Jan Stewart
Dados Biográficos
| ID | 3950993 |
|---|---|
| NOME | Jan Stewart |
| PRENOMES | Jan |
| SOBRENOME | Stewart |
| ASSINATURA | STEWART J |
| AFILIAÇÕES | The University of Queensland |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 16 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Voices of the Forcibly Displaced
Introduction to the Special Issue of Cultural and Pedagogical Inquiry Volume 17, Number 1 (Summer 2025) entitled "Voices of the Forcibly Displaced: Transitions, Resettlement and Education” with Invited Guest Editors Marcela Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass
Voices of the Forcibly Displaced
Call for Submissions for the Summer 2025 (Volume 17, No. 1) Special Issue of Cultural and Pedagogical Inquiry entitled Voices of the Forcibly Displaced: Transition, Resettlement and Education with Guest Co-Editors Marcela S. Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass. (This Call for Submissions is Closed)
Voices of the Forcibly Displaced
Call for Submissions for the Summer 2025 (Volume 17, No. 1) Special Issue of Cultural and Pedagogical Inquiry entitled Voices of the Forcibly Displaced: Transition, Resettlement and Education with Guest Co-Editors Marcela S. Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass
Voices of the Forcibly Displaced
Call for Submissions for the Winter 2025 (Volume 16, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Voices of the Forcibly Displaced: Transition, Resettlement and Education with Guest Co-Editors Marcela S. Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass
Transforming Schools and Strengthening Leadership to Support the Educational and Psychosocial Needs of War-Affected Children Living in Canada
This article describes a qualitative research study that examined the educational experiences of refugee students who have immigrated to Canada. Many children from war-affected countries have been denied basic human entitlements, and their immigration to Canada represents hope for their futures. Evidence suggests that these students are further marginalized by an educational system that does not recognize their unique psychosocial needs and does …
Arlathirnda Ngurkarnda Ityirnda
Arlathirnda Ngurkarnda Ityirnda: Being-Knowing-Doing: De-Colonising Indigenous Tertiary Education, Veronica Arbon, Post Pressed, Teneriffe, QLD, 2008, ii + 194 pp, ISBN 978 1 921214 40 0 - Volume 38 Issue 1
Qualitative Exploration of the Nature of Grief-Related Beliefs and Expectations
Societal expectations of grief impact the experience of bereavement. The congruence of societal expectations with current scientific understanding of grief is unknown. Therefore two qualitative studies explored community perceptions of grief. In study one, three small focus groups (N = 9) examined grief-related expectations associated with hypothetical scenarios of bereavement. In study two, the impact of grief-related perceptions on the lived ex…
Grounded Theory and Focus Groups
This paper captures an ideological moment in time in which I contemplated the methodological approach I was embarking upon. In my search for a more appropriate approach for conducting research with Aboriginal and Torres Strait Islander tertiary students at the University of Queensland, I chose focus groups set within the qualitative process of grounded theory. This paper explores the meaning, usefulness and persistence of grounded theory, how it …
Indigenous Education and the Adventure of Insight
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Relevance of the 'Learning Styles Debate' for Australian Indigenous Students in Mainstream Education
While there has been much debate (Christie et al., 1987; Eckermann, 1988; Kleinfield and Nelson, 1991; Gibson, 1993; Ulstrup, 1994; Guild, 1994; Nicholls et al., 1995) on the in-appropriateness of applying culturally descriptive 'learning styles' in meeting the educational needs of Indigenous students, the reality of the existence of individual life experiences of Indigenous Australians has often been overlooked. That omission diminishes the domi…
The Empowerment of Indigenous Australians in Mainstream Education
The purpose of this project is to implement strategies that will empower Indigenous Australians in mainstream education; specifically, at Chatswood Hills State School, Springwood. The proposed plan will continue to be implemented over a three-year period with on-going development expected beyond that time. My primary role will be as facilitator in initiating appropriate strategies. As a permanent teacher on the staff of the school, I will also pa…
Transforming Schools and Strengthening Leadership to Support the Educational and Psychosocial Needs of War-Affected Children Living in Canada
This article describes a qualitative research study that examined the educational experiences of refugee students who have immigrated to Canada. Many children from war-affected countries have been denied basic human entitlements, and their immigration to Canada represents hope for their futures. Evidence suggests that these students are further marginalized by an educational system that does not recognize their unique psychosocial needs and does …
Grounded Theory and Focus Groups
This paper captures an ideological moment in time in which I contemplated the methodological approach I was embarking upon. In my search for a more appropriate approach for conducting research with Aboriginal and Torres Strait Islander tertiary students at the University of Queensland, I chose focus groups set within the qualitative process of grounded theory. This paper explores the meaning, usefulness and persistence of grounded theory, how it …
