Vicky-Rae Reed | Western Sydney University (original) (raw)
Papers by Vicky-Rae Reed
This paper explores the debate surrounding the proposed Australian Indigenous Voice to Parliament... more This paper explores the debate surrounding the proposed Australian Indigenous Voice to Parliament. Proponents argue that it would be a significant step towards reconciliation and recognising Indigenous sovereignty. However, opponents argue that it is a ploy to cede Indigenous sovereignty without a treaty, as it would be established through legislation rather than enshrined in the Constitution. This paper examines the historical context of Indigenous sovereignty in Australia and compares it to other countries, such as New Zealand and Canada, which have treaties with Indigenous peoples. It is argued that any proposal for recognising Indigenous sovereignty in Australia must be accompanied by a treaty that enshrines Indigenous rights and ensures their voices are heard. The paper concludes that the Voice to Parliament proposal is complex and requires careful consideration in order to ensure that the rights and sovereignty of Indigenous Australians are respected.
Journal of University Teaching and Learning Practice, 2021
Much of the student-staff partnership literature calls for increased collaboration and power shar... more Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on ‘partnership pedagogy’. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called We ...
Diagnosis and Treatment of Autism, 1989
Research is a painfully slow process, but from time to time there is a breathtaking acceleration.... more Research is a painfully slow process, but from time to time there is a breathtaking acceleration. After many years of experimentation we have suddenly found a window through which we can glimpse a new view of autism. This new view is little explored as yet, but it has come to be known by the catch phrase “theory of mind”. Finding the window was not sheer luck however. We were led towards it by a number of converging paths.
Journal of University Teaching and Learning Practice
Much of the student-staff partnership literature calls for increased collaboration and power shar... more Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on ‘partnership pedagogy’. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called We ...
Journal of University Teaching and Learning Practice
Much of the student-staff partnership literature calls for increased collaboration and power shar... more Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on ‘partnership pedagogy’. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called We ...
This paper explores the debate surrounding the proposed Australian Indigenous Voice to Parliament... more This paper explores the debate surrounding the proposed Australian Indigenous Voice to Parliament. Proponents argue that it would be a significant step towards reconciliation and recognising Indigenous sovereignty. However, opponents argue that it is a ploy to cede Indigenous sovereignty without a treaty, as it would be established through legislation rather than enshrined in the Constitution. This paper examines the historical context of Indigenous sovereignty in Australia and compares it to other countries, such as New Zealand and Canada, which have treaties with Indigenous peoples. It is argued that any proposal for recognising Indigenous sovereignty in Australia must be accompanied by a treaty that enshrines Indigenous rights and ensures their voices are heard. The paper concludes that the Voice to Parliament proposal is complex and requires careful consideration in order to ensure that the rights and sovereignty of Indigenous Australians are respected.
Journal of University Teaching and Learning Practice, 2021
Much of the student-staff partnership literature calls for increased collaboration and power shar... more Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on ‘partnership pedagogy’. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called We ...
Diagnosis and Treatment of Autism, 1989
Research is a painfully slow process, but from time to time there is a breathtaking acceleration.... more Research is a painfully slow process, but from time to time there is a breathtaking acceleration. After many years of experimentation we have suddenly found a window through which we can glimpse a new view of autism. This new view is little explored as yet, but it has come to be known by the catch phrase “theory of mind”. Finding the window was not sheer luck however. We were led towards it by a number of converging paths.
Journal of University Teaching and Learning Practice
Much of the student-staff partnership literature calls for increased collaboration and power shar... more Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on ‘partnership pedagogy’. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called We ...
Journal of University Teaching and Learning Practice
Much of the student-staff partnership literature calls for increased collaboration and power shar... more Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on ‘partnership pedagogy’. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called We ...