Louise G Phillips
Dados Biográficos
| ID | 763433 |
|---|---|
| NOME | Louise G Phillips |
| PRENOMES | Louise G |
| SOBRENOME | Phillips |
| ASSINATURA | PHILLIPS L G |
| AFILIAÇÕES | The University of Queensland |
| ORCID | 0000-0002-2937-145X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAÇÕES | 31 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
‘Tracking’ learning
This article provides preliminary insights into how a particular data technology platform was introduced into one school site in a large Australian state and how it served as a ‘policy instrument’. The research draws upon critical data studies, and notions of risk, to develop the metaphor of ‘tracking’ in relation to students’ learning; such tracking helps to elaborate the myriad ways in which data were understood in the context of this platform.…
Beside and beyond
Data, datafication and data citizenship
In this article, we draw upon notions of datafication and data citizenship to explore assessment practices in Singapore schools. Interviews with teachers, principals and students illustrated how they were actively involved in a much more ‘educative’ form of engagement with data, characterized by efforts to ameliorate consequential negative effects of testing, even as meritocratic tendencies challenged such efforts. The research highlights the ben…
Becoming Un/Silenced
Through a new materialist inquiry, as a bounded review, we cartographically and diffractively read/plot media reports about genderdiverse, transgender and non-binary (GDTNB) students in education in Australia. We utilise diffractive analysis to explore the complexities of these representations, revealing how exclusions shape the public discourse around GDTNB people and why these exclusions matter in line with Barad’s agential realism theory. Furt…
Testing times
Contemporary challenges for children’s rights, well-being, justice and equity
Great expectations
Drawing upon literature and theorising in relation to the sociology of expectations and critical data studies, we elaborate perceptions of the nature of dashboard data in one state educational jurisdiction in Australia. Our research utilises interviews with senior educational bureaucrats, who engaged with a new dashboard, and the data it generated, during the initial stages of the development and implementation of the dashboard. This included per…
Navigating datascapes
We draw upon Appadurai’s ‘scapes’ and Latour’s Actor Network Theory (ANT) to interrogate historical and spatial flows in relation to specific testing technologies. We reveal how testing systems, conceptualised as actor-networks, rearticulate colonial legacies of inequality which are intensified by new and emerging technologies. ANT helps trace social and relational interactions occurring in various national and global data spaces, and helps make …
Surveying and resonating with teacher concerns during Covid-19 pandemic
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researc…
Platforms and possibilities
The Alice Springs (Mparntwe) Education Declaration Goal two argues for young Australians ‘to understand their responsibilities as global citizens’. In these precarious times, children and youth require (and are demanding) education on how to address the myriad of convergent global challenges that is the focus of global citizenship education (GCE); however, perceived ambiguity is recognised as a barrier to greater GCE uptake. To support teacher up…
To give
We live in a data-driven world. The voluminous scale of data gathered can lead to diminished consciousness of ethics whilst economic interests are prioritised. Across recent decades education has come to be heavily data driven and datafied. We have witnessed the dehumanising and increased labour impacts of school datafication. In search for alternatives, we wonder about the role and hope of story. We look to the etymological roots of data to see …
Teaching and Learning in Covid-19
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Re-presentations and im-possibilities
Data infrastructures exist in a variety of formats. This article draws on the insights of senior personnel involved in developing a new data dashboard in one state jurisdiction in Australia. While literature on dashboards often focuses on the teachers and learners influenced by them, there is less attention to those involved in their development and the politics that attend their work. While the dashboard initiative holds out the hope of enabling…
Surveying adult support for child and youth voice on environmental governmental decision-making in Australian and New Zealand
The global movement of student strikes for climate action illustrates that many children and youth want to have a voice on governmental decisions on the environment. Yet in most nations, an electoral voice is not granted to those under the age of 18. From prior research, we see the main barrier for child and youth voice to parliament is adult attitudes towards children and youth. To find out who supports their voice on government decisions for th…
On the certainty of entanglements with ecocide
Inspired by youth concerns for environmental justice and pathways forward that sustain diverse biology, we draw upon ecological psychology to theorise learning. This novel proposition, against the tide of cognitive constructivism, proffers a non-dualist paradigm more aligned with the purpose and intent of those seeking ecological justice and responds to calls for theory to support place-based education. Additionally, theory from ecological psycho…
Learning with Indigenous wisdom in a time of multiple crises
In this position paper we consider the significance of global climate activism by children and young people in the light of ongoing western adult-centric policies and educational practices that largely continue to exclude Indigenous perspectives. Reflecting on the implications of this hegemony in the face of the convergent crises of climate and COVID-19 and concomitant exacerbations of social inequities, we acknowledge the impact of this reality …
Reimagining and demystifying data
