Julianne Lynch
Biographic Data
| ID | 3780582 |
|---|---|
| NAME | Julianne Lynch |
| GIVEN NAMES | Julianne |
| FAMILY NAME | Lynch |
| SIGNATURE | LYNCH J |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0003-3180-8224 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1937 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers’ digital technology practices with English as an Additional Language students in Australian schools
Digital technologies have shifted pedagogy, curriculum, and practice of English as an Additional Language (EAL) education notably in recent decades. Australia has a significant proportion of EAL students and a high rate of technology uptake in schools, but little is known about how teachers in Australia use digital technologies when working with their EAL students. This paper examines prevalent approaches to researching digital technology practic…
Neither this nor that
This article examines and critiques gap-based education policies that are based on statistical and reductive conceptualisations of success for First Nations students in Australia. The policy desire to achieve social justice underpinned by parity of outcomes across a range of life indicators (including standardised English literacy) between First Nations Australians and non-Indigenous Australians is embedded in programmatic approaches to pedagogy …
Teacher Agency and the Digital Technologies Curriculum in Disadvantaged Australian Schools
Teachers’ everyday work-for-change
Focusing on teachers’ practices amid a national curriculum ‘implementation’ project for schools identified as having high enrolments of students experiencing disadvantage, this paper uses narrative methods to illustrate what we refer to as teachers’ everyday work-for-change. Teacher interview data was generated via a longitudinal multi-site case study. Two teachers at one school are selected for detailed attention because—despite their significan…
Data justice in education
Educational institutions increasingly rely on digital platforms to deliver content and learning, monitor attendance, communicate with stakeholders, and evaluate institutional performance. Despite the efficiency and accessibility gains they offer, digital platforms are powered by personal data which, through a process of datafication, can be used to track, monitor, and profile staff and students. The insights drawn from this data can be used to sh…
Teacher concerns about competency-based mathematics education in a rural Australian VET institution
Within vocational education and training (VET), mathematics learning is often complicated by students’ problematic prior mathematics education experiences and associated low confidence and limited prerequisite knowledge. Teachers have insights into students’ mathematics learning needs and appropriate curriculum and assessment responses, but their views are often neglected within VET policy contexts. To better understand the challenges of mathemat…
Play diversity and student agency in the redevelopment of a school playspace
The role of unstructured nature-based play in children’s wellbeing, health and learning is a significant focus in research into child development and is increasingly a concern for schools and early childhood settings. There is a groundswell of interest in redesigning children’s outdoor playspaces to better support diverse, nature-based play experiences. Additionally, broad interest in promoting children’s rights and perspectives in matters that c…
Transcending networks' boundaries
This conceptual article applies a theoretical-linguistic analysis for examining the socio-cultural-historical networks that gave rise to two distinct forms of out-of-school education. One form is practiced in western English speaking cultures and termed "informal education". The other form is practiced in Israel and termed "complementary education". The process of examination applies the theoretical lens of Actor-Network-Theory (ANT) to analyse h…
Practice Theory and Education
The ‘practice turn’ is a label Schatzki (2001a) uses to describe a shift across several social scientific disciplines to viewing practices as ‘the primary generic social thing’ (2001a, p. 10). Theorists whose research can be characterised in this way include Marx, Wittgenstein, Bourdieu, Giddens, Foucault and Canadian philosopher Charles Taylor. According to Schatzki, ‘practice approaches promulgate a distinct social ontology: the social is a fie…
Community-based environmental monitoring goes to school
Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring …
Affirming irregular spaces in a school-wide curriculum initiative
School-wide curriculum initiatives are complex fields of activity, held together by a cast of heterogeneous actors who put diverse discourses to work in their everyday efforts to shape their work. This paper draws upon qualitative data collected across an 18-month period in a regional Australian primary school that, since the beginning of 2012, has implemented a school-wide science specialism. In this paper, we focus in detail on how one feature …
Moving beyond a 'bums-on-seats' analysis of progress towards widening participation
In 2010, the Australian government established the Higher Education Participation and Partnerships Programme – a funding agenda to promote programmes that respond to the under-representation in higher education of people from low socioeconomic status (SES) backgrounds. Many government-funded programmes and projects have since emerged that respond to the problem of low SES under-representation, based on partnerships between higher education provid…
The Stimulus as a Series of Contexts for Practice
A general theory of curriculum
The ultimate cultural entity is a perspective which can be defined as the sum-total of situations which are so organized as to afford exercise for a given learning product. Culture as a whole consists of a great many such perspectives and their compounds. Perspectives arise out of the creative activity of mankind. Insomuch as a perspective induces its corresponding learning product, it is the latter's stimulus. A personality is defined as a syste…
The role of propaganda in a liberal democracy
A Criticism of Dewey's Theory of the Stimulus
Dewey's social theory of the stimulus evaluated
The Problem of Transfer
The problem of value in contemporary education
Teacher training
Data justice in education
Educational institutions increasingly rely on digital platforms to deliver content and learning, monitor attendance, communicate with stakeholders, and evaluate institutional performance. Despite the efficiency and accessibility gains they offer, digital platforms are powered by personal data which, through a process of datafication, can be used to track, monitor, and profile staff and students. The insights drawn from this data can be used to sh…
Community-based environmental monitoring goes to school
Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring …
Moving beyond a 'bums-on-seats' analysis of progress towards widening participation
In 2010, the Australian government established the Higher Education Participation and Partnerships Programme – a funding agenda to promote programmes that respond to the under-representation in higher education of people from low socioeconomic status (SES) backgrounds. Many government-funded programmes and projects have since emerged that respond to the problem of low SES under-representation, based on partnerships between higher education provid…
The problem of value in contemporary education
Teacher training
Dewey's social theory of the stimulus evaluated
The Problem of Transfer
The role of propaganda in a liberal democracy
A Criticism of Dewey's Theory of the Stimulus
A general theory of curriculum
The ultimate cultural entity is a perspective which can be defined as the sum-total of situations which are so organized as to afford exercise for a given learning product. Culture as a whole consists of a great many such perspectives and their compounds. Perspectives arise out of the creative activity of mankind. Insomuch as a perspective induces its corresponding learning product, it is the latter's stimulus. A personality is defined as a syste…
The Stimulus as a Series of Contexts for Practice
Affirming irregular spaces in a school-wide curriculum initiative
School-wide curriculum initiatives are complex fields of activity, held together by a cast of heterogeneous actors who put diverse discourses to work in their everyday efforts to shape their work. This paper draws upon qualitative data collected across an 18-month period in a regional Australian primary school that, since the beginning of 2012, has implemented a school-wide science specialism. In this paper, we focus in detail on how one feature …
Moving beyond a 'bums-on-seats' analysis of progress towards widening participation
In 2010, the Australian government established the Higher Education Participation and Partnerships Programme – a funding agenda to promote programmes that respond to the under-representation in higher education of people from low socioeconomic status (SES) backgrounds. Many government-funded programmes and projects have since emerged that respond to the problem of low SES under-representation, based on partnerships between higher education provid…
Practice Theory and Education
The ‘practice turn’ is a label Schatzki (2001a) uses to describe a shift across several social scientific disciplines to viewing practices as ‘the primary generic social thing’ (2001a, p. 10). Theorists whose research can be characterised in this way include Marx, Wittgenstein, Bourdieu, Giddens, Foucault and Canadian philosopher Charles Taylor. According to Schatzki, ‘practice approaches promulgate a distinct social ontology: the social is a fie…
Community-based environmental monitoring goes to school
Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring …
Transcending networks' boundaries
This conceptual article applies a theoretical-linguistic analysis for examining the socio-cultural-historical networks that gave rise to two distinct forms of out-of-school education. One form is practiced in western English speaking cultures and termed "informal education". The other form is practiced in Israel and termed "complementary education". The process of examination applies the theoretical lens of Actor-Network-Theory (ANT) to analyse h…
Play diversity and student agency in the redevelopment of a school playspace
The role of unstructured nature-based play in children’s wellbeing, health and learning is a significant focus in research into child development and is increasingly a concern for schools and early childhood settings. There is a groundswell of interest in redesigning children’s outdoor playspaces to better support diverse, nature-based play experiences. Additionally, broad interest in promoting children’s rights and perspectives in matters that c…
Teacher concerns about competency-based mathematics education in a rural Australian VET institution
Within vocational education and training (VET), mathematics learning is often complicated by students’ problematic prior mathematics education experiences and associated low confidence and limited prerequisite knowledge. Teachers have insights into students’ mathematics learning needs and appropriate curriculum and assessment responses, but their views are often neglected within VET policy contexts. To better understand the challenges of mathemat…
Neither this nor that
This article examines and critiques gap-based education policies that are based on statistical and reductive conceptualisations of success for First Nations students in Australia. The policy desire to achieve social justice underpinned by parity of outcomes across a range of life indicators (including standardised English literacy) between First Nations Australians and non-Indigenous Australians is embedded in programmatic approaches to pedagogy …
Teacher Agency and the Digital Technologies Curriculum in Disadvantaged Australian Schools
Teachers’ everyday work-for-change
Focusing on teachers’ practices amid a national curriculum ‘implementation’ project for schools identified as having high enrolments of students experiencing disadvantage, this paper uses narrative methods to illustrate what we refer to as teachers’ everyday work-for-change. Teacher interview data was generated via a longitudinal multi-site case study. Two teachers at one school are selected for detailed attention because—despite their significan…
Data justice in education
Educational institutions increasingly rely on digital platforms to deliver content and learning, monitor attendance, communicate with stakeholders, and evaluate institutional performance. Despite the efficiency and accessibility gains they offer, digital platforms are powered by personal data which, through a process of datafication, can be used to track, monitor, and profile staff and students. The insights drawn from this data can be used to sh…
Teachers’ digital technology practices with English as an Additional Language students in Australian schools
Digital technologies have shifted pedagogy, curriculum, and practice of English as an Additional Language (EAL) education notably in recent decades. Australia has a significant proportion of EAL students and a high rate of technology uptake in schools, but little is known about how teachers in Australia use digital technologies when working with their EAL students. This paper examines prevalent approaches to researching digital technology practic…
Sociology (13 works) · Pedagogy (12 works) · Political science (11 works) · Psychology (11 works) · Mathematics education (7 works) · Law (6 works) · Curriculum (5 works) · Social science (5 works) · Cognitive psychology (4 works) · Engineering (4 works)