Our researchers

Simone White is Professor and Dean of the School of Education at RMIT. Professor Simone White is a leading expert in teacher education and professional learning, focusing on the best ways to prepare teachers for diverse contexts, in particular rural, regional and remote. Her research explores the fields of teacher education policy, teacher learning, professional experience and building and maintaining university-school/community partnerships. Simone is a Past President of the Australian Teacher Education Association (ATEA) and has held a number of leadership roles, including Director of Professional Experience at Deakin University, Chair of Teacher Education at Monash and the Associate Dean (International and Engagement) at QUT before taking on her current role as Dean of Education. Simone has been involved in a number of teacher education research projects. She was a key member of the ARC Discovery project titled, Teacher Education for Rural and Regional Australia (TERRAnova) and the ARC Linkage project Studying the Effectiveness of Teacher Education (SETE). Simone also led the Office of Learning and Teaching (OLT) federal grant focused on supporting teachers to engage and partner with Aboriginal and Torres Strait Islander parents and caregivers. Simone is currently a Chief Investigator on three different ARC projects all focused on teacher education. Two with colleagues at QUT focused on Career Change Teachers and Hard to Staff Schools and the other as led by UniSA focused on precariously employed teachers. Through her collective work, Simone aims to connect research, policy and practice in ways that bring together and break down traditional borders between academics, policy makers, communities and practitioners.

Amanda Berry is a Professor of STEM Education and Deputy Dean (Research & Innovation) in the School of Education, RMIT University, Australia. Amanda has a distinguished international profile in science education and teacher education research, in particular, the ways in which educators’ knowledge is shaped and articulated through teacher preparation, beginning teaching and in-service learning. The main focus of Amanda’s research has been the development and application of methodologies and tools for capturing and representing the complex nature of teachers’ and teacher educators’ classroom practice.

Professor Daniel X. Harris is a leading international scholar in creativity, diversity and social change. They were most recently an Australian Research Council Future Fellow (2017-2023), RMIT Vice Chancellor's Primary Research Fellow (2017-2022), ARC DECRA Fellow (2014-2016), and the recipient of 4 other ARC DPs and LPs. The are currently Professor in the School of Education and founder and Director of Creative Agency research lab: https://www.rmit.edu.au/about/schools-colleges/education/research/creative-agency and at: www.creativeresearchhub.com. Harris is editor of the book series Creativity, Education and the Arts (Palgrave), and has authored over 140 academic articles/book chapters and 22 books, as well as plays, films and spoken word performances. Their research focuses on creativity at both practice and policy levels; on cultural, sexual and gender diversities; and on performance and activism. They are committed to the power of collaborative creative practice and social justice research to inform social change. Harris is most widely known for their scholarship in creativity studies, affect theory and autoethnography. Dan has over 25 years of experience in education (both secondary and tertiary), as well as 35 years of professional creative industries experience in playwriting, performance, multimedia production, dramaturgy and theatre company management, highlighting their history of interdisciplinarity and skills in translating between the academy and industry.

Professor - Creative Practice / Education Linda Knight specialises in critical and speculative arts and draws on 40 years of scholarship and art practice to create transdisciplinary projects concerned with social and critical futures in the urban context. Current projects explore more-than-human citizenships, urban play, and the potential of art practice to contribute to contemporary critical concerns. Using drawing and critical stitching, Linda devised Inefficient Mapping to explore the possibilities of experimental cartographies as a reparative practice via projects that examine mainstream counter-narratives of colonial histories. Linda’s expertise is evidenced by an international profile as an award-winning, exhibiting artist and theorist, with 92 exhibitions and creative works and over 50 scholarly publications. Linda is the Founder and Director of the RMIT Mapping Future Imaginaries research network, a global community of researchers, industry specialists, educators, and Postgraduate students working in futures-focused spaces and interested in the future possibilities of our world. Activities and outputs include the Making Connection: Mapping Creative Encounters festival, a collective exhibition and resource, and an interactive framework for fostering community connection. Linda is a lead researcher on two ARC Discovery projects worth AU$1.4M, both of which involve tangible embodied interface design to enable play and intergenerational connection. Linda was a co-founding member of Guerrilla Knowledge Unit, a transdisciplinary education plug-in that critically explores the conventions of Artificial Intelligence, coding, and algorithmic diversity to develop curated installations that enable young children to experiment with emergent technologies, AI, and coding. Linda was also a co-founder of #FEAS Feminist Educators Against Sexism, an arts activist collective that uses irreverence, comedy, and arts interventions to challenge and call out sexism in academia.

Bernadette is a Professor and Associate Dean Learning and Teaching in the School of Education at RMIT University, Melbourne, Australia. She has led education initiatives in higher education, schools and with communities in Victoria and Queensland.  She is recognised as an outstanding educator with commendations for teaching and research excellence.  Professor Walker-Gibbs has an international reputation in research for her leadership of large scale, longitudinal studies in teacher education and for international comparative studies in rural education  

