Hosts Jane Hunter and Don Carter interview Youth of the Streets (YOTS) leader Amy Gill who has many years’ experience working with young people outside mainstream schooling.

YOTS is often a last chance to gain an education. Compassion, patience and optimism are Amy’s trademark. Anyone interested in how Amy and her staff have turned many lives around makes for compelling listening.

William Verity, producer of this podcast offers his podcast tips and tricks, and there is even a 30 second rant on ‘hot education issues’ with the audience.

This podcast episode was a live event at FASStival, the annual celebration of activities, programs and creative work conducted in the Faculty of Arts and Social Sciences (FASS), held in December 2024.

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Erin Morley is the editor of Education Review and Campus Review both of which report on current issues in school-based education and higher education respectively. A graduate of the University of Wollongong, Erin completed her internship at the Illawarra Mercury, where she investigated the lack of childcare vacancies by phoning 100 childcare centres within 70km of Wollongong.

Throughout 2023, Erin investigated and produced news for the health sector through Nursing Review and Aged Care Insite.

Show Notes

Knijnik, J., Hunter, J. & Paterson, C. (December 2024). Paper presentation: Education and democracy in schools through the lens of the Australian print media: a decadal examination at AARE Annual Conference, Macquarie University.

Hopwood, N., Palmer, T. A., Koh, G. A., Lai, M. Y., Dong, Y., Loch, S., & Yu, K. (2024). Understanding student emotions when completing assessment: technological, teacher and student perspectives. International Journal of Research & Method in Education, 1-16.

Maher, D., & Young, K. (2023). Artificial Intelligence and Literacy Development in K–12 Schools. In Creative AI Tools and Ethical Implications in Teaching and Learning (pp. 80-98). IGI Global.

Manuel, J., Carter, D., (2020). The English Teacher’s Handbook A-Z (2nd Edn). Phoenix Education.

Mockler, N. (2022). Constructing teacher identities: How the print media define and present teachers and their work. London: Bloomsbury.

Nationwide News Pty Ltd. (2024). Education Review.

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Dr Jill Brown is an Associate Professor in Mathematics Education at Deakin University. She is a former maths teachers and current maths educator and education researcher.

Jill is internationally recognised for her research where her interests include researching the teaching, learning, and assessing of real-world applications and mathematical modelling, mathematical thinking and reasoning, functions in technology-rich environments, affordances, zone theory, and anything that furthers our understanding of teaching and learning mathematics. She was an elected member on the International Executive of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), 2013-2022.

Show Notes

Brown, J. (2024). Explicit teaching mandate – a pushback now is critical, AARE EduResearch Matters, April.

Brown, J. P. (2024). Challenging Tasks: Opportunities for Learning. In Proceedings of the 14th International Congress on Mathematical Education: Volume II: Invited Lectures (pp. 77-92).

Brown, J. P., Stillman, G. A., Galbraith, P. L., & Ng, K. E. D. (2024). Mathematical modelling of real-world phenomena. Research in Mathematics Education in Australasia 2020–2023, 29-57.

Brown, J. et al (Ed). (2023). Affordances for learning to teach mathematics: the case of out of filed teachers. Methodological approaches to STEM education research. 4:1-19. Cambridge Scholars.

Gabriel, F. (2022). Maths anxiety–and how to overcome it. Significance, 19(1), 34-35.

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Marnee Shay is an Associate Professor and a Principal Research Fellow in the School of Education at the University of Queensland. She is an Aboriginal woman whose maternal family is from the Ngen'giwumirri language group (Daly River, Northern Territory), she was born in Brisbane, with strong connections to Indigenous communities in southeast Queensland.

Marnee is an experienced and qualified secondary teacher.

Marnee is a lead editor of a critical text in the field of Indigenous education, “Indigenous education in Australia Learning and Teaching for Deadly Futures”, published by Routledge in 2021 The book won a national award for ‘The Tertiary/VET Teaching and Learning Resource' category at the Education Publishing Awards Australia.

