Rachael Dwyer
Biographic Data
| ID | 3701379 |
|---|---|
| NAME | Rachael Dwyer |
| GIVEN NAMES | Rachael |
| FAMILY NAME | Dwyer |
| SIGNATURE | DWYER R |
| AFFILIATIONS | University of the Sunshine Coast |
| ORCID | 0000-0003-2576-2709 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reenvisioning teacher identity through hybrid professionalism
In Australian education, increasingly shaped by superdiverse, multicultural, multilingual, and performance-driven conditions, dominant models of teacher professionalism continue to marginalise teachers from culturally, linguistically, racially, gendered, and socially diverse backgrounds. This paper examines how teachers from minoritised groups negotiate professional identity within institutional discourses that inadequately reflect their lived ex…
“Nobody talks to me in school”
Despite the cultural and linguistic diversity in the Australian population, Australia’s teaching profession remains largely monocultural and monolingual, and the lived experiences of the small number of culturally, linguistically and/or racially diverse (CLRD) teachers working in Australian schools remain under-researched. This article presents the findings of a pilot study, which included a qualitative survey and interviews with teachers who ide…
Questions of ‘teacher quality’
The quality of teachers and teacher-education continues to be a contentious focus of political debate internationally. Many have identified predominantly negative discursive representations of educators in politics, perpetuating myths of sub-standard teacher and teacher-educator quality. Much research has investigated the incentives and effects of these prevailing political discourses, but less researched is how such discourses operate and the te…
Schools as inclusive workplaces
This paper draws together academic and policy literature around the value of a culturally, linguistically and racially diverse (CLRD) teacher workforce in Australia. While Australia’s population is becoming more diverse, the teaching population is significantly less so, with far fewer teachers born overseas and/or speaking a language other than English at home. This paper seeks to address some reasons for this lack of diversity, and the lived exp…
Australia's policy discourse of culturally and linguistically diverse teachers
Recruitment of more culturally and linguistically diverse (CALD) teachers is considered a strategy to address the current national teacher shortage and increasing community diversity in Australia. However, the success of this strategy is cast into uncertainty when considering the historical underrepresentation of CALD school leaders and teachers in Australia. We approach this issue through policy analysis and examine two questions: How are CALD t…
Academic Mothers Building Online Communities
This volume focuses on the diverse ways in which mothers working within academia seek to find others with similar experiences to build virtual communities.
Academic Mothers Building Online Communities
Reimagining the Academy
The role of teachers in mitigating student stress to progress learning
Many Australian young people experience mental health concerns, academic and study-related stresses, and socio-economic pressures. Phenomenological research conducted among primary and secondary schoolteachers in four Australian states investigated how teachers manage student wellbeing concerns and academic pressures and stresses. Findings identify key stresses that affect students’ performance and how teachers respond to these stresses to progre…
Reimagining the Academy
Thinking (Now) Out of Place? Scripting and Performing Collective Dissent Inside the Corporatized University
As a response to the corporatization of the university, nine scholars worked together to create spaces that fostered the possibility of collective dissensus. Using scholarly performative methods, we have sought to push back against the increasing corporate incursions into our institutions of higher learning-the over-valuing of money, measures, and metrics which encroach upon our capacity to think. This one-act ethnodrama below is one of our respo…
Teacher educators speaking up
This paper seeks to explore the lived experiences of teacher educators working in the midst of the current tumultuous and highly regulatory policy landscape. The paper will briefly outline the politics and policies that have profoundly shaped teacher educators’ work in Australia over the past 10 years. We write from our own experiences, as three actively-teaching teacher educators, working with a diverse and nontraditional student population in r…
Engendering belonging
Conference attendance is a feature of contemporary academic work and an accepted way of building academic identities and networks through the dissemination and promotion of ideas, achievements and research. However, our personal experiences have caused us to problematise the traditional conference and consider alternatives which mitigate its associated problems yet achieve its aims. In this paper, we use collaborative autoethnography to engage in…
Engendering belonging
Conference attendance is a feature of contemporary academic work and an accepted way of building academic identities and networks through the dissemination and promotion of ideas, achievements and research. However, our personal experiences have caused us to problematise the traditional conference and consider alternatives which mitigate its associated problems yet achieve its aims. In this paper, we use collaborative autoethnography to engage in…
Australia's policy discourse of culturally and linguistically diverse teachers