Reece Mills is an Associate Professor of Education at RMIT University, Melbourne, Australia whose academic work aims to create socially and ecologically sustainable futures through education. He commenced his career in Education as a secondary school science teacher before a ten-year tenure at QUT, Brisbane and later RMIT. Reece has previously been appointed to School and Faculty level leadership roles including Bachelor of Education (Primary) Course/Program Coordinator and Faculty Ethics Chair.   Reece's research expertise spans his discipline area (science and sustainability education) and practice (Initial Teacher Education), and extends broadly to teachers’ work and lives. He presently holds three Australian Research Council grants related to teacher shortages as follows:   DP260101755 Improving Teacher Retention in High-Turnover Areas: A Geo-Spatial Approach. Dr Babak Dadvand (La Trobe University); Professor Scott Eacott; Professor Theresa Bourke; Associate Professor Reece Mills; Dr Steve Murphy. $434,421 DP230100041 Teacher attraction and retention in hard-to-staff schools. Professor Martin Mills (QUT); Professor Theresa Bourke; Professor Simone White; Associate Professor Lisa van Leent; Associate Professor Reece Mills. $353,950 LP210300839 Career change teachers: Addressing teacher shortages in Australia. Professor Martin Mills (QUT); Professor Simone White; Professor Theresa Bourke; Associate Professor Reece Mills; Dr Craig Wood. $403,834   Reece has a Graduate Certificate in Academic Practice and is internationally recognised for his university teaching as a Fellow of the Higher Education Academy. He has received several competitive teaching awards or nominations for innovative, evidence-based and real-world curriculum design, including a Vice-Chancellor’s Performance Award. Reece teaches into the Bachelor of Education (Primary) program in the areas of science curriculum and pedagogy, professional experience and sociology of education.

Dr David Rousell is Associate Professor of Regenerative Education at RMIT, where he teaches and researches in the areas of climate justice, regenerative art and design, and education futures. He is a core member of the Centre for Urban Research (CUR) and the Digital Ethnography Research Centre (DERC) at RMIT, and founding convener of the Critical Forest Studies Collaboratory. David is also a Visiting Research Fellow at Manchester Metropolitan University and adjunct Associate Professor at Southern Cross University's Sustainability, Arts, and Environment in Education (SEAE) research centre. For the past decade David's academic career has focused on creatively reshaping the education sector in response to the urgency of climate change. His collaborative research with children and young people has established an international evidence base for creative, transdisciplinary, and climate-responsive education across formal and informal learning contexts. This work has led to the development of new theoretical and methodological approaches at the nexus of environmental philosophy (ontology, ethics, aesthetics, politics), environmental education (pedagogy, curriculum, design), and the environmental arts (history, theory, practice). Through research and teaching approaches that value the knowledges and experiences of educational communities, David's research has led to significant social impact through co-designed transformations in schools, universities, galleries and museums, urban and regional municipalities, businesses, and cultural organisations. David's recent projects have focused on collectively re-imagining cities in response to the onset of climate change, the biodiversity crisis, and ubiquitous technologies at planetary scale. This work has brought public attention to the diverse impacts of planetary changes in the lives of children and young people through the co-production of films, installations, exhibitions, alternative curriculum frameworks, and digital platforms in Australia and internationally. David has published over 70 peer-reviewed articles, chapters, and books across a range of fields, including environmental education; cultural geography; ecological philosophy; environmental art, architecture, and design; childhood and youth studies, decolonial studies; multispecies inquiry and the posthumanities. His recent books include Immersive Cartography and Post-Qualitative Inquiry (Routledge, 2021), Doing Rebellious Research (Brill, 2022, co-edited with Pamela Burnard, Elizabeth Mackinlay, & Tatjana Drogovic), and Posthuman Research Playspaces: Climate Child Imaginaries (Routledge, 2023, co-authored with Amy Cutter-Mackenzie-Knowles). More information about David's creative research projects can be found at: - Critical Forest Studies Collaboratory (www.criticalforestlab.com)  - Local Alternatives (http://www.localalternatives.org/) - States and Territories (http://www.statesandterritories.org/) - Climate Change and Me (http://www.climatechangeandme.com.au/) - Youth Carbon Cultures (https://carbon-cultures.com/) Professional interests: - Associate Editor, Australian Journal of Environmental Education - Responsible Practice lead, School of Education  - Co-lead of the Climate Change Research Network (CCR-Net) and CO2 Removal Network  - Lead for the School of Education's 'Climate Change and Sustainable Education Futures' research theme     Creative Outcomes and Exhibitions: - Rousell, D., & Cutter-Mackenzie-Knowles, A. (2023). Climate Child Imaginaries. Multi-channel video installation of children's climate art and writing, part of the 'Wild Hope' exhibition at RMIT's Design Hub Gallery. - Hussey-Smith, K., & Rousell, D. (2023). By the Birrarung. Exhibition co-created with children about their relationships with Indigenous sovereignty and more-than-human kinship along Birrarung river in Naarm (Melbourne). RMIT.   - Hussey-Smith, K., & Rousell, D. (2022). Kids make change. Exhibition of children's art about climate change and social justice. Art in Public Gallery, RMIT. - Cutter-Mackenzie-Knowles, A., Rousell, D., and Widjesinghe, T. (2022). Climate Action Adventure! Climate education and activism mobile app co-designed with young people.  - Rousell, D., Trafi-Prats, L., Begum, R., de Freitas, E., (2019). Memories of the Future. Workshop, exhibition and screening of young people's urban film-making at Ausland Gallery, Berlin. - Rousell, D., de Freitas, E., Trafi-Prats, L., Hohti, R. (2019). Remixing Thick Time. Exhibition at Whitworth Art Gallery, Manchester UK, in collaboration with the Young Contemporaries (age 16-25). - Rousell, D., Hohti, R., and Chalk, H. (2019). Inheriting the Anthropocene. Exhibition at Manchester Museum UK, in collaboration with the Young Adventurers (age 11-14). - Rousell, D., and de Freitas, E. (2018). Superpositions. Exhibition at Birley Art Gallery, Manchester Metropolitan University, in collaboration with Z-artists (age 11-13). - Rousell, D. (2017). Lures for Feeling: Selected works from the States and Territories project (2014-2016). Solo exhibition at the Summer Institute for Qualitative Research, Manchester Metropolitan University. - Rousell, D., & St Clair, J. (2016). CubeWalk Soundtrail, Location-based audio walk and mobile application exploring stories of place from students and staff. Lismore campus, Southern Cross University. - Rousell, D. (2015). CubeWalk. Permanent installation of climate-responsive artworks with accompanying map, walk, and conceptual framework. Lismore campus, Southern Cross University. - Rousell, D., & Cutter-Mackenzie, A. (2015). Past Now Future. Curated traveling exhibition of children and young people's art, research and writing about climate change. 7 public libraries and galleries across NSW, Australia (10,000 + viewers).

