Alonso Casanueva Baptista
Dados Biográficos
| ID | 767802 |
|---|---|
| NOME | Alonso Casanueva Baptista |
| PRENOMES | Alonso Casanueva |
| SOBRENOME | Baptista |
| ASSINATURA | BAPTISTA A C |
| AFILIAÇÕES | Monash University |
| ORCID | 0009-0000-0464-7491 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Not the job I imagined
In the context of extreme teaching shortages in Australia, this paper examines the concept of a ‘teaching imaginary’. It explores the discrepancy between teachers’ expectations of their work, primarily focused on classroom teaching, professional judgement and relationships with students, and the realities of their often administrative and managerial roles. In this paper we draw on narratives from teachers collected as part of a larger ethnographi…
For the foreseeable future
The Hidden Work of Incidental Mentoring in the Hardest-to-Staff Schools
In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staf…
Teachers who stay in hard-to-staff schools
In this paper, we report on some early findings from a project that explores the experiences of teacher shortages in hard-to-staff schools in Australia. We provide an in-depth account of the experiences of teachers who remain at schools characterised by unfilled vacancies, high staff turnover and a limited casual relief workforce. These experiences are often overlooked because most studies concerning teacher shortages typically analyse such issue…
Maybe I’m just not strong enough’
Resilience in the face of crisis
Resilience as a concept continues to be mobilised as children and young people navigate the climate crisis and the aftermath of the COVID-19 pandemic and subsequent lockdowns, social isolation, and school closures. In this paper, we explore Rose and Lentzos (2017) position on ‘the polyvalence of resilient strategies’ (p. 44) to analyse the complex concerns that resilience in education is mobilised to address. We examine the emergent discourse of …
Beyond populism(s)
This article offers a brief critical summary of our Populism(s) project to date, and introduces Thesis Eleven readers to the articles edited in this Special Issue. We comment on significant recent developments on populism scholarship, and reflect about the most recent developments currently taking place and their (potential) impact on current populism research
Why 'populism(s)
The state of debates around the topic of `populism' has made clear the difficulties that exist to provide a coherent definition of the concept. There is much to be argued from historical, epistemological, comparative and sociological perspectives that may provide clarity to the uses of the term. As the world meets new scenarios of uncommon styles of doing politics and the themes of ideological polarization and social segregation take hold, the qu…
Why 'populism(s)
The state of debates around the topic of `populism' has made clear the difficulties that exist to provide a coherent definition of the concept. There is much to be argued from historical, epistemological, comparative and sociological perspectives that may provide clarity to the uses of the term. As the world meets new scenarios of uncommon styles of doing politics and the themes of ideological polarization and social segregation take hold, the qu…
Resilience in the face of crisis
Resilience as a concept continues to be mobilised as children and young people navigate the climate crisis and the aftermath of the COVID-19 pandemic and subsequent lockdowns, social isolation, and school closures. In this paper, we explore Rose and Lentzos (2017) position on ‘the polyvalence of resilient strategies’ (p. 44) to analyse the complex concerns that resilience in education is mobilised to address. We examine the emergent discourse of …
Why 'populism(s)
The state of debates around the topic of `populism' has made clear the difficulties that exist to provide a coherent definition of the concept. There is much to be argued from historical, epistemological, comparative and sociological perspectives that may provide clarity to the uses of the term. As the world meets new scenarios of uncommon styles of doing politics and the themes of ideological polarization and social segregation take hold, the qu…
Beyond populism(s)
This article offers a brief critical summary of our Populism(s) project to date, and introduces Thesis Eleven readers to the articles edited in this Special Issue. We comment on significant recent developments on populism scholarship, and reflect about the most recent developments currently taking place and their (potential) impact on current populism research
The Hidden Work of Incidental Mentoring in the Hardest-to-Staff Schools
In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staf…
Teachers who stay in hard-to-staff schools
In this paper, we report on some early findings from a project that explores the experiences of teacher shortages in hard-to-staff schools in Australia. We provide an in-depth account of the experiences of teachers who remain at schools characterised by unfilled vacancies, high staff turnover and a limited casual relief workforce. These experiences are often overlooked because most studies concerning teacher shortages typically analyse such issue…
Maybe I’m just not strong enough’
Resilience in the face of crisis
Resilience as a concept continues to be mobilised as children and young people navigate the climate crisis and the aftermath of the COVID-19 pandemic and subsequent lockdowns, social isolation, and school closures. In this paper, we explore Rose and Lentzos (2017) position on ‘the polyvalence of resilient strategies’ (p. 44) to analyse the complex concerns that resilience in education is mobilised to address. We examine the emergent discourse of …
Not the job I imagined
In the context of extreme teaching shortages in Australia, this paper examines the concept of a ‘teaching imaginary’. It explores the discrepancy between teachers’ expectations of their work, primarily focused on classroom teaching, professional judgement and relationships with students, and the realities of their often administrative and managerial roles. In this paper we draw on narratives from teachers collected as part of a larger ethnographi…
For the foreseeable future
Sociology (5 obras) · Political science (4 obras) · Psychology (4 obras) · Teacher Education and Leadership Studies (4 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Collaborative Teaching and Inclusion (2 obras) · Early Childhood Education and Development (2 obras) · Economic shortage (2 obras) · Education Systems and Policy (2 obras)