Information related to research method "Ethnography"
You will find information relating to this research method on this page. You can scroll down or directly jump to one of the following sections:
Supervisors with this research method
Faculty of Education and Arts
Institute for Learning Sciences & Teacher Education
Vince Geiger is a professor of mathematics education within the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. He is the Leader of the STEM Education: Design and Growth Across the Disciplines program within ILSTE, an interdisciplinary research space focused on the enabling and transformative role of mathematics within the STEM disciplines and other areas of human endeavour. His work is driven by awareness that the capacity to know and use mathematics confidently is important for an individual's career prospects and their empowerment as informed citizens. This awareness has inspired over 100 peer reviewed research publications that address the interests of both research and professional audiences.
Vince joined ACU in 2005 after a successful 22 year career as a secondary school teacher of mathematics and science. Over that time he held national positions such as President of the Australian Association of Mathematics Teachers and Chair of the National Education Forum. It was in these roles that he became aware of the "big" problems in mathematics education that needed to be addressed through research. His research interests have developed from this point to include: the teaching and learning of mathematics and its applications ??? numeracy and mathematical modeling; the use of digital tools as enablers of mathematical understanding; STEM literacy and capability; and teacher professional learning. The approach he takes to research is underpinned by socio-cultural principles of learning/teaching, usually realized through mixed methods designs.
Vince's research has been supported by $4 million of external competitive funding, including leadership of two ARC Discovery projects and one DECRA. Other recent projects include: 2018-2020 - Principals as STEM Leaders (Department of Education and Training); 2018-2023 - Numeracy Expert Group for the implementation of the 2nd cycle of PIAAC (OECD); 2015-2017 - Opening Real Science (OLT); 2018-2020 ??? Review of the PIAAC numeracy assessment framework (OECD); and 2015-2016 - Building an evidence base for national best practice in mathematics education (Office of the Chief Scientist). He is a past Associate Editor of the Mathematics Education Research Journal, a current member of the Editorial Board for International Journal of Science and Mathematics Education and a member of the Executive Committee of the International Community of Teachers of Mathematical Modeling and Applications.
The excellence of his research was recognised by a Mathematics Education Research Group of Australasia Research Award in 2017. His work was further recognised by selection as the Giovanni Prodi Guest Professorship at Wurzburg University in 2018/2019. While his focus is now on research, Vince has always maintained a close link with the mathematics teaching profession His tertiary teaching expertise has been recognised through an ALTC Citation for Outstanding Contributions to Student Learning in 2009.
Vince supervises higher degree research students in science and mathematics education.
: (07) 3623 7188 (Brisbane) : firstname.lastname@example.org
Kathy A. Mills is Professor of Literacies and Digital Change at the Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane. Professor Mills holds the only Australian Research Council (ARC) Future Fellowship 2018 won in education and is developing interdisciplinary methods of sensory orchestration for multimodal literacy learning in primary education nationally and internationally (FT18010009; 2019-2022). Mills is simultaneously implementing two other ARC grants across the Linkage and Discovery schemes as lead investigator and second CI respectively, with total 'category one' grant income to date of $2.47 million. This success builds on her continuous and exceptional trajectory of competitive research fellowships and grant funding from her first full time academic position in 2009. She was first awarded 1 of 2 ARC Australian Post Doctoral (Industry) fellowships nationally in education in 2009. Her ARC APDI Fellowship and later chief investigator role on Linkage (LP150100030) involved leading a design-based research intervention that successfully developed students' digital literacy practices in the context of school reform for socially disadvantaged students. She then achieved 1 of only 5 Discovery Early Career Research Awards nationally in education, Jan 2014-Dec 2017. The DECRA research project made a unique contribution to enhancing Indigenous students' multimodal literacy learning in ways that are consistent with Indigenous ways of knowing and being (DE140100047). Mills' current ARC Linkage grant involves strategic partnerships with five organisations to develop teaching approaches to strengthen the effective multimodal communication of emotions and opinions of disadvantaged students (LP150100030, 2016-2019). The Discovery grant develops novel teaching methods to develop students' vital coding and animation skills across the curriculum, with other leading national and international researchers, Professors Len Unsworth (ACU), Garry Falloon (Macquarie) and Andrew Burn (University College London), DP190100228, 2019-2021. Professor Mills is actively sought as an international grant collaborator, reviewer, and assessor, and has forged a number of industry partnerships across education and cultural sectors nationally and internationally.