Associate Professor Kathy Smith is the Associate Dean (Partnerships) in the School of Education. Kathy Smith is an Associate Professor and Associate Dean (Partnerships) School of Education within the College of Design and Social Context at RMIT University. Kathy's research and professional specialisations include primary education with a focus on science education, STEM education and teacher professional learning. Kathy began her career as a primary classroom teacher and has been involved in science education in a range of roles for the last 35 years. As a result of her experiences as a teacher, bureaucrat, consultant and academic, she is interested in challenging the assumptions, practices, and structures which make it difficult for teacher professional knowledge to inform educational discourse and her research has sought to elevate and amplify teacher thinking. Collaborative partnerships with schools, industry and academic researchers are the hallmark of Kathy's professional achievements to date, including collaborative research within a wide range of national and international educational settings. Kathy is presently the project lead on a large Australian Research Council (ARC) linkage project exploring problem based learning in STEM education. Kathy intends such research to be responsive to practitioner learning needs while also developing deeper insights about how school-based education can be enhanced through innovative pedagogical approaches. Awards: 2020 Monash Vice Chancellor’s Early Career Research Award (HASS): rewarding continued, high quality research performance by researchers who, “demonstrate that they have achieved the highest levels of sustained record of excellence in research. The ECR Award is based on research achievements over the past five years” 2020 Dean’s Award Dean’s Award for Research Excellence by an Early Career Researcher. 2017 Deans Award for Partnership Development. Promoting collaboration with Catholic Education Melbourne to explore Creativity in STEM Education. 2014 Jeff Northfield Memorial Award for Teacher Research. Monash University: Awarded to a candidate who demonstrates an ongoing and current commitment to teacher research. 2003 Vice Chancellors Award for Exceptional Performance by General Staff Monash University: Recognised the exceptional performance of professional staff members who have performed above and beyond the normal requirements of their position, serve the strategic priorities of the University and demonstrate a commitment to service and engagement. 1991 Australian Postgraduate Research Award (APRA) Full time post graduate scholarship from RMIT University. 1991-1994: Awarded to students of "exceptional research potential". Industry Experience: 2006 – 2015 Science Education Consultant

Associate Professor Naomi Wilks-Smith is a language education specialist, teacher and researcher within the School of Education at RMIT University. Her work focuses on research-informed language teaching methodology including; Second language teaching methodology, Second language acquisition, Bilingual education, Oral language output, Interactive storytelling and Intentional Teaching Gestures for language learning.  Naomi is an experienced educator who has had roles in a variety of educational settings within primary and secondary schools and tertiary institutions in Australia, New Zealand and Japan, including mainstream classrooms, language centres, bilingual schools, and as a specialist Japanese language and English as an additional language teacher. Naomi's vast experience contributes to her Higher Education teaching practice which centres around second language education. She is particularly interested in innovative approaches for second language learning and passionate about embracing learners' languages and linguistic and culturally inclusive practices. Naomi also leads inbound and outbound global experiences, as well as online global experiences, to enhance the global competencies of pre-service teachers. Naomi's work involves the integrated scholarship of research and education practice and often includes industry partners in schools as well as cross-School, external and international collaborations. Naomi strives for educational impact through research translation and research value creation and has been awarded grants for her work. Engagement: Cross-School Engagement: - School of Design – Research projects (eg. Community Banashi Project, Voice Story App Project), Joint publications, Presentations, Grant applications. - School of Global, Urban and Social Studies (GUSS) – Research program team member, Joint HDR supervision, Joint grant applications. Industry Engagement: - School partnerships (across Melbourne, Australia and Kochi, Japan) - Research projects, Grants, Inbound and outbound global experiences. - Melbourne-Kochi Bilateral Program including establishing sister-schools between Melbourne and Kochi. - TEFL Praxis Association, Vice President in the Executive Council. - TEFL Praxis Journal, Associate Editor on the Editorial Board of the TEFL Praxis Journal. External and International Engagement: Lead of RMIT-Kochi University (Japan) partnership. Collaborative research projects, Joint publications, Joint grant applications, Inbound and outbound global experiences, Online global experiences. Awards: - Michele Steele BEST of JALT Award, Best presentation in the East Shikoku JALT Chapter in 2021, awarded in 2022 - RMIT School of Education Excellence in Research Awards (June and September) 2021. - CSIRO ON Prime Program, performance bonus, $2,750 for the Voice Story Project, 2018 - RMIT Teaching Excellence Award, 2012 - Department of Education LOTE Teaching excellence award – recipient of in-country study program, Urawa, Japan, 2000 - MCJLE (Melbourne Centre for Japanese Language Education) study scholarship awarded for Masters of Education, 1999

