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In 2022, after two years of the COVID virus profoundly interrupting social connection, learning, work and human mobility, governments worldwide turned material and rhetorical attention to life 'post-pandemic'. Understandably, teachers who were central in keeping communities virtually connected during the pandemic--are positioned as core to a return to the quality of life and to gaining social futures beyond COVID-19. This is reflected in the theme of the 64th ICET World Assembly Building Creative Global Teacher Education Communities Post-Pandemic. This conceptual paper, given initially as a keynote at this conference, argues that for teachers, the state of crisis has not abated, rather, post-COVID educators are 'returning' pre-existing and enduring social, environmental and workforce crises that have been amplified during the global health crisis (Rosehart et al. 2022). The paper contends that for teachers to respond to the major social and environmental justice issues of our time, it is important to examine the structures and practices which standardise and regulate teachers and teaching and limit the creativity required for powerful knowledge building. Drawing on recent research, the paper offers an example of the ways in which teachers might be supported to reimagine disciplines and subjects in order address and respond to the major crises of our time.

Intercultural education in Australia has been positioned in State-based official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers' intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre's production of space. I conceptualise teachers' intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference .

The Australian Curriculum requires teachers of all learning areas to include Aboriginal and Torres Strait Islander Peoples' Culture and History where there is opportunity to do so meaningfully. Despite this requirement, there are few studies considering culturally responsive pedagogy for those perspectives in the teaching of Physical Education (PE) in Australian schools. This study investigated a Year 7 PE teaching team in one school's implementation of a unit of work in the Games and Sport focus area directly incorporating the Cross-curriculum Priority: Aboriginal and Torres Strait Islander Histories and Cultures. Four teachers participated in end-of-unit interviews using an appreciative inquiry approach to gain their insights on the work. The results revealed teachers grew in appreciation and awareness of the Cross-curriculum Priority, but experienced cultural and competency barriers during implementation. However, the teachers felt empowered in shaping new ways of student learning. In this study, we demonstrate how rebuilding ways of thinking, knowing and doing provide opportunity for existing games teaching structures to be interrogated, and new ways of knowledge able then to find passage into teachers' assumptions of PE processes.

In post-invasion Australia, English has been a key instrument of colonisation. English education was tasked with producing subjects both loyal to the Australian nation and the British Empire with little recognition given to people from other languages and cultures, least of all First Peoples. Despite Australia now being considered a successful multicultural nation, it remains haunted by the 'white possessive' of the Frontier. In this essay we interrogate the tensions between language education policy, curriculum, and practice arising from Australia's incapacity to come to terms with its colonial wounds: an incapacity starkly revealed by the failure of the 2023 'Voice' to parliament referendum.

Housing is a major concern for many international students. This is especially so in those countries where students are mostly dependent on the private market for their accommodation. Australia is one such country, and is one of the world's major destinations for international students. This article analyses governmental failure to address problems relating to international student housing affordability and conditions. Using theory on 'policy inaction' to frame the analysis, we draw on 20 interviews with policy stakeholders to explain the Australian government's reliance on: (1) market-based housing provision for international students, and (2) a longstanding policy preference not to provide support. Interviewees were widely critical of the lack of action to address international student housing problems and understood inaction in relation, rather than in opposition, to the dominance of market-based action in housing and higher education. However, analysis of stakeholder perspectives also illuminates how policy-making "action" benefiting some emerges as "inaction" for others left behind or overlooked by the status quo. The interview data points to the need for government to overhaul its policy framework, and in doing so, to collaborate with higher education providers in revising the market-based regulatory approach. The main implications for theory and policy are discussed.