The Relevance of the 'Learning Styles Debate' for Australian Indigenous Students in Mainstream Education
While there has been much debate (Christie et al., 1987; Eckermann, 1988; Kleinfield and Nelson, 1991; Gibson, 1993; Ulstrup, 1994; Guild, 1994; Nicholls et al., 1995) on the in-appropriateness of applying culturally descriptive 'learning styles' in meeting the educational needs of Indigenous students, the reality of the existence of individual life experiences of Indigenous Australians has often been overlooked. That omission diminishes the domi…
The Empowerment of Indigenous Australians in Mainstream Education
The purpose of this project is to implement strategies that will empower Indigenous Australians in mainstream education; specifically, at Chatswood Hills State School, Springwood. The proposed plan will continue to be implemented over a three-year period with on-going development expected beyond that time. My primary role will be as facilitator in initiating appropriate strategies. As a permanent teacher on the staff of the school, I will also pa…
The Empowerment of Indigenous Australians in Mainstream Education
The purpose of this project is to implement strategies that will empower Indigenous Australians in mainstream education; specifically, at Chatswood Hills State School, Springwood. The proposed plan will continue to be implemented over a three-year period with on-going development expected beyond that time. My primary role will be as facilitator in initiating appropriate strategies. As a permanent teacher on the staff of the school, I will also pa…
The Relevance of the 'Learning Styles Debate' for Australian Indigenous Students in Mainstream Education
While there has been much debate (Christie et al., 1987; Eckermann, 1988; Kleinfield and Nelson, 1991; Gibson, 1993; Ulstrup, 1994; Guild, 1994; Nicholls et al., 1995) on the in-appropriateness of applying culturally descriptive 'learning styles' in meeting the educational needs of Indigenous students, the reality of the existence of individual life experiences of Indigenous Australians has often been overlooked. That omission diminishes the domi…
Indigenous Education and the Adventure of Insight
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Qualitative Exploration of the Nature of Grief-Related Beliefs and Expectations
Societal expectations of grief impact the experience of bereavement. The congruence of societal expectations with current scientific understanding of grief is unknown. Therefore two qualitative studies explored community perceptions of grief. In study one, three small focus groups (N = 9) examined grief-related expectations associated with hypothetical scenarios of bereavement. In study two, the impact of grief-related perceptions on the lived ex…
Grounded Theory and Focus Groups
This paper captures an ideological moment in time in which I contemplated the methodological approach I was embarking upon. In my search for a more appropriate approach for conducting research with Aboriginal and Torres Strait Islander tertiary students at the University of Queensland, I chose focus groups set within the qualitative process of grounded theory. This paper explores the meaning, usefulness and persistence of grounded theory, how it …
Arlathirnda Ngurkarnda Ityirnda
Arlathirnda Ngurkarnda Ityirnda: Being-Knowing-Doing: De-Colonising Indigenous Tertiary Education, Veronica Arbon, Post Pressed, Teneriffe, QLD, 2008, ii + 194 pp, ISBN 978 1 921214 40 0 - Volume 38 Issue 1
Transforming Schools and Strengthening Leadership to Support the Educational and Psychosocial Needs of War-Affected Children Living in Canada
This article describes a qualitative research study that examined the educational experiences of refugee students who have immigrated to Canada. Many children from war-affected countries have been denied basic human entitlements, and their immigration to Canada represents hope for their futures. Evidence suggests that these students are further marginalized by an educational system that does not recognize their unique psychosocial needs and does …
Voices of the Forcibly Displaced
Call for Submissions for the Winter 2025 (Volume 16, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Voices of the Forcibly Displaced: Transition, Resettlement and Education with Guest Co-Editors Marcela S. Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass
Voices of the Forcibly Displaced
Call for Submissions for the Summer 2025 (Volume 17, No. 1) Special Issue of Cultural and Pedagogical Inquiry entitled Voices of the Forcibly Displaced: Transition, Resettlement and Education with Guest Co-Editors Marcela S. Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass
Voices of the Forcibly Displaced
Call for Submissions for the Summer 2025 (Volume 17, No. 1) Special Issue of Cultural and Pedagogical Inquiry entitled Voices of the Forcibly Displaced: Transition, Resettlement and Education with Guest Co-Editors Marcela S. Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass. (This Call for Submissions is Closed)
Voices of the Forcibly Displaced
Introduction to the Special Issue of Cultural and Pedagogical Inquiry Volume 17, Number 1 (Summer 2025) entitled "Voices of the Forcibly Displaced: Transitions, Resettlement and Education” with Invited Guest Editors Marcela Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass
Sociology (9 obras) · Political science (8 obras) · Indigenous (5 obras) · Indigenous and Place-Based Education (5 obras) · Pedagogy (5 obras) · Education and experiences of immigrants and refugees (4 obras) · Gender Studies (4 obras) · History (4 obras) · Law (4 obras) · Psychology (4 obras)