Nado Aveling  from Murdoch University in Perth Australia.
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08 9360 6261

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N.Aveling@murdoch.edu.au

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    Dr Nado Aveling
    BEd; MEd; PhD

    Senior Lecturer

    About me

    I am a Senior Lecturer in Education at Murdoch University with responsibilties for teaching undergraduate and postgraduate courses in social justice studies. My research is grounded within a critical, postcolonial framework and while broadly focusing on anti-discriminatory education, my more recent research has focused on the use of action research to deconstruct the normativity of ‘whiteness’ and the social construction of gendered and racialised subjectivities.

    Teaching area

    Australian Indigenous Education

    Education for Social Justice

    Aboriginal Studies Across the Curriculum

     

    Research areas

    Social Justice

    Critical Whiteness Studies

    Indigenous Studies and Indigenous Education

    International Education

    Qualitative Research Methodologies

    Gender Issues

    Critical Peadagogies

    Current projects

    Indigenous Studies as Cross-curriculum Priority: Challenges and possibilities

    Gender, Science and Representation: The ongoing dilemma

    Doctoral and masters supervisions

    Completed Theses

    • 1997, Helen Hatchell, Exploration of girls’ entry into higher secondary sciences, MEd (Hons).
    • 1998, Christine Cunningham, Aboriginal and Islander Education Workers: an important and unique occupation within education, BEd (Hons.)
    • 1998, Viv Brown, The Aboriginal Studies Curriculum: a teacher’s guide for Western Australian primary schools, BEd (Hons).
    • 1998, Liz Scott, The webs of significance: cultural factors affecting academic performance of Indonesian students in an Australian university, MEd (Hons).
    • 1999, Audrey Satar, Under the Mosquito Net: Gender and Cultural differences in Art History, MEd (Hons).
    • 2002, Pat Muller, Remembering teachers, valuing teachers: narratives of past secondary school students, EdD.
    • 2003, Helen Hatchell, The shaping of subjectivities through the interweavings of gender, class and ethnicity, PhD.
    • 2003, Rita Pasqualini, Language transfers on the Infobahn: trans-cultural communication problems in electronic text exchanches using English, PhD.
    • 2003, Amanda Collins, Critical literacy and Indigenous students, MEd.
    • 2005, Anna Targowska, Development of racial attitudes in young children in Australia, PhD.
    • 2005, Peter Wakholi, Perspectives in Diasporic African Cultural Education: Developing an approach, MEd.
    • 2006, Brad Gobby, Trainee Teachers: Perspectives on Boys’ Education, MEd.
    • 2006, Glenn Savage, Silencing the everyday experiences of youth? – Issues of subjectivity, corporate ideology and popular culture in the English classroom, MEd.
    • 2007, Ed Rush, Constructing Anti-sexist Narrative and Practice among Undergraduate Students at a Rural Thai University, MEd.
    • 2008, Zsuzsanna Milleil, A genealogical study of ‘the child’ as the subject of pre-compulsory education in Western Australia, PhD.
    • 2008, Jane Maw, Teaching Hatha Yoga: An auto-ethnographic study, MEd.
    • 2010, Elizabeth Jackson-Barrett, Sacred Turf: Investigating the teaching of Aboriginal Studies within West Australian Schools. MEd.
    • 2010, Christine Cunningham, Critical Democracy in an American International School, PhD.
    • 2010, Jacky Lovegrove, See Me, Hear Me:  from professional learning to classroom practice in Aboriginal Education, EdD.
    • 2011, Audrey Satar, After the Last Ship: A Post Colonial Reconstruction of Diaspora, PhD.
    • 2012, Haw Hwa Tan: Educating gifted and talented students: From teachers’ thinking to thinking teachers, PhD.
    • 2012, Paul Watson, Sexual Health in Indigenous Communities: What about the women? MEd.
    Theses in progress

    • PhD. Normae Bennett: Annie’s Mob: A story of an Aboriginal family by one of their own
    • PhD. Yvonne Duffield: Using Critical Discourse Analysis to Research Substantive Equality Policy and the VET Sector
    • EdD. Sushmita Datta Roy. Experiences faced by Overseas Teachers in WA Public Schools
    • EdD. Embly Leilani Mumu. Exploring Indonesian EFL teachers’ beliefs and classroom practice: The knowledge of integrating cultural aspect in EFL
    • MEd. Jocelyn Kickett: Aboriginal Girlsʹ High School Education: Is there something missing?
    • MEd. Andre Georgieff: Facilitating Critical Pedagogy: Challenges & Rewards

