Narelle Lemon
Biographic Data
| ID | 6807637 |
|---|---|
| NAME | Narelle Lemon |
| GIVEN NAMES | Narelle |
| FAMILY NAME | Lemon |
| SIGNATURE | LEMON N |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0003-1396-5488 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Listening as method
Women's non-medicalised self-care — the everyday, relational practices through which women tend to themselves — remains largely illegible to conventional health research methods. This article argues that podcasting constitutes a feminist research methodology rather than a supplementary dissemination tool and makes the case for its adoption in qualitative health research on women's wellbeing. The argument develops through an extended case study of…
Addressing professional tensions through intellectual candour and stewardship, thoughtful dialoguing as a duoethnographic collaborative exploration
Using duoethnography, we explore our experiences of physiotherapy practice and education and argue that the profession’s desire for credibility is at the expense of vulnerability, risk and intellectual candour–of imagining the profession and education of its graduates differently. We identified key themes around: alignment/misalignment, reflection/reflexivity and professional scope. This methodology models risk and questioning through the juxtapo…
Who cares for the carers
In this paper, we suggest that poetic inquiry offers a pathway for capturing the deeply felt, personal dimensions of ongoing identity growth of initial teacher educators of professional experience. We propose that poetic inquiry provides an avenue for authentically sharing experiences and insights into caring and being cared for, diverging from conventional academic narratives. Through poetic self-reflection and collective poetic representation, …
Understanding regional, rural and remote teacher wellbeing narratives through podcasting
Highlighting the strengths-based approaches to supporting pre-service teachers, this study explores the diverse and effective wellbeing and self-care practices embedded within regional, rural and remote (RRR) professional experience placements. Drawing on rich qualitative data from podcast conversations, the research emphasises the value of contextually responsive support. Inductive thematic analysis revealed five key enablers of wellbeing: struc…
Pedagogy of Belonging
Wellbeing literacy is the capability to set intentions and comprehend and compose wellbeing language. This is cultivated and embodied across contexts with the intention of maintaining or improving the wellbeing of oneself, others, or the world. In this paper, as co-authors we share the way we understand our wellbeing as educators in higher education, that is, through a Pedagogy of Belonging. Belonging is one of the domains to our wellbeing as aca…
‘Stretched very thin’
The spread of Coronavirus (COVID-19) across the globe has had a significant impact on teachers and teaching with countries around the world closing schools in an effort to slow the spread of the virus. Such a mass cessation of traditional face-to-face teaching has required schools and teachers to move rapidly to remote and, primarily, online learning and teaching. In this paper, we draw on a study conducted in Australia during the period of June–…
Unravelling the wellbeing needs of Australian teachers
The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we …
“I Feel Like Nothing Else Will Ever Be This Hard”
While the COVID-19 global pandemic has resulted in numerous lockdowns, understanding how teachers experience the shift to remote learning and the person focussed skills and capacities they employ during this time is vital. We draw from an online qualitative study to examine questionnaire data from 137 Australian teachers. Using the four dimensions of teacher resilience as a lens for analysis, we highlight the multidimensional approach teachers em…
If Not Now, Then When? Wellbeing and Wholeheartedness in Education
The COVID-19 pandemic, natural disasters, and political and social movements have required each of us to pause. Collectively they signal a unique moment in our history, and we argue that they provide us with an opportunity to consider what matters most as we move forward. Using poetic representation and Brené Brown’s guideposts for wholehearted living as a framework, we offer a series of provocation for readers to consider the role of wholehearte…
Being “In and Out”
This book is about a network of women who as a collective and individuals can share their stories to indeed help themselves as well as others. Our stories assist in the telling and retelling of important events. Reflecting on these events allow the ‘processing’, ‘figuring out’ and ‘inquiring’, leading to behavioural actions to change situations. The fact that we are women unites us as we have common elements with our roles both within academia, …
No prominent works on this page.