Show Notes

Mielke, M. & Farrington, D.P. (2021). School based interventions to reduce suspension and arrest: A meta-analysis, Aggression and Violent Behaviour. 56

https://www.sciencedirect.com/science/article/abs/pii/S1359178920302226?via%3Dihub

Perkins, R., Thomson, A. & Shay, M. (2024). Towards equity: Privileging Indigenous knowledge in education research. Understanding sociological theory for education practices (pp. 45-63). Cambridge University Press.

Shay, M., Miller, J., Hameed, S. & Armour, D. (2024). Indigenous voices: reimagining Indigenous education through a discourse of excellence. The Australian Educational Researcher, 1-19. 

Shay, M. & Oliver, R. (Eds). (2021). Indigenous education in Australia: Learning and Teaching for Deadly Futures. Abingdon, Oxon United Kingdom: Routledge.

Shay, M. & Sara, G. (17 May 2024). There’s $110 million for Indigenous education in the budget. But where’s the evidence it will work? in The Conversation

https://theconversation.com/theres-110-million-for-indigenous-education-in-the-budget-but-wheres-the-evidence-it-will-work-230103

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Professor Rose Luckin is an internationally respected academic and influential communicator across multiple stakeholders about the future of education and technology, particularly artificial intelligence.

With over 25 years of experience, Rose is a recognised expert on computer science, education and she has served as an advisor to policymakers, governments, and industry globally. She is emerita at the University College London and the founder and CEO of Educate Ventures Research Ltd, a company that provides training and consultancy to the education sector to help them leverage AI ethically and effectively.

Show Notes

Adarkwah, M.A., Islam, A.Y.M.A., Schneider, K., Luckin, R., Thomas, M., & Spector, J.M. (2024). Are Preprints a Threat to the Credibility and Quality of Artificial Intelligence Literature in the ChatGPT Era? A Scoping Review and Qualitative Study. International Journal of Human- Computer Interaction, Taylor & Francis Inc.

Educate Ventures Research. (2024). Beyond the Hype: The reality of AI in education across England. Access here https://www.educateventures.com/beyond-the-hype

Hunter, J. (2021). High Possibility STEM Classrooms: Integrated STEM learning in research and practice. New York: Routledge.

Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. Institute of Education Press.

Luckin, R., George, K. & Cukurova, M. (2022). AI for school teachers. CRC Press.

Luckin, R., Rudolph, J., & Grünert, M. (2024). Exploring the future of learning and the relationship between human intelligence and AI: An interview with Professor Rose Luckin. Journal of Applied Learning and Teaching,7 (1) pp 346-363.

Luckin, R., (2024). Nurturing human intelligence in the age of AI: rethinking education for the future. Development and Learning in Organizations.

Note: The Skinny is a weekly newsletter with the latest insights at the intersection of AI and education from Professor Rose Luckin and the EVR Team. 

Subscribe to The Skinny.

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Stephen Gniel was appointed CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA) in July 2024. Previously, he has held senior leadership roles in both Victoria and the Australian Capital Territory in early childhood, schools and post school portfolios with both policy and operational priorities.

In addition, Stephen was a member of the ACARA Board and served as the CEO of the Victorian Curriculum and Assessment Authority (VCAA), as well other senior positions within the Victorian and ACT Education Departments. 

He was also the National President and Board Chair of the Australian Council for Educational Leaders between 2016 and 2022. 

Show Notes

Carter, D. & Buchanan, J. (2022). Implementing the general capabilities in New South Wales government primary schools. Curriculum Perspectives, 42(1), 1-12.

Carter, D. & Piccoli, A. (2024). Power, politics, and the playground: Perspectives on power and authority in education. New York: Routledge.

Ewing, R. (2020). The Australian curriculum: The arts. A critical opportunity. Curriculum Perspectives, 40(1), 75-81.

