Social Justice, Inclusion, Diversity and Education (SJIDE)

• Gender, Regionality, Inclusion in Teaching (GRIT) Collaborating across RUN universities to share information and practices. Projects on diversity, equity and inclusion policies, practices and curriculum. Representatives from all RUN universities. 
• SoLT Research in SJIDE. Amy Claughton, Agli Zavross-Orr Federation University. 

• Arantes, J., Goriss-Hunter, A. and Buchanan, R. Digital poverty, literacy and agency. Janine Arantes (Victoria University) Anitra Goriss-Hunter (Federation University) and Rachael Buchanan (Newcastle University, 2024).  
• Claughton, A., & Burke, J. ‘Play rebound? Exploring parent views of children’s COVID19 “post-lockdown” play’. (2023-2024)  
• Goncalves, L., Ambrosy, J., Lindsay R and Mazou, A. Navigating the early years: An inquiry into regional, rural, remote and urban fringe Health and Physical Education (HPE) teachers' experiences. (2023–2026).  
• Goncalves, L., McDonough, S., Ung, E., Massaro, R., Prior, S., McCubbin, A., Robertson, D. and Walker, A. Mentoring working party: rethinking and co-designing professional experience in higher education. (2023-2024). 
• McCubbin, A., Felstead, K., Burke, J., Seemann, K., Claughton, A., Ernst, H., McDonough, S., Petrass, L., Frost-Camilleri, J., Schneider, K., & Goriss-Hunter, A. The impact of initial teacher education programs on graduate teachers’ performance and readiness to teach students in educational settings. (2023–2024). 
• Pantelich, M., Barrow, M., Gazula, S., Cant, R., & Harvey, J. An exploration of international students’ online learning experiences during COVID-19. (2023–2024). 
• Sellings, P. & Pantelich, M. Education students’ confidence with coding. (2023–2024) 
• S. Weuffen, J. Burke, M. Plunkett, A. Goriss-Hunter & S. Emmett. (Eds.). (2023). Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals Springer. Edited collection. Mentoring for ECRs and MCRs. (2023) 
• McLachlan, J. Burke, K. Seeman, A. Foley, P. Sellings, A. McGraw, A. Goriss-Hunter, W. Holcombe, and A. Claughton. 2021–2023. Access Quality Teaching Initiative. 
• Burke, J., Brandenburg, R., Goriss-Hunter, A., Plunkett, M., Glowrey, C., Echter, A and S. Davis. 2019-2020. ‘Will I stay … or will I go … Regional, rural, remote? Addressing teacher shortages through a framework for attracting, supporting and retaining graduate teachers.’ Department of Education and Training (Victoria). 

External

• Alfrey, L., Luguetti, C., Goncalves, L. Victorian Academy of Teaching and Leadership VALT – DET. 2025. ($51,992) 
• Peterson, H., Barnard, S., Simmonds, S., Wroblewski, A., Zippel, K., Lipinsky, A., Goriss-Hunter, A., Laube, H., Carvalho, M., O’Connor, P., Ozlem, A., and Gallant, M. (2024-28). REACHING. Reframing Educational and Academic Leadership to Respond to Challenges in neoliberal Higher Education – Intersectional and Gender perspectives. Swedish Research Council. ($194,458) 
• McLachlan, J. Burke, K. Seeman, A. Foley, P. Sellings, A. McGraw, A. Goriss-Hunter, W. Holcombe, and A. Claughton. 2021-2023. Access Quality Teaching Initiative. ($250,000). 
• J. Burke, R. Brandenburg, A. Goriss-Hunter, M. Plunkett, C. Glowrey, A. Echter, and S. Davis. 2019-2020. ‘Will I stay … or will I go … Regional, rural, remote? Addressing teacher shortages through a framework for attracting, supporting and retaining graduate teachers.’ Department of Education and Training (Victoria). ($25,000). 

Internal 

• Seed Grant: Claughton, A. & McNeil, E. (2024).  Child’s play: How circus skills address wellbeing and the curriculum. ($6,169). 
• ECR Seed Grant: Goncalves, L (2024) Navigating the early years: An inquiry into regional, rural, remote and urban fringe Health and Physical Education (HPE) teachers' experiences. ($9,021). 
• S. Firmin, T. Oseni, F. Javidan, S. Lim and A. Goriss-Hunter. 2020. ‘Increasing Women’s Participation in STEM’. School of Engineering, Information Technology and Physical Sciences Research Grant Scheme. ($5,000). 
• Goriss-Hunter, P. Sellings & A. Echter. 2017-2020. ‘Investigating secondary school students’ and teachers’ thinking about Information Communication Technologies (ICTs)’. School of Education, Small Grants Scheme ($5,000). 