Background: Objective Structured Clinical Examinations (OSCEs) are a simulation-based assessment tool used extensively in medical education for evaluating clinical competence. OSCEs are widely regarded as more valid, reliable, and valuable compared to traditional assessment measures, and are now emerging within professional psychology training programs. While there is a lack of findings related to the quality of OSCEs in published psychology literature, psychometric properties can be inferred by investigating implementation. Accordingly, the current review assessed implementation of OSCEs within psychology programs against a set of Quality Assurance Guidelines (QAGs). Methods: A systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) recommendations. Electronic databases including ProQuest Psychology, PsycArticles, Psychology and Behavioural Sciences Collection, PsycInfo and key indexing databases such as Scopus, ProQuest, and Web of Science were used to identify relevant articles. Twelve full-text articles met all inclusion criteria and were included in the review. Results: There was considerable heterogeneity in the quality of studies and reporting of OSCE data. Implementation of OSCEs against QAGs revealed overall adherence to be "Fair." Conclusion: The current review consolidated what is known on psychometric quality of OSCEs within psychology programs. A further need for quantitative evidence on psychometric soundness of OSCEs within psychology training is highlighted. Furthermore, it is recommended that future training programs implement and report OSCEs in accordance with standardized guidelines.

Debates about subject English in Australia are often conducted through the senior years curriculum. In light of the anticipated interest in the new Victorian Certificate of Education (VCE) English study design released in 2022 to be implemented in 2023, this paper outlines the current state of research on the VCE English subject by mapping areas of interest, types of evidence and gaps in research. The authors utilise a hybrid approach of narrative scoping review to identify methodological and thematic trends in the scholarly literature, and intersecting professional and media discourse on VCE English from 1990 to 2021. Finding that the student experience and the enacted curriculum have been largely elided, the paper identifies fresh lines of inquiry into VCE English and advocates for new discussions around scholarly interest and approaches to senior secondary English in Australia.

Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as specific language impairment (SLI) in Australia. An online survey about awareness and knowledge of DLD, SLI, ASD, ADHD, and dyslexia was completed by 272 people in Australia. People had low awareness of DLD (19.9%) compared with ASD (97.4%), ADHD (97.7%), and dyslexia (98.5%). The former label for the disorder, SLI, had an even lower level of awareness (9.4%). People have heard about DLD from a wide range of sources and were likely to have incorrect knowledge about DLD as well as believing ASD or ADHD to be the most prevalent disorders. Awareness and knowledge of DLD appear to be low. More targeted approaches to increasing public awareness of DLD are needed.

Learning to live in a superdiverse world might be heralded as one of the great social challenges of our time. In the last decade, intercultural education has been posed as one way to foster intercultural capabilities in young people that can contribute towards learning to live well with cultural difference. As the diaspora in Australia--and elsewhere--expands, developing intercultural understanding is seen as a priority. Despite the directives of official policy and curriculum, enacting intercultural education in meaningful ways is complex and fraught. This paper reports on an Australian ethnography at a predominantly 'white' school that examined the way productions of cultural difference across school spaces complicate teachers' intercultural work. This paper considers how intercultural understanding might move beyond celebrations of multiculturalism, arguing that 'coming-to-terms with our routes' necessarily prefigures intercultural understanding and provides opportunity for an intercultural education beyond a celebration of multiculturalism.

It is well established that literacy as a social practice is fundamental to supporting and facilitating student learning across the years of schooling, and research has shown the importance of all teachers understanding the literacies of their learning areas and being able to mobilise effective literacy practices to support student learning outcomes. During the first two years of the COVID-19 pandemic teachers across the globe were forced to (re)negotiate the reading, writing and speaking demands of learning and teaching in uncharted, digitally mediated environments. In this paper, we report on findings from a research project undertaken at a large secondary school in Victoria, Australia which investigated the ways in which teachers' priorities during online learning impacted on their approaches to and enactment of disciplinary literacy. We identify two priorities that emerge from interviews with teachers during and after the COVID lockdown: (1) to support the development of student disciplinary and content knowledge and (2) to engage in pedagogies that consider cyber-safety and student-wellbeing. We explore these priorities in the context of teachers' literacy knowledge and practices and students' literacy engagement and learning, and consider the implications of this analysis for issues of equity and quality in fully online digital contexts.

