Education Commons^™

Intersections And Conflicts Between Adolescent Boys’ Musical Possible Selves, University Study, And Parent Values, Jason Goopy

Research outputs 2022 to 2026

Adolescents require meaningful and achievable musical possible selves to imagine a future that includes music. Previous research has investigated how to support tertiary music students in their career identity development; however, adolescents make consequential decisions regarding future music study and career intentions in secondary school. This article reports on the intersections and conflicts between adolescent boys’ musical possible selves, university study intentions, and parent values. Research was conducted at an Australian independent K-12 boys’ school using one-on-one semi-structured interviews incorporating a “draw and tell” artifact elicitation technique with Year 12 students and their parents. Two resonating narratives of adolescent boys …

Children’S Identity Work In Daily Singing-Based Music Classes: A Case Study Of An Australian Boys’ School, Jason Goopy

Research outputs 2022 to 2026

Music can be a powerful activity and resource in a child’s ongoing identity construction. Rather than something that people have, musical identities are understood to be something people enact and continually work on. The correlation between musical identities and developing music skills raises serious questions regarding the possibilities and responsibilities for school music education and music teachers to positively contribute to children’s emerging identities. This study investigates how daily singing-based music classes at an Australian boys’ school shape and support children’s identity work. Research was conducted using one-on-one semistructured interviews incorporating a “draw and tell” artifact elicitation technique with seven …

‘A Validation Of My Pedagogy’: How Subject Discipline Practice Supports Early Career Teachers’ Identities And Perceptions Of Retention, Julia E. Morris, Wesley Imms

Research outputs 2014 to 2021

For secondary school teachers, developing a teacher identity is complicated by spoken or implied expectations of the need to be an expert in the skills and knowledge of one’s subject discipline. Since 2009, the Teacher as Practitioner study (N = 764) has explored the effect of continued subject discipline practice on teachers’ identity and retention using a longitudinal mixed-method design. Within the population are 305 responses from initial teacher education graduates classified as early career teachers, those within their first five years of teaching. This sub-sample was used to explore relationships between discipline practice, identity and perceptions of retention in …

More Than “Sluts” Or “Prissy Girls”: Gender And Becoming In Senior Secondary Drama Classrooms, Kirsten Lambert, Peter R. Wright, Jan Currie, Robin Pascoe

Research outputs 2014 to 2021

This article examines the relationships between the embodiment of dramatic characters, gender, and identity. It draws on ethnographic data based on observations and interviews with 24 drama teachers and senior secondary drama students in Western Australia. We explore how student becomings in year 12 drama classrooms are mediated and constituted through socially overcoded gender binaries in a dominant neoliberal culture of competitive performativity. We ask the questions: What constructions of femininity and masculinity are students embodying from popular dramatic texts in the drama classroom at a critical time in their social and emotional development? Are these constructions empowering? Or disempowering? …

Re-Conceptualising Graduate Employability: The Importance Of Pre-Professional Identity, Denise Jackson

Research outputs 2014 to 2021

Despite efforts to broaden the concept of graduate employability, there remains an overarching focus on developing industry-relevant employability skills. The skills-based approach is, however, too narrow and does not fully capture the complexity of graduate work-readiness. This paper argues for the redefining of graduate employability by embracing pre-professional identity (PPI) formation. PPI relates to an understanding of and connection with the skills, qualities, conduct, culture and ideology of a student's intended profession. The ‘communities of practice’ model is drawn upon to demonstrate how PPI can be developed during university years. Here, a student makes sense of his/her intended profession through …

Multicultural Education : A Book Of Readings, Gary Partington (Ed.)

Research outputs pre 2011

The problem of obtaining texts with material relevant to the core course in Aboriginal and Multicultural Education in the W.A. College led me to suggest a book of readings selected by those teaching the course. Obviously this was a trap for the unwary, for the diversity of recommendations that I received meant that unless the book was to be of mammoth proportions, some lecturers were bound to be disappointed. This was compounded by difficulties in tracking down authors to obtain their permission in time to publish.

Even so, it is anticipated that the collection of readings finally assembled will contribute …