People’s participation in diverse knowledge practices and cultures—including those that are part of the school curriculum (mathematics, arts, science, etc.) and beyond (professions, activist movements, affinity groups, etc.)—play a crucial role in achieving the UN Sustainable Development Goals.
Our focus is on understanding how people learn in different knowledge cultures and translating this understanding into better learning, teaching and leadership practices and outcomes. We study learning, teaching and leading across the scales—from neurons to neighbourhoods, and across all age groups—from early childhood to lifelong learning.
Our research spans multiple sectors and contexts—formal and informal learning settings, and digital and physical spaces. Some of our major projects are dedicated to teacher education and preparation for other complex professions.
We address issues such as:
how to prepare professionals for complex interdisciplinary and interprofessional workplace settings
what knowledge, beliefs and agency enable teachers to enact productive pedagogies
how to design digital technologies and learning spaces for deep and engaged learning
how to foster creativity and inclusion through research-informed pedagogies
how to develop linguistic and cultural understanding in young people.
We lead established research programs in the areas of engagement, instructional design, assessment, arts-rich pedagogy, community and elite sports, transformative creative practice, interdisciplinary expertise, community languages and teacher education.
Two teachers, with nearly 40 years of experience between them, are tackling some of their profession’s biggest challenges. Rayanne Shakra and Sara Ratner are undertaking PhD’s at the Centre for Educational Measurement and Assessment (CEMA) and are supported by NESA scholarships.