-making has been deployed by the state to ass…
Settler (il)literacy in and from the Australian curriculum
In this paper, we introduce settler (il)literacy as a framework for understanding the challenges faced by teachers and students as they construct new knowledge in classrooms. Local knowledges, even when they are foregrounded in schooling, remain intertwined with the ongoing impact of the colonial project. The notion of settler (il)literacy can be used to reveal the discursive twists and turns for teachers and students as they navigate their sense…
Which resources support teachers to embed Indigenous perspectives? A convergent mixed methods analysis
The national Australian Curriculum includes the Aboriginal and Torres Strait Islander Histories and Cultures Cross-curriculum Priority (CCP). The aim of this CCP is to build students’ knowledge about Aboriginal and Torres Strait Islander peoples, and specifically within the curriculum’s eight key learning areas. It has been established in research that many teachers report hesitancy or even unwillingness to teach Aboriginal and Torres Strait Isla…
Sociology (13 works) · Pedagogy (12 works) · Curriculum (7 works) · Literacy (7 works) · Psychology (7 works) · Indigenous and Place-Based Education (5 works) · Indigenous Health, Education, and Rights (5 works) · Political science (5 works) · Education Systems and Policy (4 works) · Educator Training and Historical Pedagogy (4 works)