Being “In and Out”
This book is about a network of women who as a collective and individuals can share their stories to indeed help themselves as well as others. Our stories assist in the telling and retelling of important events. Reflecting on these events allow the ‘processing’, ‘figuring out’ and ‘inquiring’, leading to behavioural actions to change situations. The fact that we are women unites us as we have common elements with our roles both within academia, …
If Not Now, Then When? Wellbeing and Wholeheartedness in Education
The COVID-19 pandemic, natural disasters, and political and social movements have required each of us to pause. Collectively they signal a unique moment in our history, and we argue that they provide us with an opportunity to consider what matters most as we move forward. Using poetic representation and Brené Brown’s guideposts for wholehearted living as a framework, we offer a series of provocation for readers to consider the role of wholehearte…
“I Feel Like Nothing Else Will Ever Be This Hard”
While the COVID-19 global pandemic has resulted in numerous lockdowns, understanding how teachers experience the shift to remote learning and the person focussed skills and capacities they employ during this time is vital. We draw from an online qualitative study to examine questionnaire data from 137 Australian teachers. Using the four dimensions of teacher resilience as a lens for analysis, we highlight the multidimensional approach teachers em…
‘Stretched very thin’
The spread of Coronavirus (COVID-19) across the globe has had a significant impact on teachers and teaching with countries around the world closing schools in an effort to slow the spread of the virus. Such a mass cessation of traditional face-to-face teaching has required schools and teachers to move rapidly to remote and, primarily, online learning and teaching. In this paper, we draw on a study conducted in Australia during the period of June–…
Unravelling the wellbeing needs of Australian teachers
The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we …
Who cares for the carers
In this paper, we suggest that poetic inquiry offers a pathway for capturing the deeply felt, personal dimensions of ongoing identity growth of initial teacher educators of professional experience. We propose that poetic inquiry provides an avenue for authentically sharing experiences and insights into caring and being cared for, diverging from conventional academic narratives. Through poetic self-reflection and collective poetic representation, …
Understanding regional, rural and remote teacher wellbeing narratives through podcasting
Highlighting the strengths-based approaches to supporting pre-service teachers, this study explores the diverse and effective wellbeing and self-care practices embedded within regional, rural and remote (RRR) professional experience placements. Drawing on rich qualitative data from podcast conversations, the research emphasises the value of contextually responsive support. Inductive thematic analysis revealed five key enablers of wellbeing: struc…
Pedagogy of Belonging
Wellbeing literacy is the capability to set intentions and comprehend and compose wellbeing language. This is cultivated and embodied across contexts with the intention of maintaining or improving the wellbeing of oneself, others, or the world. In this paper, as co-authors we share the way we understand our wellbeing as educators in higher education, that is, through a Pedagogy of Belonging. Belonging is one of the domains to our wellbeing as aca…
Listening as method
Women's non-medicalised self-care — the everyday, relational practices through which women tend to themselves — remains largely illegible to conventional health research methods. This article argues that podcasting constitutes a feminist research methodology rather than a supplementary dissemination tool and makes the case for its adoption in qualitative health research on women's wellbeing. The argument develops through an extended case study of…
Addressing professional tensions through intellectual candour and stewardship, thoughtful dialoguing as a duoethnographic collaborative exploration
Using duoethnography, we explore our experiences of physiotherapy practice and education and argue that the profession’s desire for credibility is at the expense of vulnerability, risk and intellectual candour–of imagining the profession and education of its graduates differently. We identified key themes around: alignment/misalignment, reflection/reflexivity and professional scope. This methodology models risk and questioning through the juxtapo…
Psychology (6 works) · Pedagogy (5 works) · Sociology (5 works) · COVID-19 and Mental Health (4 works) · Mathematics education (3 works) · Qualitative research (3 works) · 2019-20 coronavirus outbreak (2 works) · Active listening (2 works) · Art (2 works) · Coronavirus disease 2019 (COVID-19) (2 works)