Educators around the world are increasingly considering and seeking ways to challenge their role in the colonial project. Some have turned to embodied pedagogies as a way to encourage holistic, relationships-based learning in academies which traditionally prioritise cognitive, objective knowing. This review analyses 27 studies, published between…

The research in this volume takes account of the context of policy promoting Chinese as a second language (CSL) in several countries and regions, (Australia, East Asia and South-East Asia), and the wider social context of multilingual and multicultural societies. Furthermore, this book reports results of two research studies which investigated how…

While school policies are not a panacea, gender and sexuality diversity-inclusive policies have the potential to relieve educators' concerns about what they are 'allowed' to engage with in respect to GSD inclusivity and to guide their proactive efforts to support gender and sexuality diverse (GSD) students. Unfortunately, policies enabling…

The spread of Coronavirus (COVID-19) across the globe has had a significant impact on teachers and teaching with countries around the world closing schools in an effort to slow the spread of the virus. Such a mass cessation of traditional face-to-face teaching has required schools and teachers to move rapidly to remote and, primarily, online…

In 2022, an ASTA working group researched the career life cycle of a science teacher from preservice to retirement in order to better support professional learning programs for its members. The project resulted in the production of a framework showing the relationships between individual teacher contexts in their personal and workplace life and…

Purpose: Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of…

Background: Phonological difficulties are prevalent in children with speech and/or language disorders and may hamper their later language outcomes and academic achievements. These children often form a significant proportion of speech and language therapists' caseloads. There is a shortage of information on evidence-based interventions for…

Practice and pedagogy, influenced and informed by the approaches used in the preschool programs of Reggio Emilia is widespread across many early childhood settings in Australia, however, is less commonly used in Australian primary and secondary schools. Little research exists which focuses on the experiences of students in schools where this…

The challenge of learning to be a teacher in a pandemic stymied world calls for focus and access to pedagogies of critical empathy to ensure the wellbeing of students is paramount in classrooms K to 12. Additional to facilitating the development of skills and competencies in curriculum disciplines, teachers are required to meet the emotional and…

While educators, curriculum authors and policy makers alike are influenced by assumptions about parents' dis/approval of gender and sexuality diversity, both generally, as well as specifically in relation to this topic's appropriateness for K-12 classrooms, little empirical data is available to support these assumptions. What data does exist…

The United Nations Sustainable Development Goal 4 (SDG4) indicates that education for global citizenship and appreciation of cultural diversity should be embedded at all levels of curricula. In this paper, we share findings from an analysis of curriculum documents in Victoria, Australia and Québec, Canada that identified learning related to this…

One of the key tenets of the global education reform movement, professional standards for teachers have reshaped different aspects of teachers' work and learning in many contexts internationally over the past two decades. This paper explores the consequences of neoliberalism for teacher professional learning in contemporary times. The policies and…

In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages, with parental, school, teacher and peer factors influencing the way students internalise their…

The three-dimensional design of the Australian Curriculum includes the cross-curriculum priorities (CCPs), learning areas and general capabilities (GCs). Geography teachers are uniquely positioned to address the CCPs through the subject's disciplinary focus on interrelationships between physical features of the earth with individual, social and…

The Commonwealth of Australia (2016) inquiry into access to learning for students with disability received several submissions on gatekeeping practices in Australian schools, resulting in minimised school enrolment and reduced participation in classrooms. The inquiry also received reports of the use of restrictive practices such as restraint and…