Mills has published over 100 academic works, including 6 sole-authored books, and high quality journal articles and chapters in the discipline of education. While her grants and outputs are primarily in education, her interdisciplinary project leadership, methods, and collaborators span other fields in the social sciences. Professor Mills' research on literacies and digital cultures in education has 2119 citations and a h-index of 24 (July 2019, Harzing), with a focus on improving teaching and learning of literacies by creating innovative digital environments for school students. Her most cited work is 'A Review of the 'Digital Turn' in the New Literacy Studies' published in the highest-ranked educational journal, Review of Educational Research. Her research monograph, Literacy Theories for the Digital Age, won the Literacy Research Association's, Edward Fry Book Award, USA. The edited Handbook of Writing, Literacies and Education in Digital Cultures won the 2018 Divergent Award for Excellence in 21st Century Literacies, with an attached keynote in Oklahoma, USA.
Professor Mills serves on the Editorial Board of the Journal of Literacy Research (USA), and the Review boards for English Teaching Practice and Critique (NZ) and the Australian Journal of Language and Literacy. Mills recently completed a two-year international research leadership role as elected President, American Educational Research Association, Writing and Literacies SIG, USA (2017-2019). She also maintains a strong public research voice for literacy research through national radio, TV, news media and social media, and assesses research grants in Australia and internationally.
: 6234 (Brisbane) : email@example.com
Nat Sch of Arts
I am a senior lecturer who teaches in the youth work and international development degrees. I came to ACU 15 years ago after working extensively in the youth and community sectors in Australia and South Asia. I have worked extensively with refugee young people and have recently completed the first longitudinal ethnographic study to explore refugee young people and homelessness in Australia.
I have worked with, and on behalf of, young people and communities in the areas of refugee settlement, displacement, homelessness, rights and participation, and capacity building. I have published widely in the area of young people and marginalisation and I am particularly interested in working in hopeful and positive ways to change social inequalities and exclusion.
I have conducted ethnographic and qualitative research in Australia, USA, Mexico, Thailand, India and Tibet. I am experienced in a range of empirical research methods including in-depth interviews, focus groups, questionnaires, photography and ethnography and have used these in a range of fieldwork situations from global justice activism in India, USA, Australia and Mexico, working children's movements in India and Indigenous communities in the Northern Philippines. My current research is focused on the role of young people in international development discourse, youth work in conflict zones and decolonising youth work practice.
I am an accredited supervisor for Honours, MPhil and PhD students. I have supervised postgraduate students working on an array of projects that focus on marginalised communities often with the aim of readdressing social injustices.
: (03) 9953 3560 (Melbourne) : Jen.Couch@acu.edu.au
Nat Sch of Education
Dr Jenny Martin's research program is concerned with promoting student and teacher agency for the wellbeing of individuals and the planet and extends to science education, education for sustainability, initial teacher education, teacher professional learning and pedagogical leadership. She is currently Research Fellow on the Australian Research Council Discovery Project, Learning-rich Leadership for Quality Improvement in Early Education, concerned with transformative practice and pedagogical leadership in early childhood contexts. Her expertise includes applications of positioning theory and cultural historical activity theory to education research, developmental work research, action research, participatory ethnography, cultural/discursive psychology and includes video-based research design.
Jenny has published articles in the International Journal of Educational Research, Journal of Research in Science Teaching, Journal of Science Teacher Education, Research in Science Education, International Journal of Science Education, Learning, Cultural and Social Interaction, where she was also Guest-editor of a special issue on Agency and Learning, and articles and invited commentaries in Cultural Studies in Science Education.
: 3286 (Melbourne) : firstname.lastname@example.org
Faculty of Health Sciences
Nat Sch of Nursing, Midwifery and Paramedicine
Appointed in 2005 to the RSL LifeCare Chair of Ageing at Australian Catholic University Tracey McDonald has a research and scholarship interest in issues important to veterans, clinicians and older adults concerning safety and quality care of older people; practice-driven research, clinical practice development; information technology; spirituality and life quality. In 2012, a Member of the Order of Australia (AM) was bestowed for her work in nursing, health and aged care, United Nations Expert Groups and development of national and international public health and social welfare policy.
Qualifications and experience in public health, nursing, midwifery, education and management across the aged care and health services support involvement with public policy, clinical leadership and research.
As director of the RSL LifeCare Centre for Practice Development and Innovation in Ageing (CPDIA) she is working on developing programs of research that will support the health and wellbeing of both veterans and the general community
: (02) 9739 2280 (North Sydney) : Tracey.McDonald@acu.edu.au
I am a registered nurse and a sociologist. I hold postgraduate qualifications in nursing, education, social science, and public health. I have been engaged in teaching, practice, and research in the areas of aged and palliative care nursing for over twenty years and have published broadly in these fields over that time. In 2011 I was appointed inaugural Professor of Aged Care, a joint appointment between the Australian Catholic University and Mercy Health in Melbourne. My research interests include social constructions of death and dying, the nexus between aged and palliative care, dementia as a terminal illness, health workers in aged care and palliative contexts, and qualitative methodologies.