Recruitment of more culturally and linguistically diverse (CALD) teachers is considered a strategy to address the current national teacher shortage and increasing community diversity in Australia. However, the success of this strategy is cast into uncertainty when considering the historical underrepresentation of CALD school leaders and teachers in Australia. We approach this issue through policy analysis and examine two questions: How are CALD t…
Engendering belonging
Conference attendance is a feature of contemporary academic work and an accepted way of building academic identities and networks through the dissemination and promotion of ideas, achievements and research. However, our personal experiences have caused us to problematise the traditional conference and consider alternatives which mitigate its associated problems yet achieve its aims. In this paper, we use collaborative autoethnography to engage in…
Teacher educators speaking up
This paper seeks to explore the lived experiences of teacher educators working in the midst of the current tumultuous and highly regulatory policy landscape. The paper will briefly outline the politics and policies that have profoundly shaped teacher educators’ work in Australia over the past 10 years. We write from our own experiences, as three actively-teaching teacher educators, working with a diverse and nontraditional student population in r…
Reimagining the Academy
The role of teachers in mitigating student stress to progress learning
Many Australian young people experience mental health concerns, academic and study-related stresses, and socio-economic pressures. Phenomenological research conducted among primary and secondary schoolteachers in four Australian states investigated how teachers manage student wellbeing concerns and academic pressures and stresses. Findings identify key stresses that affect students’ performance and how teachers respond to these stresses to progre…
Reimagining the Academy
Thinking (Now) Out of Place? Scripting and Performing Collective Dissent Inside the Corporatized University
As a response to the corporatization of the university, nine scholars worked together to create spaces that fostered the possibility of collective dissensus. Using scholarly performative methods, we have sought to push back against the increasing corporate incursions into our institutions of higher learning-the over-valuing of money, measures, and metrics which encroach upon our capacity to think. This one-act ethnodrama below is one of our respo…
Academic Mothers Building Online Communities
This volume focuses on the diverse ways in which mothers working within academia seek to find others with similar experiences to build virtual communities.
Academic Mothers Building Online Communities
Questions of ‘teacher quality’
The quality of teachers and teacher-education continues to be a contentious focus of political debate internationally. Many have identified predominantly negative discursive representations of educators in politics, perpetuating myths of sub-standard teacher and teacher-educator quality. Much research has investigated the incentives and effects of these prevailing political discourses, but less researched is how such discourses operate and the te…
Schools as inclusive workplaces
This paper draws together academic and policy literature around the value of a culturally, linguistically and racially diverse (CLRD) teacher workforce in Australia. While Australia’s population is becoming more diverse, the teaching population is significantly less so, with far fewer teachers born overseas and/or speaking a language other than English at home. This paper seeks to address some reasons for this lack of diversity, and the lived exp…
Australia's policy discourse of culturally and linguistically diverse teachers
Recruitment of more culturally and linguistically diverse (CALD) teachers is considered a strategy to address the current national teacher shortage and increasing community diversity in Australia. However, the success of this strategy is cast into uncertainty when considering the historical underrepresentation of CALD school leaders and teachers in Australia. We approach this issue through policy analysis and examine two questions: How are CALD t…
Reenvisioning teacher identity through hybrid professionalism
In Australian education, increasingly shaped by superdiverse, multicultural, multilingual, and performance-driven conditions, dominant models of teacher professionalism continue to marginalise teachers from culturally, linguistically, racially, gendered, and socially diverse backgrounds. This paper examines how teachers from minoritised groups negotiate professional identity within institutional discourses that inadequately reflect their lived ex…
“Nobody talks to me in school”
Despite the cultural and linguistic diversity in the Australian population, Australia’s teaching profession remains largely monocultural and monolingual, and the lived experiences of the small number of culturally, linguistically and/or racially diverse (CLRD) teachers working in Australian schools remain under-researched. This article presents the findings of a pilot study, which included a qualitative survey and interviews with teachers who ide…
Sociology (8 works) · Pedagogy (6 works) · Political science (6 works) · Teacher Education and Leadership Studies (4 works) · Global Education and Multiculturalism (3 works) · Politics (3 works) · Public relations (3 works) · Art (2 works) · Cultural diversity (2 works) · Educator Training and Historical Pedagogy (2 works)