Samantha Schulz
Biographic Data
| ID | 4197058 |
|---|---|
| NAME | Samantha Schulz |
| GIVEN NAMES | Samantha |
| FAMILY NAME | Schulz |
| SIGNATURE | SCHULZ S |
| AFFILIATIONS | The University of Adelaide |
| ORCID | 0000-0002-3458-3617 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Modality-specific consolidation shapes long-term retention in statistical learning
Everyday learning unfolds across multiple senses, yet the long-term retention of multisensory statistical learning (SL) remains poorly understood. SL—the implicit detection and extraction of regularities from continuous input—has been documented across sensory modalities, but most work has focused on immediate learning in unisensory contexts. This study, using a within-subject design, directly compared 24-hour consolidation trajectories of audito…
ADHD traits are not related to multisensory integration in a university population
In daily life, we are constantly bombarded with sensory information from multiple sources. Our ability to combine these cues into a single perceptual experience is known as multisensory integration. Research is starting to show that multisensory integration may be altered in individuals with attention-deficit/hyperactivity disorder (ADHD). However, most studies have focused on clinical populations, leaving little known about how multisensory inte…
‘The most beautiful teacher’: Patriotism, gender and affective governance in Chinese higher education
Becoming academics has been hard-won by Chinese women, with over half the nation’s academic workforce now female. But the conditions for academic women’s flourishing remain fraught, even as they are publicly celebrated. This paper explores how discourses of patriotism and gender operate at one Chinese university through public pedagogies that function as techniques for the governance of gendered conduct. Specifically, we perform an affective-disc…
Tell this fuckin’ bitch to pull her head in’: Affective infrastructures of gender injustice and manosphere classroom encounters
“You fight your battles and you work out how you’re going to change”: The implementation, embedding and limits of restorative practices in an Australian rural community school
Research suggests that the use of Restorative Practice (RP) in schools can foster more positive and inclusive school communities, yet there remains limited research regarding how to embed such practices. As part of a wider study, we present data from school leaders who describe their perspectives on RP and their struggles with implementing it in one rural Australian community school. This school is distinctive because of how it adopted a RP appro…
Negotiating the structural and personal intensities of gender, affects and whiteness through culturally responsive becoming in mathematics
Marked by growing cultural diversity of the student body alongside education policies grounded in whiteness, the Australian education system is both evolving while tethered to past and ongoing colonial power. Amidst these tensions, we are concerned with how schools and teachers become culturally responsive. Most Australian teachers are not only White but female, thus the White female teacher's relation to the culturally diverse learner is structu…
Non-stop wokeism’: Facilitating social justice teacher education amidst epistemic oppression and popular misogyny
Schools, religion, and affect: Unpacking Australian educator discomfort
Religious bigotry, including incidents of discrimination and violence based on religion, continues to rise across Australia. Religion is consequently considered a destabilising factor in Australia’s commitment to diversity. But does Australia’s religious diversity pose a threat to social cohesion or an opportunity? In Australia’s public schools, despite significant curricular and pedagogical advances in the areas of equity and inclusion, it remai…
From assimilation towards reconciliation with Amy Levai, nee O’Donoghue (1930–2013), South Australia’s first qualified Aboriginal infant teacher
A cautionary tale: CVE policy actors managing risk in Australian schools
There exists an unsettling relationship between Countering Violent Extremism (CVE) and formal schooling today that remains under-researched and largely unproblematized. This article draws on semi-structured interviews with state level policy actors as they implement a federally funded, small-scale grant to develop Restorative Practice in four Australian schools. The approach - as a form of Preventing Violent Extremism (PVE) - was intended to guar…
We have to be really careful’: Policy intermediaries preventing violent extremism in an era of risk
In the field of preventing and countering violent extremism (P/CVE) schools have an important role to play, but precisely how policy actors and educators should best respond to extremism within their schools remains uncertain. Reporting on data from a broader study, this article draws on semi-structured interviews with three participants. The participants were working as policy intermediaries responsible for implementing a federally funded, small…
Restorative practices for preventing/countering violent extremism: An affective-discursive examination of extreme emotional incidents
Schools worldwide are increasingly enmeshed in discourses of securitisation. Efforts to prevent or counter violent extremism (P/CVE) are a manifestation of this. P/CVE in education takes various forms; the pilot explored here is considered super-soft in that no mention was made of violent extremism. Attention was given to schools’ capacities to enhance social cohesion through Restorative Practices (RP) – a method for building social capital. We u…
Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools
Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small‐scale nationally funded grant in Australian schools to gu…
Moving toward decoloniality in short-term study abroad under New Colombo: Constructing global citizenship
This paper focuses on an Australian university short-term study abroad programme in India part-funded by the Australian Government New Colombo Plan – an initiative that facilitates transformative people-to-people encounters. Our chief interest is extending our reach, through photo diaries and interviews, to understand how participants’ experiences are transformative, how their knowledge production practices contribute towards constructions of glo…