Dr Tasos Barkatsas is a Senior Lecturer in Mathematics, Statistics and STEM Education, a Quantitative Data Analyst and Leader of the STEM, Industry and Learning Sciences Research Theme, School of Education, RMIT University. Dr Barkatsas was the Founding Program Director of the RMIT Master of Teaching Practice (MTP) Programs (Primary and Secondary), and has published more than 150 research papers, chapters, books, refereed conference papers and has delivered a number of invited keynote addresses. Dr Barkatsas was a Mathematics, Physics, Science and IT teacher, Head of Mathematics and Science and Principal in Victorian schools for fifteen years before becoming an academic. He has been an academic at Melbourne, Monash and RMIT Universities; Principal Research Fellow (Honorary), Hellenic Society of Educational Evaluation and a Research Partner for Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms and Virtual Learning to Enrich and Expand Preservice Teacher Preparation, which was Funded by the Erasmus+ in the European Union. Dr Barkatsas is a delegate in the DSC's Ethics Committee and the School's Research Committee. He has been a Visiting Professor at the National University of Athens, Greece, in 2004, The Nelson Mandela Metropolitan University, South Africa and the University of Salamanca, Spain, in October-November, 2022. Dr Barkatsas is a delegate of the DSC's Ethics Committee and the School's Research Committee, and the Chief Series Editor of Brill's Global Education in the 21st Century Book Series (https://brill.com/search?q1=Barkatsas+Tasos).    Dr Barkatsas serves in the following Editorial Boards (selected): Frontiers in Education Journal; Journal of Global Education and Research; Higher Education Research and Development.   He is the Editor in the following Volumes: Advances in Mathematics and STEM Education Incorporating Developments in Neurosciecer, Brain Science and Neurodiversity (2025). https://brill.com/display/title/71767 Re-imagining education for the 2nd quarter of the 21stcentury and beyond: Dilemmas, challenges, advancements and innovations (2023). https://brill.com/display/title/69488?rskey=f0Ufo6&result=4 Educating Gifted, Talented, Creative and Dissimilar students:  Imagining the future (2022). BRILL. https://brill.com/display/title/63850?rskey=2jwiRA&result=1 Authentic Assessment and Evaluation in a Digital Era: A Kaleidosope of Perspectives (2021). Brill. https://brill.com/display/title/61296?rskey=2jwiRA&result=2 Championing Cutting-Edge 21st Century Mentoring and Learning Models and Approaches (2020). Brill/Sensehttps://brill.com/view/title/54423 Researching and Using Progressions (Trajectories) in Mathematics Education (2019). Brill/Sense https://brill.com/view/title/54651?rskey=DmeH47&result=3  STEM Education. An Emerging Field of Inquiry (2018). Brill/Sensehttps://brill.com/view/title/54193?rskey=wQDcUj&result=4 Global Learning in the 21st Century (2016). Sense https://brill.com/view/title/37055?rskey=VbcDap&result=5 Diversity in Mathematics Education. Towards Inclusive Practices (2014). Springer https://www.springer.com/gp/book/9783319059778  Research in Mathematics Education in Australasia 2004-7 (2008). Sense https://brill.com/view/title/37475?rskey=uNA6Jc&result=10  

Summary Dr Gideon Boadu is a Senior Lecturer in Curriculum and Pedagogy at RMIT University. Dr Boadu has held leadership roles and taught undergraduate and postgraduate Education programs across mutliple higher education institutions in Australia and overseas. His research explores history curricula, public histories, history teacher disciplinary and pedagogical reasoning, and digital histories. Dr Boadu is accepting HDR students.     Highlights Dr Gideon Boadu is a Senior Lecturer in Curriculum and Pedagogy in the School of Education at RMIT University.  Before joining RMIT, Dr Boadu worked in various higher education institutions in Ghana and Australia, accruing valuable experience in undergraduate and postgraduate programs over more than a decade. Dr Boadu has held previous leadership roles as Program Director for postgraduate ITE programs, Head of Department for Initial Teacher Education, and Acting Head of School of Education. He has also been consulted for course development by various organisations. At RMIT University, Dr Boadu is currently the Program Manager for Master of Teaching Practice (Primary Education) and Master of Teaching Practice (Secondary Education). He teaches into both undergraduate and postgraduate education programs and oversees RMIT’s innovative employment-based postgraduate teacher education program for candidates seeking to change careers, in partnership with the Victorian Department of Education. Dr Boadu believes that career change teachers are valuable to today’s schools and classrooms as their fusion of professional expertise, subject knowledge, and teaching skills is essential to preparing young Australians for the present and future.   At the broadest level, Dr Boadu’s research focuses on history curricula, public histories, practical approaches history teaching and learning, and the ways in which publics make, engage with, and interpret histories. In the last decade, he has investigated teacher disciplinary and pedagogical reasoning and classroom practice, technology-informed history teaching and learning, decolonising histories, public interpretations of history,  and (pre-service) teacher education policy and practice.   “Teachers' resoning about their descipline informs their pedagogical reasoning and how they teach the subject in the classroom. Pedagogical reasoning is the middle ground of the pedagogical process and the centre of the nexus between meaning and classroom practice,” Dr Boadu said.   Dr Boadu has published his research in several journals and book chapters. He has also presented his research at conferences in Europe, Australia, and UK. Dr Boadu’s research makes critical contributions to history education, public histories and teacher education globally.   Dr Boadu’s current research focuses on young people’s making of histories using photographs and archives, regenerative histories (and futures), representations of historical and democratic consciousness in history curricula, the role of artificial intelligence in education and history, and preservice teacher professional preparation. His research has been translated for impact to wide audiences including school teachers, students, and the general public in partnership with Musuems in Melbourne and Ghana.   Dr Boadu is a Co-Director of the Place, Language and Culture in Education (PLaCE) Research Group and a Co-convenor of the Critical Forest Collaboratory which brings together international researchers to explore forests’ scientific, educational, ecological, historical, and cultural role in contemporary contexts https://www.criticalforestlab.com/.   Dr Boadu is also a member of the International Network of Historical Consciousness and Democratic Consciousness which researches the intersections between historical and democratic consciousness in history education globally.     Dr Boadu is an Editorial Board member for History Education Research Journal; Historical Thinking, Culture & Education; and Humanities and Social Sciences Communications. He is also an Associate Editor for Journal of Research in Innovative Teaching and Learning.   Dr Boadu is currently accepting HDR supervision of Research Masters and PhD students. Prospective research students can contact him at  gideon.boadu@rmit.edu.au to discuss their research ideas, projects or interests.   Recent Edited Books https://link.springer.com/book/10.1007/978-3-031-61388-3   https://doi.org/10.4018/978-1-6684-7722-9  