Global membership of the HEA fellowship scheme is increasing. Despite the focus by academic developers on supporting staff to achieve fellowship, there is limited research that examines whether it improves teaching and the learning experience. Our detailed survey of educators in the UK and Australia indicates perceptions of impact on individuals, practice, and community. Importantly for academic developers, the reflective act of developing a fellowship has potential to shape the student learning experience. However, some staff are frustrated and disillusioned by their experience. We call for institutions to design development and recognition that maximise impact and acknowledge the benefits valued by educators.

Drawing on curriculum examples from Australia and Canada, we outline three key elements to support the development school-based HPV vaccination literacy for young people: (1) knowledge and understanding about HPV and HPV vaccination; (2) the scientific principles underpinning vaccination; and (3) the socio-political factors influencing HPV vaccination. These elements benefit from cross-curricular integration and a whole-of-school approach. Educating young people about HPV and HPV vaccination improves their vaccination knowledge and understanding, health literacy and vaccination-related psychosocial outcomes.

This article is motivated by the importance of developing statistically literate students. The authors present a selection of problems that could be used to motivate student interest in probability as well as providing additional depth to the curriculum when used alongside traditional resources. The solutions presented utilise natural frequencies and binary classification tables which have been shown to help students to process information and organise their thinking when tackling Bayesian problems.

In 2019, educators at Beehive Montessori School (Beehive) in Western Australia implemented their self-defined digital literacies framework. The framework guided their approach to, and use of, digital technologies in their classrooms. Doing so came out of a whole school action research project in which the school became a hub for inquiry and educators, and researchers worked together to identify issues and develop improvement processes. At the project conclusion, the educators and researchers had collaboratively defined a solution that met the mandated curriculum needs and fitted with the school autonomy. Most importantly the project and the solution empowered educators, as it aligned with the school-identified virtues and utilized the three-period lesson to teach it, all of which was consistent with Montessori pedagogy.

Exposure to domestic violence in childhood can have long-term negative impacts on the social and emotional functioning and educational outcomes of children and adolescents. This study is the first known Australian research to examine teachers' experiences of supporting students exposed to domestic violence. Interviews with eleven primary and secondary school teachers revealed the substantial impact of students' domestic violence exposure on teachers, the need for support from other school staff, and the benefits of targeted professional development. Results suggest that there is a need for teacher training in relation to supporting students with exposure to domestic violence, better recognition of the impacts of students' exposure to domestic violence on teachers, changes to the way information is communicated with teachers, and improved protocols and policies to support teachers. Outcomes of this study can be used to inform future training and supports for teachers.

Stories and literature play an important and necessary role in understanding the past and in creating the future. Yet, in colonised countries such as Australia, the status of contemporary national texts, particularly those reflecting the diverse voices of Indigenous writers, women, and other marginalised groups, continue to be underrepresented in schools. In this article, we explore the reasons why Australian texts continue to be marginalised in education, when there is a clear desire for diverse Australian voices amongst the reading public. We also consider the kinds of national identities that current text selection and teaching policies are creating and maintaining in schools. In order to develop these ideas, we draw on data collected via a survey of secondary English teachers for a pilot research project called "Teaching Australia." In this project, we explored the Australian texts being selected and championed by teachers in secondary schools, the perceptions of nation and national identity these convey, and teachers' approaches to including diverse Australian texts in their classrooms. In the final section of the paper, we consider some future opportunities for engagement with diverse Australian literature for teachers and students of English.

In 2018 Australia's leading national university, the Austrailian National University (ANU), decided to break off consultation with the Ramsay Centre for Western Civilisation over a bequest to fund a course on Western civilisation. It is not every day that a university decides to turn down a $3 billion bequest to fund a humanities program (Groch, 2018). The issue of academic autonomy has been raised as a reason, but this is, the author believes, ostensible. He suspects the 'autonomy' issue is a red herring. He believes the real reason for the decision seems to hinge on the notion of 'Western civilisation'.