Braving the bull: Women, mentoring and leadership in higher education
Global neoliberalism is allowing manifold social inequalities to intensify under the ‘fair’ and neutral language of the market. On the eve of International Women's Day 2017, the statue Fearless Girl was installed facing Wall Street's iconic Charging Bull, drawing to attention the ongoing gendered nature of these dynamics. Similar relations are transforming the field of higher education giving us pause to question implications for academic women. …
Desire for the desert: Racialising white teachers’ motives for working in remote schools in the Australian desert
Distinct from rurality, the Australian desert has long functioned as a signifier of remoteness in the dominant imagination; a product of spatialised binary relations between 'progressive' (white) mainstream or idealised white countryside, and disordered/dangerous Aboriginal periphery. Remoteness constitutes a complex racial dynamic that has historically mediated white teachers' and missionaries' desires to travel to the social margins. This artic…
White teachers and the ‘good’ governance of Indigenous souls: White governmentality and Ernabella Mission (1937–1971)
This paper develops out of research concerning the place of white teachers and social constructions of ‘white good’ in South Australia’s Anangu Pitjantjatjara Yankunytjatjara (APY) lands. Here I focus on an era known as the Ernabella ‘mission days’ (1937–1971), a time when Presbyterian missionaries are typically thought to have provided the Anangu people of the region with an environment in which they were ‘free’ to remain ‘traditional’ and take …
Braving the bull: Women, mentoring and leadership in higher education
Global neoliberalism is allowing manifold social inequalities to intensify under the ‘fair’ and neutral language of the market. On the eve of International Women's Day 2017, the statue Fearless Girl was installed facing Wall Street's iconic Charging Bull, drawing to attention the ongoing gendered nature of these dynamics. Similar relations are transforming the field of higher education giving us pause to question implications for academic women. …
Desire for the desert: Racialising white teachers’ motives for working in remote schools in the Australian desert
Distinct from rurality, the Australian desert has long functioned as a signifier of remoteness in the dominant imagination; a product of spatialised binary relations between 'progressive' (white) mainstream or idealised white countryside, and disordered/dangerous Aboriginal periphery. Remoteness constitutes a complex racial dynamic that has historically mediated white teachers' and missionaries' desires to travel to the social margins. This artic…
We have to be really careful’: Policy intermediaries preventing violent extremism in an era of risk
In the field of preventing and countering violent extremism (P/CVE) schools have an important role to play, but precisely how policy actors and educators should best respond to extremism within their schools remains uncertain. Reporting on data from a broader study, this article draws on semi-structured interviews with three participants. The participants were working as policy intermediaries responsible for implementing a federally funded, small…
Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools
Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small‐scale nationally funded grant in Australian schools to gu…
Tell this fuckin’ bitch to pull her head in’: Affective infrastructures of gender injustice and manosphere classroom encounters
Non-stop wokeism’: Facilitating social justice teacher education amidst epistemic oppression and popular misogyny
White teachers and the ‘good’ governance of Indigenous souls: White governmentality and Ernabella Mission (1937–1971)
This paper develops out of research concerning the place of white teachers and social constructions of ‘white good’ in South Australia’s Anangu Pitjantjatjara Yankunytjatjara (APY) lands. Here I focus on an era known as the Ernabella ‘mission days’ (1937–1971), a time when Presbyterian missionaries are typically thought to have provided the Anangu people of the region with an environment in which they were ‘free’ to remain ‘traditional’ and take …
A cautionary tale: CVE policy actors managing risk in Australian schools
There exists an unsettling relationship between Countering Violent Extremism (CVE) and formal schooling today that remains under-researched and largely unproblematized. This article draws on semi-structured interviews with state level policy actors as they implement a federally funded, small-scale grant to develop Restorative Practice in four Australian schools. The approach - as a form of Preventing Violent Extremism (PVE) - was intended to guar…
White teachers and the ‘good’ governance of Indigenous souls: White governmentality and Ernabella Mission (1937–1971)
This paper develops out of research concerning the place of white teachers and social constructions of ‘white good’ in South Australia’s Anangu Pitjantjatjara Yankunytjatjara (APY) lands. Here I focus on an era known as the Ernabella ‘mission days’ (1937–1971), a time when Presbyterian missionaries are typically thought to have provided the Anangu people of the region with an environment in which they were ‘free’ to remain ‘traditional’ and take …
Desire for the desert: Racialising white teachers’ motives for working in remote schools in the Australian desert
Distinct from rurality, the Australian desert has long functioned as a signifier of remoteness in the dominant imagination; a product of spatialised binary relations between 'progressive' (white) mainstream or idealised white countryside, and disordered/dangerous Aboriginal periphery. Remoteness constitutes a complex racial dynamic that has historically mediated white teachers' and missionaries' desires to travel to the social margins. This artic…
Braving the bull: Women, mentoring and leadership in higher education
Global neoliberalism is allowing manifold social inequalities to intensify under the ‘fair’ and neutral language of the market. On the eve of International Women's Day 2017, the statue Fearless Girl was installed facing Wall Street's iconic Charging Bull, drawing to attention the ongoing gendered nature of these dynamics. Similar relations are transforming the field of higher education giving us pause to question implications for academic women. …
