Juliana Ryan
Dados Biográficos
| ID | 3701376 |
|---|---|
| NOME | Juliana Ryan |
| PRENOMES | Juliana |
| SOBRENOME | Ryan |
| ASSINATURA | RYAN J |
| AFILIAÇÕES | La Trobe University |
| ORCID | 0000-0002-5390-0198 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 26 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1917 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Principals’ perspectives on school–community engagement in hard-to-staff schools
Principals of marginalized schools confront a variety of equity challenges that impact students’ academic outcomes and wellbeing. There is growing consensus that the way principals and schools engage with the community can contribute to addressing equity challenges. This study examined the experiences of six principals of marginalized schools with school–community engagement in Victoria, Australia. Drawing on data from semi-structured interviews,…
Stakeholder perceptions and experiences of preservice teachers’ professional readiness
Globally, education reviews have spotlit professional preparation as a policy problem alongside teacher shortages and early career teacher attrition. Our study explored how preservice teacher (PST) engagement and preparation for practice are related in one Australian university, drawing on Kahu and Nelson’s framework of student engagement in the educational interface. Findings show that graduates, mentor teachers, and teacher educators had mismat…
‘I want to scream it from the rooftops now […] there are other pathways’
This paper uses the framework of transition as becoming to explore what young people learned from participating in a post-secondary transition program that was co-designed by young people. The 9-week youth participatory action research (YPAR) involved six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised recordings of weekly group meetings, group interviews, reflections and artefacts such as planning documents, graphic…
Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools
Against a background of teacher shortages, Australian policy prioritises ‘classroom readiness’ as a quality indicator. This paper presents an alternative view from principals of nine (9) schools defined as ‘hard to staff’. Evoking a Discourse that we named Teaching as a professional calling , these principals defined graduate teacher readiness in terms of a moral purpose, enacted in their specific school contexts through relational care practices…
Context matters
Resisting neoliberalism
While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This paper analyses the experiences of teacher education academics from Australia and New Zealand (n = 13) who were interviewed during lengthy pandemic lockdowns. Whilst rarely using the language of resistance, participants revealed multiple ways they navigated…
‘It wasn’t adults and young people […] we’re all in it together’
This paper aims to contribute fresh insights into youth participatory action research (YPAR) by using bell hooks’ engaged pedagogy to illuminate the process of co-designing a program for transition beyond secondary school. Engaged pedagogy is a critical pedagogy that combines critical consciousness and radical wholeness and seeks to foster a learning community. The 10-week YPAR included six staff collaborators (SCs) and five youth collaborators (…
Re-storying career practitioners’ professional identities as career and employability specialists through an online WIL capstone
Pedagogical partnerships are rarely used to explore how students develop agency through Work Integrated Learning (WIL). This study contributes to this gap by exploring how pedagogical partnerships between students, industry experts and subject leaders in a postgraduate online WIL capstone assisted students to gain clarity about their professional identities as careers practitioners. To further scholarly understanding and appreciation for pedagogi…
Re-authoring career narratives
Narrative Career Therapy (NCT) is recognised in this paper as having relevance for career practitioners who are working to create meaning for their clients in complex work life situations.Re-authoring Career Narratives is described as a practice that involves principles of NCT and these principles contribute to the exploration of agentive development.Re-authoring Career Narratives is demonstrated to support clients to navigate the reality that ca…
We don't value teaching as much as we should
As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interviews conducted in 2021 with eight academics employed in Australian teacher education programs as part of a wider study, Critical Times: Producing the Global Graduate in a Pandemic. It uses ‘big D’ Discourse analysis to explore complex constructions of the …
Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds
While university participation has widened, retention and success rates remain lower for some diverse Australian undergraduate cohorts, e.g. students from low socioeconomic status backgrounds, Indigenous students and students with disability. Institutional characteristics and culture are more important factors in attrition than student characteristics. This paper explores how universities could develop learning and teaching communities that are m…
“Everybody’s talking about doing co-design, but to really truly genuinely authentically do it […] it’s bloody hard”