Dr Seth Brown is the Head of UNEVOC at RMIT University and is a lecturer in the School of Education. He is an experienced academic with over 27 years of working in higher education. He has successfully maintained his profile through significant contributions through several grants and quality research outputs.  He has been a chief investigator on projects funded by the New South Wales Department of Education, Hume Whittlesea Local Learning and Employment Network (LLEN), Inner Northern LLEN and through charitable organisations such as the Collier Charitable Fund and The Anthony Costa Foundation.

Dr. Sarah Costigan is a Senior Lecturer in Health and Physical Education and Program Manager of the Bachelor of Health, Physcial Education and Sport and co-Program Manager of the Bachelor of Education, within the School of Education at RMIT University.      

Dan Jazby is a lecturer in Mathematics Education at the School of Education. Dan does research which investigates Teacher Education and Mathematics Education in primary school settings. He is an early career researcher who recently completed his thesis which investigated how primary mathematics teachers improvise mid-lesson. Dan uses ecological psychology and Multimodal Learning Analytics to analyse how teachers interact with classroom environments in order to develop approaches to training teachers' in-the-moment decision making. He also engages in research which assesses human-centered design methods in the development of teaching resources. Industry experience: Department of Education and Training (Victoria) - Teacher Human Kyouiku Net (Nagoya - Japan) - Teacher and curriculum developer

Dr Serene Lin-Stephens is the program manager of the postgraduate program of Career Education and Development at the School of Education at RMIT University. Serene has worked in the teaching and practice of vocational rehabilitation and career development learning for over 20 years. She is a registered professional career development practitioner (RPCDP) a senior fellow of the Higher Education Academy (SFHEA) and has facilitated the embedment of career development learning in over twenty university courses in Australia and Asia. She is also a lead auditor in quality management systems (ISO 19011:2018 & ISO 9001:2015). Serene's recent teaching and research in career and vocational rehabilitation counselling highlight the health benefits of career development skills. She is experienced in quantitative (especially experimental) and qualitative studies on visual narrative interventions, employment-related anxiety, interview performance, career information literacy, STEM employability, and positive career outcomes. Serene is President-Elect of the Asia Pacific Career Development Association (APCDA) and a supporter of CDAA, NAGCAS, STAR, ASORC and RCAA. She promotes interdisciplinary and cross-border collaboration. Some examples include projects in: - Creating career glossaries in Japanese, Korean, Vietnamese and Chinese (traditional and simplified); - Developing career education teaching packages for rural, regional and remote schools, and - Enhancing membership engagement of the international career professional communities. Key activities: - Career and vocational rehabilitation interventions - Career development education design and research - Practitioner and industry engagement - Lead auditor quality management systems (ISO 19011:2018 & ISO 9001:2015)

I am an enthusiastic, agile and forward-thinking academic who enjoys working with others, trying out new ideas and developing high-impact outputs to meet the challenge of future Australian tertiary education needs. I have wide and varied experience in all educational sectors, including secondary schools, adult education, vocational education and higher education. I have contributed extensively to leadership at RMIT in a variety of transformative roles including Associate Dean (Education) in the School of Education, Senior Advisor in Learning and Teaching, Program Manager, Graduate Teacher Performance Lead, and Design and Digital Technologies subject expert in the School of Education. I am recognised for my creative collaboration, energy and passion in leading learning and teaching initiatives that promote thinking, active learning and student agency. I have proven ability to work well with others. I have been a co-leader, member and/or project manager and researcher for a number of national learning and teaching projects, including academic development, learning and teaching, and technology-enabled active learning spaces.

Dr Susan Rook is a lecturer in primary literacy. She worked at Leeds Beckett University for five years and joined RMIT in July 2023. Susan was awarded her doctorate in January 2024. Her doctoral research covered how inference is taught in primary schools, focusing on the importance of text selection and how process drama can help children engage in the reading process. Susan’s work to date has involved working closely with partner schools to implement creative pedagogies into the teaching of reading. Susan is a member of the UKLA, ALEA, PETAA, Vic TESOL and the International Society for Research in Children’s Literature. Susan is interested in giving students agency over both their response to texts and in their writing choices. She is passionate about promoting reading for pleasure in schools.