Moving toward decoloniality in short-term study abroad under New Colombo: Constructing global citizenship
This paper focuses on an Australian university short-term study abroad programme in India part-funded by the Australian Government New Colombo Plan – an initiative that facilitates transformative people-to-people encounters. Our chief interest is extending our reach, through photo diaries and interviews, to understand how participants’ experiences are transformative, how their knowledge production practices contribute towards constructions of glo…
Restorative practices for preventing/countering violent extremism: An affective-discursive examination of extreme emotional incidents
Schools worldwide are increasingly enmeshed in discourses of securitisation. Efforts to prevent or counter violent extremism (P/CVE) are a manifestation of this. P/CVE in education takes various forms; the pilot explored here is considered super-soft in that no mention was made of violent extremism. Attention was given to schools’ capacities to enhance social cohesion through Restorative Practices (RP) – a method for building social capital. We u…
Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools
Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small‐scale nationally funded grant in Australian schools to gu…
We have to be really careful’: Policy intermediaries preventing violent extremism in an era of risk
In the field of preventing and countering violent extremism (P/CVE) schools have an important role to play, but precisely how policy actors and educators should best respond to extremism within their schools remains uncertain. Reporting on data from a broader study, this article draws on semi-structured interviews with three participants. The participants were working as policy intermediaries responsible for implementing a federally funded, small…
Schools, religion, and affect: Unpacking Australian educator discomfort
Religious bigotry, including incidents of discrimination and violence based on religion, continues to rise across Australia. Religion is consequently considered a destabilising factor in Australia’s commitment to diversity. But does Australia’s religious diversity pose a threat to social cohesion or an opportunity? In Australia’s public schools, despite significant curricular and pedagogical advances in the areas of equity and inclusion, it remai…
From assimilation towards reconciliation with Amy Levai, nee O’Donoghue (1930–2013), South Australia’s first qualified Aboriginal infant teacher
A cautionary tale: CVE policy actors managing risk in Australian schools
There exists an unsettling relationship between Countering Violent Extremism (CVE) and formal schooling today that remains under-researched and largely unproblematized. This article draws on semi-structured interviews with state level policy actors as they implement a federally funded, small-scale grant to develop Restorative Practice in four Australian schools. The approach - as a form of Preventing Violent Extremism (PVE) - was intended to guar…
“You fight your battles and you work out how you’re going to change”: The implementation, embedding and limits of restorative practices in an Australian rural community school
Research suggests that the use of Restorative Practice (RP) in schools can foster more positive and inclusive school communities, yet there remains limited research regarding how to embed such practices. As part of a wider study, we present data from school leaders who describe their perspectives on RP and their struggles with implementing it in one rural Australian community school. This school is distinctive because of how it adopted a RP appro…
Negotiating the structural and personal intensities of gender, affects and whiteness through culturally responsive becoming in mathematics
Marked by growing cultural diversity of the student body alongside education policies grounded in whiteness, the Australian education system is both evolving while tethered to past and ongoing colonial power. Amidst these tensions, we are concerned with how schools and teachers become culturally responsive. Most Australian teachers are not only White but female, thus the White female teacher's relation to the culturally diverse learner is structu…
Non-stop wokeism’: Facilitating social justice teacher education amidst epistemic oppression and popular misogyny
‘The most beautiful teacher’: Patriotism, gender and affective governance in Chinese higher education
Becoming academics has been hard-won by Chinese women, with over half the nation’s academic workforce now female. But the conditions for academic women’s flourishing remain fraught, even as they are publicly celebrated. This paper explores how discourses of patriotism and gender operate at one Chinese university through public pedagogies that function as techniques for the governance of gendered conduct. Specifically, we perform an affective-disc…
Tell this fuckin’ bitch to pull her head in’: Affective infrastructures of gender injustice and manosphere classroom encounters
Modality-specific consolidation shapes long-term retention in statistical learning
Everyday learning unfolds across multiple senses, yet the long-term retention of multisensory statistical learning (SL) remains poorly understood. SL—the implicit detection and extraction of regularities from continuous input—has been documented across sensory modalities, but most work has focused on immediate learning in unisensory contexts. This study, using a within-subject design, directly compared 24-hour consolidation trajectories of audito…
ADHD traits are not related to multisensory integration in a university population
In daily life, we are constantly bombarded with sensory information from multiple sources. Our ability to combine these cues into a single perceptual experience is known as multisensory integration. Research is starting to show that multisensory integration may be altered in individuals with attention-deficit/hyperactivity disorder (ADHD). However, most studies have focused on clinical populations, leaving little known about how multisensory inte…
Sociology (14 works) · Political science (11 works) · Law (10 works) · Gender Studies (8 works) · Pedagogy (7 works) · Gender Studies (6 works) · Law (6 works) · Psychology (6 works) · Social science (6 works) · Educator Training and Historical Pedagogy (5 works)