: (03) 9953 3856 (Melbourne) : Fran.McInerney@acu.edu.au
Alicia Evans is a Lacanian psychoanalyst and nurse academic, with a particular interest in anxiety, sexuality and group dynamics. In her work, she explores the way in which psychoanalytic and Foucauldian theories can provide new insights into how health care is both practised and governed. She has an abiding interest in politics and how the personal shapes the political, be that in relation to the group, the hospital or the nation.
Alicia teaches organisational culture and qualitative research methodology. She supervises a number of Higher Degree by Research students who are undertaking qualitative studies in the health field. In her current research, she is investigating how sexuality is governed in a long-stay psychiatric service.
In addition to her academic work, Alicia practises psychoanalysis and is the Secretary of The Freudian School of Melbourne, a school of Lacanian psychoanalysis, where she gives regular seminars. Prior to doing her PhD and joining the academy, Alicia worked in mental health institutions, hospitals, prisons and with the Office of the Chief Psychiatrist.
: (03) 9953 3187 (Melbourne) : Alicia.Evans@acu.edu.au
Faculty of Law and Business
Nat Peter Faber Business School
Michael D Fischer is Professor of Organisational Behaviour and Leadership, Visiting Scholar at University of Oxford where he was previously a senior research fellow, and a Program Director at Melbourne Business School. He holds a PhD in organisational behaviour from Imperial College London, University of London.
Trained as a business school social scientist and clinical group analyst, his research has a strong empirical focus on the practice-level microsociology of organisational change in research-intensive settings, especially in healthcare.A He specialises in ethnographic and comparative case studies, analysing intersubjective relations, emotions and power, and their potential to mobilise organisational change.A He has a particular interest in executive education and the role of business schools in a rapidly developing knowledge economy.
His research is published in leading international journals in the Financial Times 'top 50', ABDC A* and CABS 4* lists, including Accounting Organizations and Society, Human Relations, Organization Studies, Public Administration, and Social Science and Medicine.A He has led major competitive research grants as principal and co-investigator, including funding by the National Institute of Health Research, the University of Oxford and Kings College London.A
He is a highly active researcher with a strong focus on practice-level processes of organisational change, especially in research-intensive settings. His research draws on sociomaterial perspectives to analyse dynamics of influence and change in complex organisations. By focusing on the 'backstage' work of everyday emotions, affect and politics, he analyses their effects in mobilising ideas, material practices and technologies that can dynamically stimulate major organisational change.
In his original ethnographic research at Imperial College London, he examined a UK healthcare policy from inception to implementation and subsequent collapse. Its formal risk management systems had unintended consequences on organisational life, undermining organisational functioning and leading to policy collapse. He later investigated the impact of professional regulation on healthcare professionals, analysing how embedded practices of self-regulation may be undermined by regulatory transparency, performance metrics and sanctions. His research highlights the role of supportive 'formative spaces' and forms of self-regulation which can be more effective in supporting good practice.
In a related second research theme, he examines how micro-sociological dynamics operate in knowledge leadership. His leadership research provides an in-depth analysis of how leaders interpret and 're-assemble' ideas, techniques and materials, and utilise these in their leadership practices.A Through a series of longitudinal case studies focused on research-intensive settings,A he has analysed how the most effective leadership practices assemble and mobilise organisational change.A In his research at the University of Oxford, he analysed at first hand flagship leadership programmes at Sa??d Business School - its High Performance Leadership and Oxford Strategic Leadership Programme.
His international career in public services focuses mainly in the healthcare sector where he has held senior clinical, managerial and policy adviser roles. Before joining academia, Michael had an accomplished career as a Lead Consultant Psychotherapist in leading teaching hospitals in Manchester, Liverpool and London, most recently at St Thomas' Hospital, London. He is a noted expert in the group and intersubjective relations that influence contemporary organisations and can powerfully mobilise organisational change.
For further details of his work, please see:
: 8314 (Melbourne) : email@example.com
Faculty of Theology and Philosophy
Institute for Religion & Critical Inquiry
Alda Balthrop-Lewis is a Research Fellow in the Institute for Religion and Critical Inquiry. Before coming to ACU she completed a B.A. at Stanford University, a M.Div. at The University of Chicago and a Ph.D. at Princeton University in Religion, Ethics, and Politics. She has taught in the Religious Studies department at Brown University, and she has worked as a research assistant for the Peabody Award-winning public radio program On Being, produced in the United States.
Her research focuses on religious ethics and the circulation of ideas among theological, literary, artistic, and popular idioms. Her current work treats Henry David Thoreau as an inheritor of traditional ascetic practices, and argues that his asceticism is politically relevant, both in his period and for contemporary environmental ethics.
: +61401215676 (Melbourne) : firstname.lastname@example.org