Bin Wu is a Senior Lecturer in Early Childhood Education with extensive experience across early childhood settings and tertiary education in New Zealand and Australia. Drawing on her cultural heritage and multilingual skills, she brings an international perspective to her teaching and research, with particular attention to equity, inclusion, and culturally responsive practices.   She works across disciplinary boundaries with a consistent focus on epistemological and conceptual analysis, investigating how forms of knowledge emerge, circulate, and come to hold authority and influence in different settings. Her research explores themes of gender, care, parenting, and educational policy and practice, alongside broader interests in philosophy, theory, and history. These areas are connected by a shared focus on neoliberal governmentality as a defining context shaping contemporary life and work. Across these domains, she examines how neoliberal logics influence social relations, subjectivities, and educational practices. Her experience working across diverse cultural and geopolitical contexts further supports cross-cultural analyses of how these dynamics are enacted within different social and institutional settings.    RMIT Early Childhood Connect (RECC)   Bin is the Lead of RECC. The RECC is a simulated early childhood space designed to support teaching, research, and collaboration, the first of its kind within a university in Melbourne. She initiated and led its development from concept to realisation. Working collaboratively with the  team, she now leads research innovation and professional learning through this space, creating opportunities for interdisciplinary collaboration and partnerships that connect early childhood centres, researchers, and industry partners.   The RECC has provided a valuable learning environment for students, particularly international students, by helping them bridge theory and practice and build confidence before entering real-world settings.  

Aleksandra Acker is a lecturer and researcher, specialising in Music, Arts and Aesthetics, Creative Practice, and Inclusive Education in Early Childhood. Aleksandra is a lecturer and researcher in the School of Education, where she also supervises Master and PhD students. She has conducted and published a number of studies concerning music and young children. In 2020 Aleksandra co-authored a book 'Adult Perspectives on Children and Music in Early Childhood' with Adj. Prof. Berenice Nyland (Springer); in 2015, with Routledge – 'Musical Childhoods: Explorations in the pre-school years'; in 2022, ‘Music Composition in Contexts of Early Childhood’ (Palgrave Macmillan). As part of her creative research outputs, Aleksandra is the artistic director and vocalist of musical ensemble Anja & Zlatna (aniaizlatna.com). An accomplished ensemble performs traditional and contemporary melodies and sounds from the Balkans and beyond, fused with the structural architecture of baroque. Anja & Zlatna have performed for ABC Sunday Live, Melbourne Recital Centre, Australian Digital Concert Hall, and a number of international and humanitarian concerts which Aleksandra introduced as a series 'Music without borders'. Aleksandra is a council member of Music Council Australia where she represents Early Childhood Music Education. Influenced by the programs of Reggio Emilia she wants to see music as an integral part of mainstream curriculum and treated as one of the languages of childhood. Research projects and consultancy Aleksandra's research aims to stimulate scholars, practitioners and a broader society to deeply consider and value the voices of young children in their musical and other creative endeavours. Previous projects include a multi-case study of three different music specialists. In 2010, the Magic Flute Project explored children's engagement with different types of musical experiences. In 2011, the children's and teachers' singing groups and their sustainability program were the main focus of the research. Aleksandra was involved in establishing the ELC children's choir (an ongoing project: The ELC Children's Chorus: Singing for the Earth). In 2018, 'Young children's multimodal expressions of custodial responsibility to Earth' project began. In 2020, “The Yarra Songs’ continues to explore arts-based pedagogy that incorporates significant themes including a respect for Aboriginal culture. Aleksandra collaborated with Family Services of Whittlesea Council, Melbourne, conducting workshops for early childhood professionals and families. These workshops highlight the benefits of music as a tool to explore diversity in early childhood settings. Aleksandra presents a repertoire of songs and chants that feature different languages and can be effectively used with young children. Future workshops will also explore inclusion of children with disabilities in general preschool settings.

Dr Bonita Cabiles is a Lecturer in Curriculum and Pedagogy/Professional Experience at the School of Education, RMIT University. Prior to completing a PhD, she has worked in the education sector as a primary teacher, development worker, and experiential education facilitator. Bonita was a primary teacher in the Phiippines and in Indonesia.    Bonita completed a masters degree in Lifelong Learning: Policy and Management from a joint program awarded by the Insitute of Education, University College London and the University of Deusto in Bilbao, Spain. Her MA dissertation examined the intersection of politics, education, and national identity formation in the history and social studies curricula in the Philippines. She completed a PhD from the Faculty of Education, University of Melbourne. Her PhD thesis entitled 'Participation and cultural and linguistic diversity: A qualitative inquiry of an Australian primary classroom' was awarded the 2021 Penny McKay Memorial Award for its outstanding contributions to teaching in culturally and linguistically diverse educational context.

Blake Cutler is an educator and researcher committed to making schools more just and engaging places, with a particular interest in the complex role of research use in these efforts. Blake's work explores research use in education as a sophisticated professional practice that is sustained by diverse evidence bases. Through their research and teaching, Blake aims to challenge simplistic binaries around research-informed practice, confront its politicisation, and empower teachers to draw on research in critical, creative, and context-sensitive ways.   Central to Blake's research is the development of research use literacy, and how it can support teachers to discern appropriate research, articulate research-informed decisions with professional clarity, and make judgements about when, why, and how research is used. This program of research builds on Blake's involvement with the Monash Q Lab, as well as their experience as a music teacher across primary, secondary, and instrumental settings. 

Lecturer, Inclusive Education   I have over a decade of experience in educational teaching and research with a focus on inclusive education. I have previously held teaching and research roles at the Australian Catholic University, Monash University and the University of Melbourne  across undergraduate and postgraduate studies in both Teaching and Education degrees. I also teach academic traditions such as research methods and scholarly practices in the field of education.    My teaching expertise extends across tertiary, corporate, and community settings that focus on authentic relationship building, collaborative approaches to family-school partnerships, and supporting best practices in inclusive education, and I have contributed to designing, managing, and delivering VIT-certified teacher professional development workshops, conferences, and community-based seminars.   Beyond my academic roles, I have had a wide range of international industry experience with a sound knowledge base in business development and relationship management in the fields of advertising, marketing, editing, publishing, and cross-cultural communications. I am active in a volunteer role for education and cancer research at WEHI where I have supported the writing and procuring of grants for several cancer research teams. In addition, I am an active member of various special interest groups (SIGs) focusing on inclusive education and theoretical discourse on education and sociology. 

