Karen Nociti
Biographic Data
| ID | 767798 |
|---|---|
| NAME | Karen Nociti |
| GIVEN NAMES | Karen |
| FAMILY NAME | Nociti |
| SIGNATURE | NOCITI K |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0002-6846-611X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Drawing on international pre-service teachers’ funds of knowledge to enhance professional experience
Following the COVID- 19 pandemic, international student enrolments in Australia's initial teacher education (ITE) programs have sharply increased. ITE courses are obligated to comprehensively support international students, particularly during professional experiences (PEx). These students often face challenges due to cultural and linguistic differences, and universities typically address these through intervention programs and workshops aimed at…
Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education
This article proposes the diffractive practice of blogging-with Place as an alternative to a reflective journal. Reflective practice is a priority for teachers, with reflective journaling often employed as a method for documenting a teacher's experiences and knowledge about sites that are intended for place-based teaching and learning. However, when implemented for the purpose of improving place-based approaches, reflective journaling is limited …
Vulnerable reading practices for ecosocial justice in environmental education
Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulner…
Queering the environmental provocation
Environmental provocations are a common pedagogical strategy for early childhood educators and are often planned for the purpose of contributing to the wider goals of sustainability and environmental education. However, the transformative potential of the environmental provocation is compromised by its grounding in human-centric perspectives of Place. When examined through the lens of queer phenomenology, the orientations of environmental provoca…
Vulnerable reading practices for ecosocial justice in environmental education
Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulner…
Queering the environmental provocation
Environmental provocations are a common pedagogical strategy for early childhood educators and are often planned for the purpose of contributing to the wider goals of sustainability and environmental education. However, the transformative potential of the environmental provocation is compromised by its grounding in human-centric perspectives of Place. When examined through the lens of queer phenomenology, the orientations of environmental provoca…
Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education
This article proposes the diffractive practice of blogging-with Place as an alternative to a reflective journal. Reflective practice is a priority for teachers, with reflective journaling often employed as a method for documenting a teacher's experiences and knowledge about sites that are intended for place-based teaching and learning. However, when implemented for the purpose of improving place-based approaches, reflective journaling is limited …
Vulnerable reading practices for ecosocial justice in environmental education
Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulner…
Queering the environmental provocation
Environmental provocations are a common pedagogical strategy for early childhood educators and are often planned for the purpose of contributing to the wider goals of sustainability and environmental education. However, the transformative potential of the environmental provocation is compromised by its grounding in human-centric perspectives of Place. When examined through the lens of queer phenomenology, the orientations of environmental provoca…
Drawing on international pre-service teachers’ funds of knowledge to enhance professional experience
Following the COVID- 19 pandemic, international student enrolments in Australia's initial teacher education (ITE) programs have sharply increased. ITE courses are obligated to comprehensively support international students, particularly during professional experiences (PEx). These students often face challenges due to cultural and linguistic differences, and universities typically address these through intervention programs and workshops aimed at…
Pedagogy (4 works) · Psychology (4 works) · Sociology (3 works) · Environmental education (2 works) · Environmental Education and Sustainability (2 works) · Indigenous and Place-Based Education (2 works) · Posthumanist Ethics and Activism (2 works) · Aesthetics (1 works) · Art (1 works) · Business (1 works)