This article considers Participatory Arts and sociocultural understandings of justice and praxis through the example of Big "h"ART, an Australian multi-award winning provider where both artists and participants -- often disenfranchised and marginalised young people -- co-create the work (Matarasso, 2018). Enacting social justice principles, Big "h"ART works alongside young people to improve their life outcomes through arts practice strengthening young people's critical capabilities by inducting them as both makers and responders to their own lives and the world around them. Drawing on three years of ethnographic research across three sites in rural and regional Australia we highlight how multidimensional and multi-modal arts-based projects contribute to young people's lives through theorising the attributes and dimensions of twenty productive conditions and practices identified as essential for social change. These possibilities are important as when these conditions are purposefully enacted, the power of the arts for sense-making and identity development is revealed in non-formal learning spaces. Theoretically unpacking these conditions and practices and linking them with research outcomes helps build understanding of the generative power of Participatory Arts through the ways Big "h"ART builds bridges between young people and their communities and the developmental trajectories they may take through being 'at-promise' rather than 'at-risk'.

English remains the only subject mandated throughout the years of schooling in Australia. The compulsory nature of this subject reflects its responsibility for the personal, and literate, development of students. Literature has often been charged with the social and moral dimensions of English. Increasingly, in Australia and elsewhere, literature that disrupts colonial, patriarchal and heteronormative canonical narratives, that presents what might be understood as 'difficult' knowledge, is being selected for study. Drawing on two case stories from current research, this paper explores how text selection and pedagogical practices mediate diverse students' engagements with difficult knowledge in subject English. It explores the challenges teachers face when attempting to disrupt dominant textual meaning-making practices and the decisions they make regarding the kinds of knowledge students encounter in English. We suggest an alternative paradigm-- relational literacy-- to assist English teachers to reconceptualise students' textual experiences and knowledges in secondary school English.

Sport settings have long been documented as exclusionary environments for sexuality and gender diverse (SAGD) people and a key location of discrimination. Sport is associated with well-being, and increasing physical activity for disadvantaged groups is a key aim for many governments. This study reports on 13 semi-structured interviews with young SAGD people aged 18-24 in Australia that explore their attitudes to and experiences of sport and physical activity. We found that SAGD young people are 'game to play': they hold strong desires to participate in sport and physical activity, and articulated how sport could be more inclusive. Using Bourdieu's concept of 'capital', we outline how young SAGD people identify sport as a 'field' that requires and fosters various types of capital. We explore barriers they identified that prevent the accumulation of physical and social capital associated with sport participation and physical activity, and their insights for how this may be fostered. The 'field' of sport presents as an exclusionary environment, which allows for both explicit bullying and more subtle discriminatory practices. Passive assimilation approaches are not enough to provoke substantial change and active intervention is required to decentre the heteronormativity underpinning these spaces, which has implications for policy and practice to advance the inclusion of SAGD young people in sporting environments.

In this paper, we discuss core ideas arising from research undertaken in a Leverhulme Trust (IN2016-002) funded international network project. The project examined youth activism, engagement and the development of new civic learning spaces within and across six countries (Australia, Canada, England, Hungary, Lebanon and Singapore). Arising from interactions with activists and educators and by reviewing literature, we argue that four areas are important for assisting a critical analysis of the fundamental complexities that researchers, teachers, youth workers and youth themselves, are grappling with within and through their activism. These areas that address ways of characterising and developing the relationship between education and activism focus on: engagement with context; engagement with meaning; engagement with diversity; and engagement in reflexivity. We do not present these areas as a simplistic typology; each involves complexities that cannot be easily or readily resolved.