     

    Publications

    Chapters

    • Aveling, N., (2018),Receiving Multicultural Australia: Policy changes and curriculum directions,In: Routledge International Handbook of Multicultural Education Research Asia Pacific, Routledge, pages 201 to 212.
    • Fernandes-Satar, A., Aveling, N., (2017),I have Walked Many Miles in These Shoes: Interrogating racialised subject positions through the stories we tell,In: The Relationality of Race in Education Research, Routledge, pages 97 to 107.
    • Aveling, N., (2012),Critical Engagement with Whiteness: Beyond Lecturing on the Evils of Racism,In: Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times, Springer, pages 111 to 123.
    • Aveling, N., (2010),Unresolved Contradictions: Australian Multiculturalism, Social Justice, and Critical Pedagogy Within the Liberal Democratic State,In: Democracy and Multicultural Education, Information Age Publishing, pages 337 to 361.
    • Aveling, N., Kosniowska, H., (2010),A Case Study in Doing Anti-Racism Pedagogy,In: Exploring Interdisciplinary Trends in Creativity & Engagement, Inter-Disciplinary Press, pages 16 to 27.
    • Aveling, N., (2007),Critical whiteness studies and the challenges of learning to be a 'white ally',In: Taking up the challenge: Critical race and whiteness studies in a postcolonising nation, Crawford House Publishing, pages 34 to 50.
    • Aveling, N., (2006),More than Just Skin Color: Reading Whiteness Across Different Locations,In: Weifs - Weifssein - Whiteness, Peter Lang Publishing, pages 31 to 41.

    Journals

    • Aveling, N., (2013), 'Don't talk about what you don't know': On (not) conducting research with/in Indigenous contexts, Critical Studies in Education, 54, 2, pages 203 - 214.
    • Aveling, N., (2012), Indigenous Studies: A Matter of Social Justice; A Matter of Urgency, Diaspora, Indigenous, and Minority Education, 6, 2, pages 99 - 114.
    • Kosniowska, H., Aveling, N., (2009), Those same old prejudices? Gendered experiences in the science workplace, Journal of Workplace Rights, 13, 4, pages 355 - 375.
    • Pearce, J., Down, B., Aveling, N., Price, A., (2009), 'Critically' reinvigorating teacher education: Issues and dilemmas, New Community Quarterly, 7, 4, pages 6 - 8.
    • Aveling, N., (2007), Anti-racism in Schools: A question of leadership?, Discourse (Abingdon): studies in the cultural politics of education, 28, 1, pages 69 - 85.
    • Aveling, N., (2006), 'Hacking at our very roots': rearticulating White racial identity within the context of teacher education, Race Ethnicity and Education, 9, 3, pages 261 - 274.
    • Aveling, N., (2004), Being the descendant of colonialists: white identity in context, Race Ethnicity and Education, 7, , pages 57 - 71.
    • Aveling, N., (2004), 'Whiteness' as Historical, Political and Cultural Artefact, International Journal of the Humanities, , , pages 191 - 199.
    • Aveling, N., (2004), Disrupting the Normativity of Whiteness with Teacher Education Students: Challenges and Possibilities, Balayi: culture, law and colonialism, 6, , pages 82 - 93.
    • Aveling, N., (2002), Student Teachers' Resistance to Exploring Racism: reflections on 'doing' border pedagogy, Asia - Pacific Journal of Teacher Education, 30, , pages 119 - 130.
    • Aveling, N., (2002), 'Having It all' and the Discourse of Equal Opportunity: reflections on choices and changing perceptions, Gender and Education, 14, , pages 265 - 280.
    • Aveling, N., (2001), Where Do You Come From?: critical storytelling as a teaching strategy within the context of teacher education, Discourse (Abingdon): studies in the cultural politics of education, 22, , pages 35 - 48.
    • Aveling, N., (1998), ABORIGINAL STUDIES: FOR WHOM, AND TO WHAT ENDS?, Discourse (Abingdon): studies in the cultural politics of education, 19, , pages 301 - 314.

    Conference

    • Aveling, N., (2001),"Smarter than we're given credit for": Youth perspectives on politics, social issues and personal freedoms,In: AARE 2001.

    2012, ‘Don’t talk about what you don’t know’: on (not) conducting research with/in Indigenous contexts. Critical Studies in Education. DOI:10.1080/17508487.2012.724021