|2015 - Present||Senior Lecturer, Southern Cross University ‐ School of Education|
Honors and Awards
- National Teaching Award (OLT/ALTC, 2010)
- Overall University Teaching Citation (JCU, 2010)
- Faculty Teaching Citation (JCU, 2010)
- Dean’s Award for Outstanding Thesis (UQ, 2008)
Locked Mail Bag 4
Phone: (+ 61 7) 5589 3219
Mobile: 04 88112 826
Journal articles (8)
Bi-relational design: a brief introduction and illustration Journal of Learning Design (2015)
This paper introduces and illustrates Bi-relational Design (BD) as a general approach to (re)solving wicked problems. BD theorises oppositional, equipositional and para-positional approaches to problem-specific dyads (e.g., subjective/objective) based on a general consensus of research ...
Beyond the binary: dexterous teaching and knowing in mathematics education Mathematics Teacher Education and Development (2014)
This paper identifies binary oppositions in the discourse of mathematics education and introduces a binary-epistemic model for (re)conceptualising these oppositions and the epistemic-pedagogic problems they represent. The model is attentive to the contextual relationships between ...
An exploration of the epistemic dimension of preservice teachers' identity The Online Journal of New Horizons in Education (2012)
This paper identifies and illustrates binary epistemic dynamics influencing the construction of preservice teachers pedagogical identity. An exploratory pilot study was used to explore epistemic change and constancy in preservice teachers (n = 19) identity ...
Conceptualising the epistemic dimension of academic identity in an age of neo-liberalism Education Research and Perspectives Journal (2012)
This paper explores the epistemic dimension of neoliberalism in the context of higher education. Much critical commentary depicts neoliberalism negatively in terms of knowledge commodification, marketisation, productivity agendas, accountability regimes, bureaucratisation, economic rationalism and micro-managerialism. ...
An epistemic theory of religious fundamentalism The International Journal of Religion and Spirituality in Society (2011)
This paper introduces an epistemic theory of religious fundamentalism. Binary Epistemic Theory (BET) locates fundamentalism as a relationally dualistic, literalistic, and absolutistic “way of knowing” within a cycle charaterised by the creation, emergence, opposition, convergence, ...
‘Leaving the fold’: apostasy from fundamentalism and the direction of religious development Australian Religion Studies Review (2009)
This article re-examines the direction of religious development in light of a study of apostasy from fundamentalism. An analysis of apostate narratives reveals evidence of a ‘sociocognitive conflict’ (Doise & Mugny 1984) that complicates the ...
Relating faith development and religious styles: reflections in light of apostasy from religious fundamentalism Archive for the Psychology of Religion (2008)
This paper provides a relational analysis of James Fowler's (1981) Faith Development Theory (FDT) and Heinz Streib's (2001) Religious Styles Perspective (RSP) in light of a recent study of apostasy from religious fundamentalisms. Empirical support ...
Book chapters (3)
‘Losing my religion’: religious development and the dynamics of apostasy Spirituality in Australia: directions and applications (2009)
This paper identifies two developmental dynamics contributing to apostasy from religious fundamentalisms – heterodyning (Streib, 2001) and sociocognitive conflict (Doise and Mugny, 1984). Heterodyning refers to the combination of elements and products from otherwise transitional ...
Engaging the epistemic dimension of preservice teachers' identity: a pedagogical tool Proceedings of 2011 ATEA Conference: policy, perspectives, partnerships (2011)
A teacher's personal epistemology (i.e., their way of knowing) exerts a powerful influence on their ability to perceive and engage the diversity and complexity of educational environments. This paper introduces and illustrates a pedagogical tool ...
An analysis of first year preservice teacher education students’ use of literacy support resources in assessment: implications for practice and further research Proceedings of Australian Teacher Education Association Conference (2010)
This paper forms part of a symposium focussing on a collaborative research project undertaken by a team of first year lecturers in the School of Education at James Cook University. The First Year Literacy Initiative ...
Practical challenges and possibilities for the integration of academic literacy in a first year subject Proceedings of Australian Teacher Education Association Conference (2010)
Changes to Queensland teacher accreditation (Queensland Government, 2009) have increased teacher educators’ responsibility for graduate literacy. This paper offers a perspective on the implementation of a general literacy initiative into a specialist subject. Specifically, it ...
Sociocognitive conflict and cultural diversification: problems and strategies for teachers Proceedings of the AARE 2008 International Education Research Conference (2008)
This paper offers a conceptual analysis of the dynamics of “sociocognitive conflict” (Doise & Mugny, 1984) in an educational context as a consideration for managing cultural diversification. Understood in developmental literature (e.g. Doise & Mugny, ...