Bonita Cabiles
Biographic Data
| ID | 6155731 |
|---|---|
| NAME | Bonita Cabiles |
| GIVEN NAMES | Bonita |
| FAMILY NAME | Cabiles |
| SIGNATURE | CABILES B |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0001-6358-0426 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Educational authority on the outskirts of schooling
This paper explores the experiences of parents who reject formal schooling, providing home education for their own children. At a time of debate about knowledge and expertise, we examine how home educators—operating on the outskirts of formal education—curate knowledge and define their educational authority. Based on interviews with 15 Australian home educators, we show how they sought knowledge aligned with their values, their children’s interes…
Languaging the schoolscape
This paper (re)imagines Melbourne, Australia as the linguistic landscape (LL), setting the background for examining everyday multilingualism in a schooling context characterised by superdiversity to advance the concept of languaging the schoolscape . LL is mobilised and extended in this study to examine multilingual students’ perspectives about home languages. The paper draws from a qualitative case study of a primary classroom in Melbourne that …
Difficult funds of knowledge (DFoK) in educating for social justice
Parental rights and state concerns
This paper examines the contestations surrounding the rights and responsibilities of the state and parents to educate children. Focusing our analysis on home education, we suggest that these disputes represent the convergence of–at times agonistic–parental and state politics of care and concern surrounding education and children. To advance our argument, we analyse how the problem of ‘home education’ is represented in two policy reports across tw…
Navigating institutional ethics processes
Although gaining ethical approval is a conventional and established requirement for academic scholarship, institutional approaches remain subject to sustained critique. While not questioning the legitimacy of institutional ethical procedures, the dominance of legal frameworks and a focus on entry to ‘the field’ is inflexible and irresponsive to ethical complexities in practice. This is particularly evident in situations where participants experie…
Participation as relational investment
Departing from normative notions of participation as passive or respon?sive vis-à-vis active or agentic, this article conceptualises participation as ‘relational investment’. Drawing from a qualitative case study of a culturally and linguistically diverse (CALD) Australian primary classroom, I argue that students’ decisions about how to participate are shaped by the nature of their social relationships. Thus, I illuminate all participatory strate…
How do higher degree research students and supervisors navigate ethics‐in‐practice for educational research in sensitive or ‘fragile’ contexts
The past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or ‘fragile’ settings, where trauma, marginalisation and socio‐political precarity are prevalent. Yet, despite increased awareness of micro‐ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that fo…
Participation as relational investment
Departing from normative notions of participation as passive or respon?sive vis-à-vis active or agentic, this article conceptualises participation as ‘relational investment’. Drawing from a qualitative case study of a culturally and linguistically diverse (CALD) Australian primary classroom, I argue that students’ decisions about how to participate are shaped by the nature of their social relationships. Thus, I illuminate all participatory strate…
Navigating institutional ethics processes
Although gaining ethical approval is a conventional and established requirement for academic scholarship, institutional approaches remain subject to sustained critique. While not questioning the legitimacy of institutional ethical procedures, the dominance of legal frameworks and a focus on entry to ‘the field’ is inflexible and irresponsive to ethical complexities in practice. This is particularly evident in situations where participants experie…
Participation as relational investment
Departing from normative notions of participation as passive or respon?sive vis-à-vis active or agentic, this article conceptualises participation as ‘relational investment’. Drawing from a qualitative case study of a culturally and linguistically diverse (CALD) Australian primary classroom, I argue that students’ decisions about how to participate are shaped by the nature of their social relationships. Thus, I illuminate all participatory strate…
How do higher degree research students and supervisors navigate ethics‐in‐practice for educational research in sensitive or ‘fragile’ contexts
The past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or ‘fragile’ settings, where trauma, marginalisation and socio‐political precarity are prevalent. Yet, despite increased awareness of micro‐ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that fo…
Languaging the schoolscape
This paper (re)imagines Melbourne, Australia as the linguistic landscape (LL), setting the background for examining everyday multilingualism in a schooling context characterised by superdiversity to advance the concept of languaging the schoolscape . LL is mobilised and extended in this study to examine multilingual students’ perspectives about home languages. The paper draws from a qualitative case study of a primary classroom in Melbourne that …
Difficult funds of knowledge (DFoK) in educating for social justice
Parental rights and state concerns
This paper examines the contestations surrounding the rights and responsibilities of the state and parents to educate children. Focusing our analysis on home education, we suggest that these disputes represent the convergence of–at times agonistic–parental and state politics of care and concern surrounding education and children. To advance our argument, we analyse how the problem of ‘home education’ is represented in two policy reports across tw…
Educational authority on the outskirts of schooling
This paper explores the experiences of parents who reject formal schooling, providing home education for their own children. At a time of debate about knowledge and expertise, we examine how home educators—operating on the outskirts of formal education—curate knowledge and define their educational authority. Based on interviews with 15 Australian home educators, we show how they sought knowledge aligned with their values, their children’s interes…
Sociology (6 works) · Political science (4 works) · Social science (4 works) · Pedagogy (3 works) · Diverse Education Studies and Reforms (2 works) · Education Systems and Policy (2 works) · Engineering ethics (2 works) · Global Education and Multiculturalism (2 works) · Global Educational Policies and Reforms (2 works) · Multilingual Education and Policy (2 works)