David Gow is a lecturer in secondary pedagogy and professional experience at RMIT, Victoria, Australia. He recently completed his PhD at Flinders University, Adelaide, Australia. His thesis investigated Physical Education teachers’ assessment of invasion games and sports in Victorian secondary schools. His research interests include: Physical Education, assessment, feedback, rubric design, games and sports, and initial teacher education. Prior to working in higher education David taught widely in government, independent and international schools in Victoria, Vietnam, Germany and the UK.

Dr Julia Hill brings nearly two decades of teaching and research experience to her role as a Lecturer in Primary Mathematics and Numeracy Education at RMIT University.  Drawing on her background spanning cognitive psychology, educational psychology, and STEM education, Dr. Hill's work bridges the intersection of values, positive psychology, and STEM education. Her doctoral work developed the first conceptual frameworks for student wellbeing in mathematics and science education.   Dr. Hill's current research focuses on understanding and supporting teacher wellbeing in mathematics education. She integrates these insights into her pre-service teacher education, equipping future teachers with practical strategies for maintaining their wellbeing and building resilience throughout their careers. 

Rucelle Hughes is a teacher, lecturer, researcher, course coordinator and program coordinator in the School of Education at RMIT University. Rucelle has worked in schools as a classroom teacher, team leader and pathways planning coordinator in primary and secondary levels for over 12 years and expanded her skills and experience by joining the RMIT University Bachelor of Education teaching team. Rucelle was successful in her application for a coveted ASG mid-career professional scholarship and completed her PhD in 2018 with Monash University. Rucelle's teaching and research makes use of critical theory perspectives to consider intersections of equity and quality; theory and practice; systems and individuals in contemporary education settings. Rucelle's interest in agency and lived experience has led to a focus on the ways teachers and schools can be prepared for and respond to diverse needs of learners and communities through inclusive practices and pedagogues that translate into high quality outcomes.

Dr Sweta Vijaykumar Patel is a researcher and educator with a wealth of experience in the field of Early Childhood Education and Care. She has been fortunate to work in various capacities in India and Australia, such as Kindergarten Teacher, Centre Director, and Trainer and Assessor in the Vocational Education and Training (VET) sector.    Sweta’s teaching philosophy centres on placing students at the heart of the learning process. She views knowledge as socially co-constructed, where both students and teachers engage in mutual learning. Her approach emphasizes connecting theoretical concepts with real-world applications, helping students see the practical relevance of their education and fostering a deep sense of purpose and commitment to their academic journey.   As a researcher, Sweta's work explores the cultural, temporal, and diverse experiences of immigrants, with a particular focus on early childhood educators. She is also passionate about creative research methodologies, particularly using visual images and storytelling to explore diverse human experiences.

Dr Kellie Picker is a lecturer in primary literacy. She was awarded her doctorate in 2022 after researching the relationship between teacher reading content knowledge and classroom practice in early primary classrooms. Kellie has worked at a number of Australian universities and joined the RMIT team in 2025. Along with teaching, she has been involved in research projects to support teacher’s implementation of playful pedagogies (funded by the LEGO Foundation); the creation of a writing learning progression (funded by the Australian Council for Educational Research) and understanding effective practice in early literacy teaching and learning (funded by the Western Australian Department of Education and Training).  She is a member of ALEA and PETA and Vic TESOL. 

Dr Phil Poulton is a teacher educator and curriculum researcher in the School of Education, RMIT Melbourne. He completed his PhD at the University of Sydney exploring early career teachers’ curriculum-making experiences in schools and a Master of Philosophy (Education) at Queensland University of Technology. Prior to working in initial teacher education, Phil worked as primary classroom teacher, Principal Project Officer (Early Years and Literacy), and Head of Curriculum with the Queensland Department of Education. He was graduate of the Aspiring Leaders program with the Queensland Department of Education, and has experience as an Acting Deputy Principal.    Phil is the recipient of the Australian Association for Research in Education’s 2023 Postgraduate Student Researcher Award and 2024 Early Career Researcher award. He has presented his research in national and international conferences, including in Sydney, Melbourne, Manchester, Birmingham, and Hamburg. His research interests include teacher professionalism, school-based curriculum development, teacher professional learning, and research ethics. He is an associate editor with Curriculum Perspectives.