Guided by the work of bell hooks, this study uses her concept of ‘radical openness’ as an innovation for multi-party facilitation teams negotiating different roles, positionalities and understandings of youth participatory action research (YPAR). We explore the challenges we negotiated as facilitators in YPAR as they materialised in weekly reflections. We write as a team of two project leaders, three researchers and a project manager. Data compri…
Ambiguities and tensions in the construction of 'global' graduates
Increasingly, competing discourses shape tensions between the role of the contemporary university and the global markets in which universities must exist. This paper draws on the examination of interviews with nine education academics in Australia to illuminate the construction of ‘global’ in the production of the global graduate (GG). Discourse analysis is used to explore how, against the backdrop of COVID 19, participants construct different id…
Discourses of artificial intelligence in higher education
Artificial intelligence (AI) holds significant implications for higher education; however, references to AI in the literature are often vague and open to debate. In order to understand how to progress AI-related research and analysis, this critical review systematically searched top higher education journals for references to the term ‘artificial intelligence’. We reviewed definitions and conducted a discourse analysis of included texts. Our find…
Moving beyond 'acts of faith
For decades Australian universities have used equity scholarships as a tool to widen participation in higher education despite limited empirical evidence about how such scholarships influence students’ retention and success outcomes. This paper reports on the first cross-institutional Australian study to investigate the relationship between equity scholarships and recipients’ retention and success outcomes. The study used a comparative case study…
The goals of speech education
Terminology
The department of speech at Grinnell
Discourses of artificial intelligence in higher education
Artificial intelligence (AI) holds significant implications for higher education; however, references to AI in the literature are often vague and open to debate. In order to understand how to progress AI-related research and analysis, this critical review systematically searched top higher education journals for references to the term ‘artificial intelligence’. We reviewed definitions and conducted a discourse analysis of included texts. Our find…
Ambiguities and tensions in the construction of 'global' graduates
Increasingly, competing discourses shape tensions between the role of the contemporary university and the global markets in which universities must exist. This paper draws on the examination of interviews with nine education academics in Australia to illuminate the construction of ‘global’ in the production of the global graduate (GG). Discourse analysis is used to explore how, against the backdrop of COVID 19, participants construct different id…
We don't value teaching as much as we should
As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interviews conducted in 2021 with eight academics employed in Australian teacher education programs as part of a wider study, Critical Times: Producing the Global Graduate in a Pandemic. It uses ‘big D’ Discourse analysis to explore complex constructions of the …
The department of speech at Grinnell
Terminology
The goals of speech education
Moving beyond 'acts of faith
For decades Australian universities have used equity scholarships as a tool to widen participation in higher education despite limited empirical evidence about how such scholarships influence students’ retention and success outcomes. This paper reports on the first cross-institutional Australian study to investigate the relationship between equity scholarships and recipients’ retention and success outcomes. The study used a comparative case study…
Discourses of artificial intelligence in higher education
Artificial intelligence (AI) holds significant implications for higher education; however, references to AI in the literature are often vague and open to debate. In order to understand how to progress AI-related research and analysis, this critical review systematically searched top higher education journals for references to the term ‘artificial intelligence’. We reviewed definitions and conducted a discourse analysis of included texts. Our find…
Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds
While university participation has widened, retention and success rates remain lower for some diverse Australian undergraduate cohorts, e.g. students from low socioeconomic status backgrounds, Indigenous students and students with disability. Institutional characteristics and culture are more important factors in attrition than student characteristics. This paper explores how universities could develop learning and teaching communities that are m…
“Everybody’s talking about doing co-design, but to really truly genuinely authentically do it […] it’s bloody hard”
Guided by the work of bell hooks, this study uses her concept of ‘radical openness’ as an innovation for multi-party facilitation teams negotiating different roles, positionalities and understandings of youth participatory action research (YPAR). We explore the challenges we negotiated as facilitators in YPAR as they materialised in weekly reflections. We write as a team of two project leaders, three researchers and a project manager. Data compri…