Ladwig, J. (2022). AERO’S writing report is causing panic. It’s wrong. Here’s why. https://blog.aare.edu.au/aeros-writing-report-is-causing-panic-its-wrong-heres-why/

Larsen, S.A. (2024).  Are Australian students’ academic skills declining? Interrogating 25 years of national and international standardised assessment data. Australian Journal of Social Issues. https://doi.org/10.1002/ajs4.341

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Professor Susan Groundwater- Smith is one of Australia's greatest academic practitioners who has remained close to practitioners in schools. She has over 50 years of teaching and academic experience in both mainstream and special education.

She's the author of many scholarly books and peer reviewed journal articles. Plus, she has published resources, commentary, and numerous reports. Susan has a particular literary obsession, and in her writing about schools, teachers, and young people, she possesses conceptual and philosophical arguments, but always strongly grounded in the world of practice itself.

Show Notes

Groundwater -Smith, S. (Ed). (2025). Hope, Wisdom and Courage: Teaching and learning practices in today’s schools and beyond. Berlin: Peter Lang.

Groundwater-Smith, S. (2023). Why Listen? Student Voice Work Defended: Students as ‘Expert Witnesses’ to Their Experiences in Schools and Other Sites of Learning. In K. E. Reimer, M. Kaukko, S. Windsor, K. Mahon & S. Kemmis (Eds.), Living well in a world worth living in for all (Volume 1: Current practices of social justice, sustainability, and wellbeing). Singapore: Springer. 

Groundwater-Smith, S. & Mockler, N. (2022). Researching education. In A. Welch et al (Eds.) Education, change and Society. Fifth Edition, Oxford University Press, pp. 392 – 427.

Groundwater-Smith, S. (2022). "Conversations and the reflexive turn in social practice". In Ewing, R., Waugh, F. & Smith, D. L. (Eds.), Reflective practice in education and social work: Interdisciplinary explorations, London: Routledge.

Groundwater-Smith, S. (2016). Why student voice matters: The reinvention of power in a participative democracy, Education Canada, 56(4).

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.

Credits

Hosts: Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.

Producer: William Verity from Verity Media.

Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.

Jason Clare is the Federal Minister for Education - he has held the portfolio since 2022.

In this episode, Minister Clare responds to our questions on initial teacher education, his proudest achievements in the role so far, the challenges of funding – the cases of the Northern Territory and Western Australia, consulting the archives of research conducted by recognised teacher education associations and scholars – plus there is even a rant … well not really – maybe a blooper. Don’t miss it.

Show Notes

Australian Association for Research in Education (AARE) https://aare.edu.au/

Australian Research Council (ARC) https://www.arc.gov.au/

Australian Teacher Education Association (ATEA) https://atea.edu.au/

Australian Curriculum Studies Association (ACSA) https://acsa.edu.au/

Carter, D. & Piccoli, A. (2024). Power, politics, and the playground: Perspectives on power and authority in education. Routledge.

Hunter, J., Yasukawa, K., Kearney, M., Eckert, G., Heggart, K., Carter, D., Bates, K., Maher, D., & Patterson, C. (29 July 2022). Submission No 123 Upper House Inquiry into teacher shortages in NSW. UTS: FASS, pp 1-12.

Larsen, S.A. (2024).  Are Australian students’ academic skills declining? Interrogating 25 years of national and international standardised assessment data. Australian Journal of Social Issues. https://doi.org/10.1002/ajs4.341

Lingard, B. (2015). Think Tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia. Australian Educational Researcher, 43(1), 15–33. https://doi.org/10.1007/s13384-015-0193-0

Sawyer, W. & Hattam, R. (2023). Submission to the Teacher Education Expert Panel Discussion Paper. https://www.education.gov.au/system/files/documents/submission-file/2023-07/TEEP_Emeritus%20Professor%20Wayne%20Sawyer%20and%20Emeritus%20Professor%20Rob%20Hattam.pdf

Skourdoumbis, A. & Rowe, E. (2024). A critique of ‘Strong Beginnings’ initial teacher education reforms: mandating neuroscience as core curriculum within the ‘what works’ movement, Australian Educational Researcher, https://doi.org/10.1007/s13384-024-00743-y