In this article, we contest globalised notions of data as ‘universally’ beneficial, necessary and ‘evidence-based’. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and often erroneous, even as data appear omnipresent and omnipotent. Employing an auto-ethnographic storyte…
Rethinking youth citizenship after the age of entitlementLucasWalshRosalynBlackLondon, Bloomsbury, 2018. HB 978‐1‐4742‐4803‐7 PB
Walsh and Black are Australian education scholars, who offer rethinking of citizenship that draws from the Australian context and their research with young people in Australia. To translate to international audiences, they provide comprehensive descriptions and explanations of Australian liberal democracy and politics with illustrative examples as to how these play out in Australian society, with a particular focus on young people. The context of…
Embodiment and Social Distancing
A collection of five video essays on embodiment and social distancing, with a focus on practices. RAFFAELE RUFO, “Dancing Together Alone: What Can Be Learnt About Connection When Touch is Forbidden?” (00:10): This video essay reengages the experience of leading a dance improvisation practice on Zoom during the Coronavirus lockdown. As a tango and contact improvisation dancer confined at home, I felt urged to ask: what can be learnt about embodied…
Surveying support for child and youth political participation in Australia and New Zealand
Recent decades have witnessed increased empirical and policy interest in children’s citizenship, particularly since the ratification of the United Nations Declaration of Children’s Rights. However, support for children’s active citizenship is often hindered by the pervasiveness of discourses that characterise children as innocent, developing, and free from responsibility. Public and governmental decision-making largely excludes children’s consult…
Research Through, With and As Storying
Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate…
Young children’s citizenship membership and participation
Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions…
Walking Borders
Australia’s Operation Sovereign Borders vehemently enforces closed borders to asylum seekers arriving by boat to Australia. Policed urban borders were enforced in Brisbane, Australia, during the G20 Summit in 2014, to protect visiting dignitaries from potential violent protest. The ephemeral arts intervention Walking Borders: Arts activism for refugee and asylum seeker rights symbolically confronted border politics by peacefully protesting agains…
Intergenerational and intercultural civic learning through storied child-led walks of Chiang Mai
Recent times have witnessed global trends of increased protection of children in public spaces. The participatory arts project The Walking Neighbourhood hosted by Children renegotiates child agency in public spaces by inviting primary school aged children to curate and lead adult audiences on walks of local neighbourhoods. Multiple cities across Australia, Asia, and Europe have hosted The Walking Neighbourhood since 2012. This article focuses on …
Walking in indeterminate spaces
Purpose The purpose of this paper is to discuss how being led by a young child to unknown destinations without shared language offers an experience of indeterminacy that opens up (re)thinking of political co-existence. Design/methodology/approach The relational arts project The Walking Neighbourhood hosted by children challenges the social practice of adults chaperoning children through public streets by inviting children to curate and lead unkno…
Social justice storytelling and young children's active citizenship
This paper examines empirical data with regard to recent theorizing and conceptualizing of children's citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study rhizomatically, organic and tangent pathways were mapped of what the stories set in motion. Analysis wa…
New Kids on the Block
In March 2012, Contact Inc., a community cultural development organization based in Brisbane, Australia, launched the project ‘Walking Neighbourhood: hosted by children’. This project sought to engage young people in the negotiation of a large urban space, as well as provoke an awareness of child actualization by challenging existing understandings of the role young people play as active citizens. By asking a group of children, aged between eight…
Young children’s citizenship membership and participation
Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions…
Intergenerational and intercultural civic learning through storied child-led walks of Chiang Mai
Recent times have witnessed global trends of increased protection of children in public spaces. The participatory arts project The Walking Neighbourhood hosted by Children renegotiates child agency in public spaces by inviting primary school aged children to curate and lead adult audiences on walks of local neighbourhoods. Multiple cities across Australia, Asia, and Europe have hosted The Walking Neighbourhood since 2012. This article focuses on …
Great expectations
Drawing upon literature and theorising in relation to the sociology of expectations and critical data studies, we elaborate perceptions of the nature of dashboard data in one state educational jurisdiction in Australia. Our research utilises interviews with senior educational bureaucrats, who engaged with a new dashboard, and the data it generated, during the initial stages of the development and implementation of the dashboard. This included per…
Re-presentations and im-possibilities
Data infrastructures exist in a variety of formats. This article draws on the insights of senior personnel involved in developing a new data dashboard in one state jurisdiction in Australia. While literature on dashboards often focuses on the teachers and learners influenced by them, there is less attention to those involved in their development and the politics that attend their work. While the dashboard initiative holds out the hope of enabling…
Actualisation of Children's Participation Rights
Childhood is that period during which persons are subject to a set of rules and regulations unique to them, and one that does not apply to members of other social categories. Moreover, childhood is a period in a person's life during which he/she is neither expected nor allowed to fully participate in various domains of social life. (Shamgar-Handelman, 1994, p. 251)