Rebecca is a Mathematics Education lecturer in RMIT's School of Education. Rebecca has extensive teaching experience in the field of mathematics and special education. At Griffith University (Gold Coast and Mt Gravatt Campus), she taught geometry, measurement, probability and statistics in the undergraduate program. She also supervised a fourth-year course on diagnosis and intervention for mathematics difficulties/disabilities. At University of Southern Queensland, she conducted face-to-face and online numeracy courses for students enrolling in a teaching degree. Prior to joining higher education, she worked in a variety of educational settings including special schools, early intervention programs for children with autism, early childhood education, and a training workshop for people with special needs. She also worked in an inclusive setting at the high-school level in Brisbane for seven years where she developed and taught an integrated curriculum (English, History, Mathematics, Science) for the middle school with a team of teachers. She served as Acting Head of Special Education Services in 2009. She then pursued a doctorate study where she investigated teacher professional knowledge and teaching mathematics to students with learning difficulties and disabilities. Rebecca was part of the research team in Reframing Mathematical Futures II: Building a Learning and Teaching Resource to Enhance Mathematical Reasoning in Years 7 to 10, an Australian Mathematics and Science Partnership Program (AMSPP) Competitive Grant Project (2014–2018). Her role is to investigate and develop tasks that promote geometric reasoning among teachers and students of Year 7 to 10. In 2016, her work in the area of spatial and geometric reasoning was recognised and she was awarded the Research Impact Award by RMIT University. Together with her team, she was further awarded the Beth Southwell Practical Implications Award by the Mathematics Education Research Group of Australasia in 2018. Industry Experience: Reviewer for Mathematical Thinking and Learning, Mathematics Education Research Journal, and Australian Mathematics Education Journal, Regular presenter at international and national conferences for researchers and teachers

Dr Samantha Vlcek is an academic in inclusive education with a particular emphasis on early childhood education and care. She has been employed across a range of research and teaching positions, within schools and the tertiary sector. Sam’s research and teaching interests focus on investigating relationships between key stakeholders in the education of children with diverse learning profiles, and developing innovative strategies for improving collaborative partnerships between teams. Through a systems approach lens, Sam’s research examines education systems to understand dependent, independent, and interdependent variables influencing the experiences, perspectives, and priorities of internal and external stakeholders at each level of the education system. Sam's research has explored funding models for students with diagnosed and imputed disability, including the Inclusion Support Program (ISP), Nationally Consistent Collection of Data on School Students with Disability (NCCD), the National Disability Insurance Scheme (NDIS), as well as teacher decision-making for use of evidence-based practices to support students' opportunities and outcomes. Her research focuses on equitable practices for all children, with a specific emphasis on the rights of children with disability and children facing forms of educational disadvantage, such as children living in out of home care arrangements and children from diverse cultural backgrounds. Sam's expertise expands into gifted and talented education and the roles and responsibilities of teachers and educational leaders for developing, implementing, and reviewing appropriate educational adjustments to ensure equitable access, participation, and opportunity for every child. Sam is the inaugural RMIT and Noah's Ark Inclusive Early Childhood Fellow, and a member of the Consortium of Inclusive Teacher Education and Development (CITED) network of international inclusive education academics, practitioners, and advocates. She is proud to promote the rights for all children in Australia and abroad to receive equitable educational experiences and outcomes.

Dr Elise Waghorn, is a dedicated educator, currently serving as the Program Manager for the Graduate Diploma of Early Childhood, at RMIT University. With a rich background of sector experience, including, working as a room leader in an ECE, Manager of ECE, Family Daycare, and Coaching and mentoring within the ECE Community. Elise's extensive background allowed her to approach her research project, exploring the everyday lifeworlds of children in Australia and their connection to policy and educational experiences in Hong Kong and Singapore, with a comprehensive perspective. Furthermore, her teaching endeavors, with a specific focus on early childhood pedagogical practices, have not only supported and influenced children's wellbeing but have also aspiring educators at the tertiary level. Elise has an unwavering dedication to amplifying children's rights and ensuring their voices are heard and respected is a driving force behind her commitment to the field. Industry experience- Elise's journey in education spans a rich tapestry of experiences, illustrating her adaptability and proficiency across diverse roles and environments. With a robust foundation of 18 years in the Early Childhood Education Sector, she cultivated a profound commitment to children's rights, contemporary methodologies, and the efficacy of play-based learning approaches. Transitioning seamlessly into the realm of tertiary education institutions, Elise dedicated 8 years to steering courses and programs, honing her prowess in educational leadership and the art of curriculum development. One of Elise's notable strengths lies in her adeptness at orchestrating and delivering professional learning opportunities tailored for educators. This underscores her unwavering dedication to fostering continuous growth within the teaching community. Her talent in crafting impactful learning experiences serves as a testament to her tireless efforts in elevating teaching standards and nurturing the professional development of educators. Beyond her academic endeavors, Elise has actively engaged with the wider public through radio and television appearances, sharing insights on early childhood development and parenting, thus extending her influence and expertise beyond the confines of academia.

Annette Gough OAM is Professor Emerita of Science and Environmental Education in the School of Education, RMIT University, Melbourne, Australia. After completing a degree in biological sciences and education at The University of Melbourne she went on teach in secondary schools in Melbourne before joining the Australian Government’s Curriculum Development Centre to work on the dissemination of the Australian Science Education Project materials. Her postgraduate research initially focused on the politics of the development of environmental education in Australia and then expanded to an analysis of the foundations of the field internationally. More recently she has also engaged in program evaluations such as the implementation of the International Baccalaureate’s Primary Years Program in Victorian government schools, and in developing a national disaster risk reduction and resilience strategy. She is author of Gender and environmental education: Feminist and other(ed) perspectives (Routledge 2024) and Education and the environment: Policy, trends and the problems of marginalisation (ACER Press, 1997), co-editor of the Springer book series International Explorations in Outdoor and Environmental Education, co-editor of Green schools globally: Stories of impact on education for sustainable development. She is an editorial board member for Environmental Education Research, the Australian Journal of Environmental Education and the Canadian Journal of Environmental Education. She was President of the Australian Association for Environmental Education from 1984 to 1986 and made a life fellow of the Association in 1992, she was also awarded Victorian Environmental Educator of the Year in 2000. In 2023 she was recognised in the Australia Day honours for her service to environmental education and tertiary education and awarded an Order of Australia Medal.