Kate Cantrell
Biographic Data
| ID | 5871497 |
|---|---|
| NAME | Kate Cantrell |
| GIVEN NAMES | Kate |
| FAMILY NAME | Cantrell |
| SIGNATURE | CANTRELL K |
| AFFILIATIONS | University of Southern Queensland |
| ORCID | 0000-0001-5689-614X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Prioritising relationship, community, and student-centered learning: A systematic literature review of trauma-informed pedagogy in higher education
A systematic literature review was conducted to identify and synthesise the current evidence base for best practice in trauma-informed pedagogy in higher education. A search was conducted using relevant terms: (a) ‘trauma-informed teaching’ or ‘trauma-informed pedagogy’, (b) ‘higher education’ or ‘college’ or ‘university’, and (c) ‘trigger warning’. Database searches, and further manual searches, yielded a total of 667 articles; of these, 17 stud…
Strategies of Health-Focused Narratives to Develop Coping and Growth for Young People: A Thematic Analysis of the Literature
While there are many approaches in the use of narratives for children and young people as symbolic forms of real-life education, this article specifically investigates the use of narratives as a public health communication and intervention strategy for young people. This strategy foregrounds imaginative stories based on health education messaging that are told from patient perspectives. Through a thematic analysis of 57 research articles, the art…
Traumatisation, reflection, and recovery: Teaching about trauma and students’ reflexive engagement with sensitive content
Recent research in trauma-informed pedagogy recommends that tertiary educators consider the risks and benefits of teaching sensitive material and approach the design and delivery of such content with purpose and caution. Engagement with traumatic material can have negative impacts on students’ wellbeing. Tertiary students report high rates of trauma exposure, which negatively impacts their social, emotional, and academic functioning. Education is…
Making and breaking the Australian family: Family, diversity, and parent–school engagement policy
This paper interrogates Australian parent–school engagement policy and argues that extant policy assumes a normative, nuclear conception of “the family”. This assumption reinforces heteronormative ideals, places unequal childcare labour borne on women, and limits recognition of family diversity. Drawing on Carol Bacchi’s ‘What’s the Problem Represented to Be?’ (WPR) framework, we critically analyse ten national and state policy documents (2018–20…
Separated parents’ experiences with the Australian school system: An overview
Choose your own adventure: Vocal jazz improvisation, conceptual metaphor, and cognitive embodiment
Creativity in the form of musical improvisation has received growing attention from researchers informed by the literature on embodiment. To date, this research has focused on the embodied experiences of improvising instrumentalists rather than those of improvising singers. This article investigates the experience of embodiment during improvisation through a systematic analysis of the metaphorical language used by an artist-level jazz singer in h…
Pulling the Trigger: A Systematic Literature Review of Trigger Warnings as a Strategy for Reducing Traumatization in Higher Education
In the academic context, trigger warnings can be defined as explicit statements that alert a group of learners that certain content explored or discussed in a learning environment may contain potentially distressing material. Extant research highlights a relationship between traumatization and trigger warnings; however, the extent to which trigger warnings constitute a method of best practice for reducing traumatization in higher education has no…
Empathy, Anthropomorphism, and the Uncanny Valley Effect: Why Audiences Strayed Away from the Film Adaptation of Cats
Lessons Learned from Pisa: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment
Literature, tourism and the city: Writing and cultural change
Today national and regional tourism organizations look to sophisticated cultural tourism programmes to enhance the visitor experience for tourists of their particular city. Yet research indicates that a challenge exists in designing and implementing programmes that take full advantage of a city’s historical and emergent literary cultures. In this paper, we offer critical insights into how literary cultural heritage can foster the development of a…
Literature, tourism and the city: Writing and cultural change
Today national and regional tourism organizations look to sophisticated cultural tourism programmes to enhance the visitor experience for tourists of their particular city. Yet research indicates that a challenge exists in designing and implementing programmes that take full advantage of a city’s historical and emergent literary cultures. In this paper, we offer critical insights into how literary cultural heritage can foster the development of a…
Literature, tourism and the city: Writing and cultural change
Today national and regional tourism organizations look to sophisticated cultural tourism programmes to enhance the visitor experience for tourists of their particular city. Yet research indicates that a challenge exists in designing and implementing programmes that take full advantage of a city’s historical and emergent literary cultures. In this paper, we offer critical insights into how literary cultural heritage can foster the development of a…
Lessons Learned from Pisa: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment
Empathy, Anthropomorphism, and the Uncanny Valley Effect: Why Audiences Strayed Away from the Film Adaptation of Cats
Choose your own adventure: Vocal jazz improvisation, conceptual metaphor, and cognitive embodiment
Creativity in the form of musical improvisation has received growing attention from researchers informed by the literature on embodiment. To date, this research has focused on the embodied experiences of improvising instrumentalists rather than those of improvising singers. This article investigates the experience of embodiment during improvisation through a systematic analysis of the metaphorical language used by an artist-level jazz singer in h…
Pulling the Trigger: A Systematic Literature Review of Trigger Warnings as a Strategy for Reducing Traumatization in Higher Education
In the academic context, trigger warnings can be defined as explicit statements that alert a group of learners that certain content explored or discussed in a learning environment may contain potentially distressing material. Extant research highlights a relationship between traumatization and trigger warnings; however, the extent to which trigger warnings constitute a method of best practice for reducing traumatization in higher education has no…
Separated parents’ experiences with the Australian school system: An overview
Traumatisation, reflection, and recovery: Teaching about trauma and students’ reflexive engagement with sensitive content
Recent research in trauma-informed pedagogy recommends that tertiary educators consider the risks and benefits of teaching sensitive material and approach the design and delivery of such content with purpose and caution. Engagement with traumatic material can have negative impacts on students’ wellbeing. Tertiary students report high rates of trauma exposure, which negatively impacts their social, emotional, and academic functioning. Education is…
Making and breaking the Australian family: Family, diversity, and parent–school engagement policy
This paper interrogates Australian parent–school engagement policy and argues that extant policy assumes a normative, nuclear conception of “the family”. This assumption reinforces heteronormative ideals, places unequal childcare labour borne on women, and limits recognition of family diversity. Drawing on Carol Bacchi’s ‘What’s the Problem Represented to Be?’ (WPR) framework, we critically analyse ten national and state policy documents (2018–20…
Prioritising relationship, community, and student-centered learning: A systematic literature review of trauma-informed pedagogy in higher education
A systematic literature review was conducted to identify and synthesise the current evidence base for best practice in trauma-informed pedagogy in higher education. A search was conducted using relevant terms: (a) ‘trauma-informed teaching’ or ‘trauma-informed pedagogy’, (b) ‘higher education’ or ‘college’ or ‘university’, and (c) ‘trigger warning’. Database searches, and further manual searches, yielded a total of 667 articles; of these, 17 stud…
Strategies of Health-Focused Narratives to Develop Coping and Growth for Young People: A Thematic Analysis of the Literature
While there are many approaches in the use of narratives for children and young people as symbolic forms of real-life education, this article specifically investigates the use of narratives as a public health communication and intervention strategy for young people. This strategy foregrounds imaginative stories based on health education messaging that are told from patient perspectives. Through a thematic analysis of 57 research articles, the art…
Psychology (4 works) · Computer Science (3 works) · Sociology (3 works) · Aesthetics (2 works) · Art (2 works) · History (2 works) · History (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Political science (2 works)