As a curriculum area, English has been foundational to empire, invasion, and colonisation of Indigenous peoples the world over. It therefore requires considered scholarship to reimagine how to engage with and teach literature in English. In this article, we explore the enduring problem of English and its inheritances, as well as the ways in which Indigenous voices are currently manifest in classroom contexts. We then propose Indigenous relationality as the foundation and frame for new ways to read literature and understand the world. We consider the ways in which Indigenous cli-fi texts refuture relations and invite new modes of reading, focussing specifically on the way the concepts are taken up in Wright's "Carpentaria."

This paper thinks with the concept of intertextuality to consider the multiple intersecting power structures inside and outside of literary education in secondary schools that continue to dominate text selection policies and teaching practices. We draw on our research with in-service teachers to reconsider how intertextual networks circulate on multiple levels: textual, social, cultural, and institutional. Although the concept of intertextuality has been activated as an alternative to rarified conceptualisations of literary heritage, as we unpack in this paper, intertextuality often distributes, reinforces, and perpetuates canonical power structures such as institutional whiteness, and Euro western values in secondary school subjects that feature literary studies. Rather than abandoning intertextuality, we attempt to tease out how it operates in various registers in schooling and we suggest how critically engaging with the concept might provide a way forward for English study in the twenty-first century.

The "Australian Curriculum: Health and Physical Education" (Australian Curriculum, Assessment and Reporting Authority (2020a) requires all teachers to include Aboriginal and Torres Strait Islander peoples', culture and history where there is scope to meaningfully do so. However, there is a general absence in Australia and internationally of understanding culturally responsive pedagogy for those perspectives in teaching Physical Education (PE). This concept paper proposes an educational framework comprising Yunkaporta's (2009) 8 Ways Aboriginal Pedagogy and the Game Sense approach (GSA) (Australian Sports Commission [ASC], 1996). for games and sport teaching in PE to move towards a culturally responsive curriculum and pedagogy. We provide an empirical argument that curricula are instruments of colonisation and explain the creation of a cultural interface through games and sport as one approach for decolonising PE. We present an opportunity to 'close the gap' between Western and Aboriginal knowledge through the purposeful design of engagement in reconciliation, respect and recognition of continuous living Aboriginal cultures. We use the game Parndo (ASC, 2000) to illustrate an example of how Yunkaporta's (2009) framework and the GSA become a solution for closing our identified gap. By proposing a culturally responsive curriculum, we focus on the importance of identity for all people and how curricula must be relevant and meaningful for all Australians. Importantly, Yunkaporta's (2009) 8 Ways is a product of 'cultural interface', co-created through dialogue between Aboriginal and non-Aboriginal educators. Our findings, although not transferable to other settings, nonetheless have relevance to other countries where there is a similar move to decolonise PE curricula.

Contemporarily Australian Indigenous peoples are portrayed by white Australians according to deficit understandings. As well as being inaccurate, this depiction, as part of a long-term civilising process, is an expression of 'fantasy-laden thinking' [Mennell, S., & Goudsblom, J. (1998). Introduction. In S. Mennell & J. Goudsblom (Eds.), "Norbert Elias on civilization, power, and knowledge: Selected writings" (pp. 1-45). The University of Chicago Press]. Such reasoning, apart from being false, serves to create and reinforce stereotypes, while promoting the 'superiority' of the Western world. Sport was used by the British as part of the process of civilisation to globally promote such reality inadequate accounts of Indigenous peoples, through its use as a 'civilizing' instrument. Sport, including rugby league and Australian football (AFL), was used in Australia to teach British values and gentlemanly behaviour to show Aboriginal people their 'place'. This study explains how both sports have meaning for high school students, as an unintended outcome of their introduction to Australia's Indigenous peoples. Figurational sociology, through its concern with long-term processes, is used to examine the importance of AFL and rugby league to 12 Year 7-10 (age 12-16 approximately) participants. Data were collected using six semi-structured interviews and were interpretively analysed. Instead of experiencing a sense of being 'civilized' or enlightened through their involvement in AFL and rugby league, participants instead spoke about both sports offering: (1) personal meaning through enjoyment and identity creation; (2) family and community connections; (3) support networks from family members, peers and others; and (4) opportunities to continue their culture. It would seem then that the introduction of rugby league and AFL to Australia's Indigenous peoples has resulted in the adaption of both sports for cultural and other reasons. It is possible that similar reconstruction of meaning is experienced by Indigenous groups beyond Australia who were similarly colonised by Western nations.

