Geoff Munns
Biographic Data
| ID | 96572 |
|---|---|
| NAME | Geoff Munns |
| GIVEN NAMES | Geoff |
| FAMILY NAME | Munns |
| SIGNATURE | MUNNS G |
| AFFILIATIONS | Western Sydney University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
Closing the gap
This chapter explores four misguided principles: the sustainability principle; the systemic principle; the ownership or deficit principle; and the Indigenous business principle. The Australian government’s National Report to Parliament on Indigenous Education and Training, 2005 highlights the continuing ‘gap’ between Indigenous and non-Indigenous students. Compounding the difficulty surrounding the ‘sustainability principle’ is the concept that s…
It is risky business: Can social capital reduce risk-taking behaviours among disadvantaged youth
This study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using c…
Seeding Success: Schools That Work for Aboriginal Students
This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their app…
To Free the Spirit? Motivation and Engagement of Indigenous Students
This article directly responds to issues impacting on the social and academic outcomes of Indigenous students that were identified in the recent review of Aboriginal Education conducted by the New South Wales Department of Education and Training (NSW DET) in partnership with New South Wales Aboriginal Education Consultative Group (NSW AECG). Not surprisingly, a common theme emerging from the review was the importance of student motivation and eng…
A sense of wonder: Pedagogies to engage students who live in poverty
This paper reports on the Fair Go Project, research into student engagement among primary school students living in poor communities in South‐Western Sydney, Australia. Taking as a starting point recent work into classroom pedagogies (Productive Pedagogies) and drawing on Bernstein's concept of classrooms as message systems, the research has developed a framework that aims to consider and evaluate ways that teachers' classroom practices can send …
Student Engagement and the Social Relations of Pedagogy
Drawing on the 'sociology of pedagogy', the present article addresses a continuing challenge for teachers and policy-makers. The challenge is how to encourage disengaged learners to take up offers of educational success. The article brings important theoretical frames from the sociology of pedagogy into current research debates about 'productive pedagogies'. Focusing on the social relations of pedagogy, the article promotes a theoretical and empi…
First Chance, Second Chance or Last Chance? Resistance and response to education
This article reports findings from two studies, both of which used resistance theory to explain students' response to education. One study focused on an inner-city primary school characterised by high student opposition to both teachers and schooling. The other study examined how students, previously considered failures in mainstream education, responded to a 'second chance' programme aimed at providing access to tertiary education. Each study co…
Teaching Children in Poverty: Three Australian primary school responses
Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. …
Student Engagement and the Social Relations of Pedagogy
Drawing on the 'sociology of pedagogy', the present article addresses a continuing challenge for teachers and policy-makers. The challenge is how to encourage disengaged learners to take up offers of educational success. The article brings important theoretical frames from the sociology of pedagogy into current research debates about 'productive pedagogies'. Focusing on the social relations of pedagogy, the article promotes a theoretical and empi…
First Chance, Second Chance or Last Chance? Resistance and response to education
This article reports findings from two studies, both of which used resistance theory to explain students' response to education. One study focused on an inner-city primary school characterised by high student opposition to both teachers and schooling. The other study examined how students, previously considered failures in mainstream education, responded to a 'second chance' programme aimed at providing access to tertiary education. Each study co…
A sense of wonder: Pedagogies to engage students who live in poverty
This paper reports on the Fair Go Project, research into student engagement among primary school students living in poor communities in South‐Western Sydney, Australia. Taking as a starting point recent work into classroom pedagogies (Productive Pedagogies) and drawing on Bernstein's concept of classrooms as message systems, the research has developed a framework that aims to consider and evaluate ways that teachers' classroom practices can send …
It is risky business: Can social capital reduce risk-taking behaviours among disadvantaged youth
This study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using c…
Seeding Success: Schools That Work for Aboriginal Students
This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their app…
To Free the Spirit? Motivation and Engagement of Indigenous Students
This article directly responds to issues impacting on the social and academic outcomes of Indigenous students that were identified in the recent review of Aboriginal Education conducted by the New South Wales Department of Education and Training (NSW DET) in partnership with New South Wales Aboriginal Education Consultative Group (NSW AECG). Not surprisingly, a common theme emerging from the review was the importance of student motivation and eng…
Teaching Children in Poverty: Three Australian primary school responses
Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. …
Teaching Children in Poverty: Three Australian primary school responses
Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. …
First Chance, Second Chance or Last Chance? Resistance and response to education
This article reports findings from two studies, both of which used resistance theory to explain students' response to education. One study focused on an inner-city primary school characterised by high student opposition to both teachers and schooling. The other study examined how students, previously considered failures in mainstream education, responded to a 'second chance' programme aimed at providing access to tertiary education. Each study co…
Student Engagement and the Social Relations of Pedagogy
Drawing on the 'sociology of pedagogy', the present article addresses a continuing challenge for teachers and policy-makers. The challenge is how to encourage disengaged learners to take up offers of educational success. The article brings important theoretical frames from the sociology of pedagogy into current research debates about 'productive pedagogies'. Focusing on the social relations of pedagogy, the article promotes a theoretical and empi…
A sense of wonder: Pedagogies to engage students who live in poverty
This paper reports on the Fair Go Project, research into student engagement among primary school students living in poor communities in South‐Western Sydney, Australia. Taking as a starting point recent work into classroom pedagogies (Productive Pedagogies) and drawing on Bernstein's concept of classrooms as message systems, the research has developed a framework that aims to consider and evaluate ways that teachers' classroom practices can send …
To Free the Spirit? Motivation and Engagement of Indigenous Students
This article directly responds to issues impacting on the social and academic outcomes of Indigenous students that were identified in the recent review of Aboriginal Education conducted by the New South Wales Department of Education and Training (NSW DET) in partnership with New South Wales Aboriginal Education Consultative Group (NSW AECG). Not surprisingly, a common theme emerging from the review was the importance of student motivation and eng…
Seeding Success: Schools That Work for Aboriginal Students
This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their app…
It is risky business: Can social capital reduce risk-taking behaviours among disadvantaged youth
This study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using c…
Closing the gap
This chapter explores four misguided principles: the sustainability principle; the systemic principle; the ownership or deficit principle; and the Indigenous business principle. The Australian government’s National Report to Parliament on Indigenous Education and Training, 2005 highlights the continuing ‘gap’ between Indigenous and non-Indigenous students. Compounding the difficulty surrounding the ‘sustainability principle’ is the concept that s…
Political science (7 works) · Sociology (7 works) · Pedagogy (6 works) · Education Systems and Policy (5 works) · Indigenous and Place-Based Education (4 works) · Psychology (4 works) · Global Educational Policies and Reforms (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Social Psychology (3 works)