Ambiguities and tensions in the construction of 'global' graduates
Increasingly, competing discourses shape tensions between the role of the contemporary university and the global markets in which universities must exist. This paper draws on the examination of interviews with nine education academics in Australia to illuminate the construction of ‘global’ in the production of the global graduate (GG). Discourse analysis is used to explore how, against the backdrop of COVID 19, participants construct different id…
Resisting neoliberalism
While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This paper analyses the experiences of teacher education academics from Australia and New Zealand (n = 13) who were interviewed during lengthy pandemic lockdowns. Whilst rarely using the language of resistance, participants revealed multiple ways they navigated…
‘It wasn’t adults and young people […] we’re all in it together’
This paper aims to contribute fresh insights into youth participatory action research (YPAR) by using bell hooks’ engaged pedagogy to illuminate the process of co-designing a program for transition beyond secondary school. Engaged pedagogy is a critical pedagogy that combines critical consciousness and radical wholeness and seeks to foster a learning community. The 10-week YPAR included six staff collaborators (SCs) and five youth collaborators (…
Re-storying career practitioners’ professional identities as career and employability specialists through an online WIL capstone
Pedagogical partnerships are rarely used to explore how students develop agency through Work Integrated Learning (WIL). This study contributes to this gap by exploring how pedagogical partnerships between students, industry experts and subject leaders in a postgraduate online WIL capstone assisted students to gain clarity about their professional identities as careers practitioners. To further scholarly understanding and appreciation for pedagogi…
Re-authoring career narratives
Narrative Career Therapy (NCT) is recognised in this paper as having relevance for career practitioners who are working to create meaning for their clients in complex work life situations.Re-authoring Career Narratives is described as a practice that involves principles of NCT and these principles contribute to the exploration of agentive development.Re-authoring Career Narratives is demonstrated to support clients to navigate the reality that ca…
We don't value teaching as much as we should
As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interviews conducted in 2021 with eight academics employed in Australian teacher education programs as part of a wider study, Critical Times: Producing the Global Graduate in a Pandemic. It uses ‘big D’ Discourse analysis to explore complex constructions of the …
Stakeholder perceptions and experiences of preservice teachers’ professional readiness
Globally, education reviews have spotlit professional preparation as a policy problem alongside teacher shortages and early career teacher attrition. Our study explored how preservice teacher (PST) engagement and preparation for practice are related in one Australian university, drawing on Kahu and Nelson’s framework of student engagement in the educational interface. Findings show that graduates, mentor teachers, and teacher educators had mismat…
‘I want to scream it from the rooftops now […] there are other pathways’
This paper uses the framework of transition as becoming to explore what young people learned from participating in a post-secondary transition program that was co-designed by young people. The 9-week youth participatory action research (YPAR) involved six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised recordings of weekly group meetings, group interviews, reflections and artefacts such as planning documents, graphic…
Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools
Against a background of teacher shortages, Australian policy prioritises ‘classroom readiness’ as a quality indicator. This paper presents an alternative view from principals of nine (9) schools defined as ‘hard to staff’. Evoking a Discourse that we named Teaching as a professional calling , these principals defined graduate teacher readiness in terms of a moral purpose, enacted in their specific school contexts through relational care practices…
Context matters
Principals’ perspectives on school–community engagement in hard-to-staff schools
Principals of marginalized schools confront a variety of equity challenges that impact students’ academic outcomes and wellbeing. There is growing consensus that the way principals and schools engage with the community can contribute to addressing equity challenges. This study examined the experiences of six principals of marginalized schools with school–community engagement in Victoria, Australia. Drawing on data from semi-structured interviews,…
Sociology (13 obras) · Pedagogy (11 obras) · Psychology (11 obras) · Political science (9 obras) · Higher education (4 obras) · Higher Education Practises and Engagement (4 obras) · Medicine (4 obras) · Teacher Education and Leadership Studies (4 obras) · Action research (3 obras) · Higher Education and Employability (3 obras)