Nadya Rizk
Biographic Data
| ID | 6559875 |
|---|---|
| NAME | Nadya Rizk |
| GIVEN NAMES | Nadya |
| FAMILY NAME | Rizk |
| SIGNATURE | RIZK N |
| AFFILIATIONS | University of New England |
| ORCID | 0000-0003-3422-7687 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Reconceptualising cleft habitus
An autoethnographic exploration of the life and career experiences of ten academics across the Australian Regional University Network (RUN) unearthed a prevailing disjuncture between formative cultural experiences and academia that expands upon Binns’ revised notion of cleft habitus. It signifies a gap between the generative capacity of cleft experience and its predominant construction in the literature as loss, difficulty and perceived deficit. …
Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning
As professional learning and development (PLD) for teachers moves online, it is increasingly important to consider what constitutes effective provision. While models of effective PLD abound, online PLD faces challenges to participant engagement. In particular, the critical need to build and maintain relationships in professional learning is complicated by the geographic and temporal distribution of online participants as well as the nuances of th…
Remote classroom modelling
Women’s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qualitative practice
Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistemological injustice, and creates a viscous cycle or de/privilege. Moreover, regionality de-centres and further marginalizes women academics, and those belonging to other equity groups experience compounding inequities. To understand the experiences of ‘b…
The potential of online technologies in meeting PLD needs of rural teachers
In this paper we review the professional learning and development (PLD) needs of teachers in rural and remote schools, focusing on the Australian context. We argue that online PLD is an emerging alternative to face-to-face arrangements for the continuing education of teachers, which can connect to rural contexts through attending to considerations of relevance, collaboration, and future focus. We describe challenges to the uptake of online PLD in…
Women’s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qualitative practice
Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistemological injustice, and creates a viscous cycle or de/privilege. Moreover, regionality de-centres and further marginalizes women academics, and those belonging to other equity groups experience compounding inequities. To understand the experiences of ‘b…
The potential of online technologies in meeting PLD needs of rural teachers
In this paper we review the professional learning and development (PLD) needs of teachers in rural and remote schools, focusing on the Australian context. We argue that online PLD is an emerging alternative to face-to-face arrangements for the continuing education of teachers, which can connect to rural contexts through attending to considerations of relevance, collaboration, and future focus. We describe challenges to the uptake of online PLD in…
Remote classroom modelling
Women’s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qualitative practice
Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistemological injustice, and creates a viscous cycle or de/privilege. Moreover, regionality de-centres and further marginalizes women academics, and those belonging to other equity groups experience compounding inequities. To understand the experiences of ‘b…
Reconceptualising cleft habitus
An autoethnographic exploration of the life and career experiences of ten academics across the Australian Regional University Network (RUN) unearthed a prevailing disjuncture between formative cultural experiences and academia that expands upon Binns’ revised notion of cleft habitus. It signifies a gap between the generative capacity of cleft experience and its predominant construction in the literature as loss, difficulty and perceived deficit. …
Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning
As professional learning and development (PLD) for teachers moves online, it is increasingly important to consider what constitutes effective provision. While models of effective PLD abound, online PLD faces challenges to participant engagement. In particular, the critical need to build and maintain relationships in professional learning is complicated by the geographic and temporal distribution of online participants as well as the nuances of th…
Computer Science (4 works) · Pedagogy (4 works) · Psychology (4 works) · Innovative Teaching and Learning Methods (2 works) · Knowledge management (2 works) · Medical education (2 works) · Medicine (2 works) · Online and Blended Learning (2 works) · Professional development (2 works) · Qualitative research (2 works)