This paper furthers the understanding of literacy being developed through this Special Issue by bringing a pluralistic, complex account of literacy into conversation with assessment. The rise of neoliberalism in education--and its related focus on standards, accountability, and efficiency--has seen literacy positioned as the "core business" of contemporary education systems and, accordingly, a construct that must be rendered readily measurable, benchmarked, and accounted for. Through a critique of current literacy assessment practices in Australia relying on standardized testing to achieve such accountability using National Assessment Program for Literacy and Numeracy and Literacy and Numeracy Test for Initial Teacher Education as examples, we argue that the resulting dominant account of literacy is both reductive and deficient. On the one hand, we show how standardized literacy testing fails to recognize students' actual potential, in terms of the diverse and varied plurilingual and cultural meaning-making resources that many students now bring to literacy, beyond using Standard Australian English alone (and as a monolingual speaker would use SAE as an isolated language system). On the other, we show how standardized tests can render the assessment of literacy as effectively meaningless, given difficulties discriminating between test-takers' full range of literacy skills in meaningful ways. We conclude by considering alternative practices with potential to more accurately assess learners' literacy capabilities from a plurilingual perspective, and implications for education policy.

Schooling has long been identified as a tool for nation-building and cultural reproduction. In early post-Federation Australia, English and literacy education played a significant role in producing colonial subjects. Although Australia today is heralded as a successful multicultural nation with momentum growing for constitutional recognition of First Nations peoples, English education remains haunted by the legacies of colonisation. This paper, based on a workshop given at the 2022 AATE conference in Darwin, proposes placestory as an orientation in subject English aimed at encouraging more historically and culturally nuanced imaginings of being and belonging in Australia. The paper provides an account of the development of English education in Australia as a contextual rationale for reimagining English education as situated within postcolonial possibilities. The paper then discusses three possible orientations for placestory: restore(y)ing place; becoming-with place; and place as being.

The introduction of a new work-integrated learning (WIL) policy for university environmental health education programs seeking professional accreditation identified a number of problems. This included how to evaluate the acceptability of differing approaches to WIL for course accreditation purposes and a need to develop an agreed understanding of what constitutes WIL in environmental health. This paper describes a Participatory Action Research (PAR) approach undertaken as an initial step towards addressing these problems. The key recommendation from this research is the need to develop a framework to evaluate approaches to WIL in environmental health. In such a framework, it is argued that a shift in focus from a specified period of time students are engaged in WIL, to greater consideration of the essential pedagogical features of the WIL activity is required. Additionally, input from all stakeholder groups, universities, students, employers and the professional body, is required.

The inclusion of students with autism spectrum disorder (ASD) is increasing, but there have been no longitudinal studies of included students in Australia. Interview data reported in this study concern primary school children with ASD enrolled in mainstream classes in South Australia and New South Wales, Australia. In order to examine perceived facilitators and barriers to inclusion, parents, teachers, and principals were asked to comment on the facilitators and barriers to inclusion relevant to each child. Data are reported about 60 students, comprising a total of 305 parent interviews, 208 teacher interviews, and 227 principal interviews collected at 6-monthly intervals over 3.5 years. The most commonly mentioned facilitator was teacher practices. The most commonly mentioned barrier was intrinsic student factors. Other factors not directly controllable by school staff, such as resource limitations, were also commonly identified by principals and teachers. Parents were more likely to mention school- or teacher-related barriers. Many of the current findings were consistent with previous studies but some differences were noted, including limited reporting of sensory issues and bullying as barriers. There was little change in the pattern of facilitators and barriers identified by respondents over time. A number of implications for practice and directions for future research are discussed.