Becoming Un/Silenced
Through a new materialist inquiry, as a bounded review, we cartographically and diffractively read/plot media reports about genderdiverse, transgender and non-binary (GDTNB) students in education in Australia. We utilise diffractive analysis to explore the complexities of these representations, revealing how exclusions shape the public discourse around GDTNB people and why these exclusions matter in line with Barad’s agential realism theory. Furt…
Contemporary challenges for children’s rights, well-being, justice and equity
Surveying adult support for child and youth voice on environmental governmental decision-making in Australian and New Zealand
The global movement of student strikes for climate action illustrates that many children and youth want to have a voice on governmental decisions on the environment. Yet in most nations, an electoral voice is not granted to those under the age of 18. From prior research, we see the main barrier for child and youth voice to parliament is adult attitudes towards children and youth. To find out who supports their voice on government decisions for th…
Surveying support for child and youth political participation in Australia and New Zealand
Recent decades have witnessed increased empirical and policy interest in children’s citizenship, particularly since the ratification of the United Nations Declaration of Children’s Rights. However, support for children’s active citizenship is often hindered by the pervasiveness of discourses that characterise children as innocent, developing, and free from responsibility. Public and governmental decision-making largely excludes children’s consult…
Walking Borders
Australia’s Operation Sovereign Borders vehemently enforces closed borders to asylum seekers arriving by boat to Australia. Policed urban borders were enforced in Brisbane, Australia, during the G20 Summit in 2014, to protect visiting dignitaries from potential violent protest. The ephemeral arts intervention Walking Borders: Arts activism for refugee and asylum seeker rights symbolically confronted border politics by peacefully protesting agains…
Social justice storytelling and young children's active citizenship
This paper examines empirical data with regard to recent theorizing and conceptualizing of children's citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study rhizomatically, organic and tangent pathways were mapped of what the stories set in motion. Analysis wa…
Actualisation of Children's Participation Rights
Childhood is that period during which persons are subject to a set of rules and regulations unique to them, and one that does not apply to members of other social categories. Moreover, childhood is a period in a person's life during which he/she is neither expected nor allowed to fully participate in various domains of social life. (Shamgar-Handelman, 1994, p. 251)
New Kids on the Block
In March 2012, Contact Inc., a community cultural development organization based in Brisbane, Australia, launched the project ‘Walking Neighbourhood: hosted by children’. This project sought to engage young people in the negotiation of a large urban space, as well as provoke an awareness of child actualization by challenging existing understandings of the role young people play as active citizens. By asking a group of children, aged between eight…
Actualisation of Children's Participation Rights
Following on from the previous special issue of Global Studies of Childhood, volume 3, issue 2, on the \ntheme of ‘Actualisation of Children’s Participation Rights’, this second special issue comprises \narticles that further explore contemporary issues relating to children’s participation rights across \nglobal contexts
Walking in indeterminate spaces
Purpose The purpose of this paper is to discuss how being led by a young child to unknown destinations without shared language offers an experience of indeterminacy that opens up (re)thinking of political co-existence. Design/methodology/approach The relational arts project The Walking Neighbourhood hosted by children challenges the social practice of adults chaperoning children through public streets by inviting children to curate and lead unkno…
Walking Borders
Australia’s Operation Sovereign Borders vehemently enforces closed borders to asylum seekers arriving by boat to Australia. Policed urban borders were enforced in Brisbane, Australia, during the G20 Summit in 2014, to protect visiting dignitaries from potential violent protest. The ephemeral arts intervention Walking Borders: Arts activism for refugee and asylum seeker rights symbolically confronted border politics by peacefully protesting agains…
Intergenerational and intercultural civic learning through storied child-led walks of Chiang Mai
Recent times have witnessed global trends of increased protection of children in public spaces. The participatory arts project The Walking Neighbourhood hosted by Children renegotiates child agency in public spaces by inviting primary school aged children to curate and lead adult audiences on walks of local neighbourhoods. Multiple cities across Australia, Asia, and Europe have hosted The Walking Neighbourhood since 2012. This article focuses on …
Research Through, With and As Storying
Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate…
Young children’s citizenship membership and participation
Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions…
Surveying support for child and youth political participation in Australia and New Zealand
Recent decades have witnessed increased empirical and policy interest in children’s citizenship, particularly since the ratification of the United Nations Declaration of Children’s Rights. However, support for children’s active citizenship is often hindered by the pervasiveness of discourses that characterise children as innocent, developing, and free from responsibility. Public and governmental decision-making largely excludes children’s consult…
Embodiment and Social Distancing
