Rosalyn Black | Deakin University (original) (raw)
My research and supervision interests meet at the intersection of the sociologies of education and youth. My research draws on poststructuralist perspectives to critically analyse young people’s engagement and identity as citizens within the educational, social, economic and political contexts of contemporary societies, especially where young people are subject to precarity or inequality.
less
Uploads
Books & book chapters by Rosalyn Black
Migration, borders and education: International sociological inquiries, 2019
Young people and the politics of outrage and hope, 2018
Interrogating belonging for young people in schools, 2018
The Palgrave Handbook of Citizenship and Education, 2018
Young People Re-Generating Politics in Times of Crises, 2018
Interrogating belonging for young people in schools, 2018
Education policy: Major themes in education, 2017
Civics and citizenship education in Australia: Challenges, practices and international perspectives, 2016
Generation Z: Zombies, popular culture and educating youth, 2016
Interrogating conceptions of “vulnerable youth” in theory, policy and practice, 2015
A Critical Youth Studies for the 21st Century, 2015
Negotiating Ethical Challenges in Youth Research , 2013
Schools, Communities and Social Inclusion, 2011
The expectation that citizens, including young people, can improve their own social and economic ... more The expectation that citizens, including young people, can improve their own social and economic outcomes and build the capacity of their communities is now firmly woven into the public policy and culture of nations such as Australia. This expectation is at odds with the marginalisation experienced by many young people, particularly those from low socioeconomic backgrounds. This chapter considers the findings to date of a PhD study that will describe the experience of civic participation for disadvantaged young people and the kind of school practice that promotes such participation. The chapter also describes how young people in low socioeconomic contexts are building the capacity of their communities through the ruMAD? program implemented by Education Foundation, a division of The Foundation for Young Australians.
Papers by Rosalyn Black
British Educational Research Journal, 2020
In recent years, student voice has become a popular school reform strategy, with the promise of g... more In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher 'fear', 'resistance' or 'uncertainty' about altered power relations. Such explanations risk individualising and pathologising teachers' responses, rather than recognising the complexities of the institutional conditions of student voice. This article considers the affective politics of student voice: that is, the contestations that attend who gets to name how student voice feels in schools. Working with data from an evaluation study of three Australian primary schools who engage in 'exemplary' student voice practices, we listen to school leaders and facilitating teachers' accounts about the responses of other teachers at their schools to student voice. Parallels are drawn between the construction of some teachers as reluctant, and previous analyses of 'silenced' student voices in schools. We argue that, in order to analyse the enactment of student voice in more nuanced tones, it is necessary to consider the profoundly emotional experience of teaching and learning, the ambivalences of teachers' experiences of student voice, and contemporary reconstitutions of teacher subjectivities.
Globalisation, Societies and Education, 2014
Migration, borders and education: International sociological inquiries, 2019
Young people and the politics of outrage and hope, 2018
Interrogating belonging for young people in schools, 2018
The Palgrave Handbook of Citizenship and Education, 2018
Young People Re-Generating Politics in Times of Crises, 2018
Interrogating belonging for young people in schools, 2018
Education policy: Major themes in education, 2017
Civics and citizenship education in Australia: Challenges, practices and international perspectives, 2016
Generation Z: Zombies, popular culture and educating youth, 2016
Interrogating conceptions of “vulnerable youth” in theory, policy and practice, 2015
A Critical Youth Studies for the 21st Century, 2015
Negotiating Ethical Challenges in Youth Research , 2013
Schools, Communities and Social Inclusion, 2011
The expectation that citizens, including young people, can improve their own social and economic ... more The expectation that citizens, including young people, can improve their own social and economic outcomes and build the capacity of their communities is now firmly woven into the public policy and culture of nations such as Australia. This expectation is at odds with the marginalisation experienced by many young people, particularly those from low socioeconomic backgrounds. This chapter considers the findings to date of a PhD study that will describe the experience of civic participation for disadvantaged young people and the kind of school practice that promotes such participation. The chapter also describes how young people in low socioeconomic contexts are building the capacity of their communities through the ruMAD? program implemented by Education Foundation, a division of The Foundation for Young Australians.
British Educational Research Journal, 2020
In recent years, student voice has become a popular school reform strategy, with the promise of g... more In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher 'fear', 'resistance' or 'uncertainty' about altered power relations. Such explanations risk individualising and pathologising teachers' responses, rather than recognising the complexities of the institutional conditions of student voice. This article considers the affective politics of student voice: that is, the contestations that attend who gets to name how student voice feels in schools. Working with data from an evaluation study of three Australian primary schools who engage in 'exemplary' student voice practices, we listen to school leaders and facilitating teachers' accounts about the responses of other teachers at their schools to student voice. Parallels are drawn between the construction of some teachers as reluctant, and previous analyses of 'silenced' student voices in schools. We argue that, in order to analyse the enactment of student voice in more nuanced tones, it is necessary to consider the profoundly emotional experience of teaching and learning, the ambivalences of teachers' experiences of student voice, and contemporary reconstitutions of teacher subjectivities.
Globalisation, Societies and Education, 2014
Journal of Sociology, 2013
International Studies in Sociology of Education, 2018
Journal of Youth Studies, 2018
Pedagogy, Culture and Society, 2019
Citizenship, Teaching & Learning, 2019
Australian Journal of Education, 2019
Journal of Youth Studies, 2020
Australian Educational Researcher, 2020
Discourse: Studies in the Cultural Politics of Education, 2020
Journal of Youth Studies, 2020
British Educational Research Journal, 2020
Journal of Youth Studies, 2020
Pedagogy, Culture & Society, 2015
Journal of Social Science Education, 2014