Dr Ken Boston began his professional career as a university lecturer, after being awarded his PhD in Earth Sciences. He then went into the education bureaucracy to go on to a distinguished career in Australian and international education. Dr Boston is a former Director-General of Education in South Australia and New South Wales, a former Director-General, Education and Training and Managing Director, TAFE NSW and former CEO of Britain’s Qualifications and Curriculum Authority. He was also a Gonski school funding reforms panellist.
ABC Radio National interview with Dr Boston on 6th June 2023 https://www.abc.net.au/radionational/archived/edpod/dr-ken-boston/3057944
Boston, K. (September, 2016). What Gonski really meant, and how that’s been forgotten almost everywhere. Inside Story. What Gonski really meant, and how that’s been forgotten almost everywhere
Boston, K. (February, 2017). Gonksi at five. Vision or hallucination. Inside Story. Gonski at five: vision or hallucination?
Hare, J. (May 2022) Gonski has been politicised, bastardised and cherry-picked: Ken Boston
Randall Mumbulla is a final year teacher education student in the Bachelor of Education (Primary) Program at the University of Technology Sydney. Randall was also one of the winners of the recent ‘If I was Prime Minister’ essay competition, run by the Australian Indigenous Education Foundation (AIEF) with the award being presented to him by the Prime Minister, Anthony Albanese.
In this second episode of Talking Teachers, we speak with Randall about this award and his experiences as an Indigenous teacher education student.
Lorenza, L., Carter, D., Baguley, M., de Bruin, L., Levido, A., Meiners, J., Zouwer, N.,Booth, E., & Stanton, L. (2023). Stage 1 Initial Findings Report for the Emerging Priorities Program. An examination of primary teacher, student and parent experiences of arts learning online during COVID-19 lockdown. CQUniversity. https://figshare.com/articles/online_resource/Stage_1_Initial_Findings_Report_for_the_Emerging_Priorities_Program_An_examination_of_primary_teacher_student_and_parent_experiences_of_arts_learning_online_during_COVID-19_lockdowns/23699763
Lowe, K., & Galstaun, V. (2020). Ethical challenges: the possibility of authentic teaching encounters with indigenous cross-curriculum content?. Curriculum Perspectives, 40, 93–98. https://doi.org/10.1007/s41297-019-00093-1
Moodie, N. (2019). Learning about knowledge: threshold concepts for Indigenous studies in education. The Australian Educational Researcher. 46, 735–749. https://doi.org/10.1007/s13384-019-00309-3
Thomson, A. (12 December 2022). Indigenous voices: why we urgently need windows and mirrors, EduResearch Matters blog, https://www.aare.edu.au/blog/?p=15464
Associate Professor Jessica Gerard works at the Graduate School of Education at the University of Melbourne where she researches the changing formations, and lived experience, of social inequalities in relation to education, activism, work, and unemployment.
Jessica holds two ARC Discovery projects on an investigation of the shifting practices of public schooling, school governance and parental citizenship in disadvantaged contexts and in the second project is on community activism and education policy reforms across Australia in the 1970s and 1980s (with colleagues Proctor and Goodwin). She is the co-author of several books including Learning Whiteness, Class in Australia Migrations, Borders, and Education: International Sociological Inquiries. She is a member of the Social Transformations and Education Research hub. She tweets at @Jess_Gerrard
Dr. Jessica Holloway is Senior Research Fellow and Australian Research Council DECRA Fellow within the Institute for Learning Sciences and Teacher Education at Australian Catholic University, Brisbane Campus. Her first academic position was as an Assistant Professor of Educational Leadership at Kansas State University (USA). In 2016, she relocated to Melbourne to pursue a research-intensive postdoctoral fellowship within the Research for Educational Impact (REDI) Centre at Deakin University, where she conducted work on the relationship between accountability and educational leadership.
Her current project (funded 2019-2022), ‘The Role of Teacher Expertise, Authority and Professionalism in Education’ investigates the role of education in modern democratic societies, with a particular focus on teachers and teacher expertise. She tweets @JessLHolloway
Gerard, J. & Holloway, J. (2023). Expertise. Bloomsbury.
In their new co-authored book Expertise published by Bloomsbury (2023), Gerard & Holloway explore how expertise is socially constructed in relation to governance, uses of data and evidence, understandings of ignorance and the unknown, and – ultimately – power. Using contemporary and historical examples from international contexts, the authors address the political positioning of expertise and how this creates boundaries between who is an expert and who is not, and what is (and is not) expertise. Gerard & Holloway argue that ongoing policy debates about teacher expertise cannot be resolved by neutral definitions of ‘good teaching’. Rather, expertise is unavoidably political in its expression.
Gerrard, J. & Watson, J. (2023). The Productivity of Unemployment and the Temporality of Employment-to-Come: Older Disadvantaged Job Seekers. SOCIOLOGICAL RESEARCH ONLINE, 28(1), pp. 21-36. doi:10.1177/13607804211009534
Hogan, A., Gerrard, J. & Di Gregorio, E. (2023). Philanthropy, marketing disadvantage and the enterprising public school. The Australian Educational Researcher. 50, 763–780. https://doi.org/10.1007/s13384-022-00524-5
Holloway, J. (2021). Metrics, Standards and Alignment in Teacher Policy Critiquing Fundamentalism and Imagining Pluralism. Springer Nature.
Holloway, J. & Louise Larsen Hedegaard, M. (2023). Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice, Journal of Education Policy, 38(3), 432-451, DOI: 10.1080/02680939.2021.2014571
Marom, L. (2019). Under the cloak of professionalism: covert racism in teacher education. Race Ethnicity and Education, 22(3), 319-337, DOI: 10.1080/13613324.2018.1468748
Smith, W.C., Holloway, J. (2020). School testing culture and teacher satisfaction. Educational Assessment Evaluation and Accountability, 32, 461–479. https://doi.org/10.1007/s11092-020-09342-8
Sripraakash, A., Rudolph, S. & Gerard, J. (2022). Learning Whiteness: Education and the Settler Colonial State. Pluto Press.