A collection of five video essays on embodiment and social distancing, with a focus on practices. RAFFAELE RUFO, “Dancing Together Alone: What Can Be Learnt About Connection When Touch is Forbidden?” (00:10): This video essay reengages the experience of leading a dance improvisation practice on Zoom during the Coronavirus lockdown. As a tango and contact improvisation dancer confined at home, I felt urged to ask: what can be learnt about embodied…
Rethinking youth citizenship after the age of entitlementLucasWalshRosalynBlackLondon, Bloomsbury, 2018. HB 978‐1‐4742‐4803‐7 PB
Walsh and Black are Australian education scholars, who offer rethinking of citizenship that draws from the Australian context and their research with young people in Australia. To translate to international audiences, they provide comprehensive descriptions and explanations of Australian liberal democracy and politics with illustrative examples as to how these play out in Australian society, with a particular focus on young people. The context of…
On the certainty of entanglements with ecocide
Inspired by youth concerns for environmental justice and pathways forward that sustain diverse biology, we draw upon ecological psychology to theorise learning. This novel proposition, against the tide of cognitive constructivism, proffers a non-dualist paradigm more aligned with the purpose and intent of those seeking ecological justice and responds to calls for theory to support place-based education. Additionally, theory from ecological psycho…
Learning with Indigenous wisdom in a time of multiple crises
In this position paper we consider the significance of global climate activism by children and young people in the light of ongoing western adult-centric policies and educational practices that largely continue to exclude Indigenous perspectives. Reflecting on the implications of this hegemony in the face of the convergent crises of climate and COVID-19 and concomitant exacerbations of social inequities, we acknowledge the impact of this reality …
Reimagining and demystifying data
In this article, we contest globalised notions of data as ‘universally’ beneficial, necessary and ‘evidence-based’. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and often erroneous, even as data appear omnipresent and omnipotent. Employing an auto-ethnographic storyte…
Navigating datascapes
We draw upon Appadurai’s ‘scapes’ and Latour’s Actor Network Theory (ANT) to interrogate historical and spatial flows in relation to specific testing technologies. We reveal how testing systems, conceptualised as actor-networks, rearticulate colonial legacies of inequality which are intensified by new and emerging technologies. ANT helps trace social and relational interactions occurring in various national and global data spaces, and helps make …
Surveying and resonating with teacher concerns during Covid-19 pandemic
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researc…
Platforms and possibilities
The Alice Springs (Mparntwe) Education Declaration Goal two argues for young Australians ‘to understand their responsibilities as global citizens’. In these precarious times, children and youth require (and are demanding) education on how to address the myriad of convergent global challenges that is the focus of global citizenship education (GCE); however, perceived ambiguity is recognised as a barrier to greater GCE uptake. To support teacher up…
To give
We live in a data-driven world. The voluminous scale of data gathered can lead to diminished consciousness of ethics whilst economic interests are prioritised. Across recent decades education has come to be heavily data driven and datafied. We have witnessed the dehumanising and increased labour impacts of school datafication. In search for alternatives, we wonder about the role and hope of story. We look to the etymological roots of data to see …
Teaching and Learning in Covid-19
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Re-presentations and im-possibilities
Data infrastructures exist in a variety of formats. This article draws on the insights of senior personnel involved in developing a new data dashboard in one state jurisdiction in Australia. While literature on dashboards often focuses on the teachers and learners influenced by them, there is less attention to those involved in their development and the politics that attend their work. While the dashboard initiative holds out the hope of enabling…
Surveying adult support for child and youth voice on environmental governmental decision-making in Australian and New Zealand
The global movement of student strikes for climate action illustrates that many children and youth want to have a voice on governmental decisions on the environment. Yet in most nations, an electoral voice is not granted to those under the age of 18. From prior research, we see the main barrier for child and youth voice to parliament is adult attitudes towards children and youth. To find out who supports their voice on government decisions for th…
Data, datafication and data citizenship
In this article, we draw upon notions of datafication and data citizenship to explore assessment practices in Singapore schools. Interviews with teachers, principals and students illustrated how they were actively involved in a much more ‘educative’ form of engagement with data, characterized by efforts to ameliorate consequential negative effects of testing, even as meritocratic tendencies challenged such efforts. The research highlights the ben…
Becoming Un/Silenced
Through a new materialist inquiry, as a bounded review, we cartographically and diffractively read/plot media reports about genderdiverse, transgender and non-binary (GDTNB) students in education in Australia. We utilise diffractive analysis to explore the complexities of these representations, revealing how exclusions shape the public discourse around GDTNB people and why these exclusions matter in line with Barad’s agential realism theory. Furt…
Testing times
Sociology (25 obras) · Political science (19 obras) · Children's Rights and Participation (12 obras) · Law (12 obras) · Politics (11 obras) · Psychology (11 obras) · Computer Science (7 obras) · Gender Studies (7 obras) · Aesthetics (6 obras) · Citizenship (6 obras)