2026 

Refereed articles 

• Monjal, C., Brömdal, A., Zavros-Orr, A. lisahunter, & Hand, K. (2026). The Experiences and Outcomes of Students with Innate Variations of Sex Characteristics in Health and Physical Education: A Scoping Review and Meta-Synthesis of Empirical Literature. Sexuality Research and Social Policy. https://doi.org/10.1007/s13178-026-01316-7    
• Keane, H., Brömdal, A., Zavros-Orr, A., lisahunter, & Hand, K. (2026). Educational Experiences and Outcomes of Students with Innate Variations of Sex Characteristics in Educational Settings: A Scoping Review and Meta synthesis of Empirical Literature. Review of Educational Research. https://doi.org/10.3102/00346543251415398 
• Rufino, L. G. B., Carvalho, C. A. D. S., & Luguetti, C. (2026). Becoming critical in physical education: a Freirean approach to the Praxis of embodiment. Sport, Education and Society, 1–14. https://doi.org/10.1080/13573322.2025.2606071 

2025 

Refereed articles 

• Arantes, J., Buchanan, R., & Goriss-Hunter, A. (2025). Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education. Asia-Pacific Journal of Teacher Education, 1–16. https://doi.org/10.1080/1359866X.2025.2472376 
• Brömdal, A., Kennedy, A., & Zavros-Orr, A. (2025). Towards a Whole-incarceration-setting Approach to Supporting and Upholding the Rights and Health of Incarcerated Persons with Innate Variations of Sex Characteristics. Sexuality Research and Social Policy. 
• Goriss-Hunter, A., Dazeley, R., Meredith, G., Firmin, S., & Panther, B. (2025). Lessons from implementing a new curriculum framework, Agile Backward Design: engaging diverse learners. Journal of Further and Higher Education, 1-18. https://doi.org/10.1080/0309877X.2025.2609124 
• Goriss-Hunter, A., White, K., Thomas, C., Crimmins, G., Casey, S., Rizk, N., Levy, S., Zavros Orr, A., Redmond, P., & Ames, K. (2025). Reconceptualising cleft habitus: belonging and inclusion at Australian regional universities. The Australian Educational Researcher. https://doi.org/10.1007/s13384-025-00904-7. Copy available: https://rdcu.be/eKhSe 
• Goriss-Hunter, A., White, K., Crimmins, G., Casey, S., Rizk, N., Redmond, P., Ames, K., Thomas, C., Zavros-Orr, A., & Levy, S. (2025). The “Slow” Career Crisis for Women in Australian Regional Universities: Place, Travel, and Agency. In: Barnard, S., Wroblewski, A. (eds) Gender and Higher Education Management in Times of Crisis. Palgrave Studies in Gender and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-98941-4_3 
• Larsen, A., James, T., Robinson, A., Jones, A., Coleman, M., Lambrinidis, G., & Daniel, R. (2025). The role of educators in cultivating self-efficacy among school-leaver Enabling students: Perspectives and practices. Journal of University Teaching & Learning Practice. https://doi.org/10.53761/ms969649 

2024 

Refereed articles 

• Crimmins, G., Casey, S., Goriss-Hunter, A., Rizk, N., Ames, K., White, K., …Thomas, C. (2024). Women’s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qualitative practice. Gender and Education, 1–18. https://doi.org/10.1080/09540253.2024.2418137c 
• Dazeley, R., Goriss-Hunter, A., Meredith, G., Sellings, P., Firmin, S., Burke, J, & Panther, B. (2024). Agile Backward Design: A Framework for Planning Higher Education Curriculum. Australian Educational Researcher. https://doi.org/10.1007/s13384-024-00772-7 
• Thomas, C., White, K. & Goriss-Hunter, A. (2024). On the road again: travel challenges for women working in regional universities. The Australian Educational Researcher. https://doi.org/10.1007/s13384-024-00791-4 

2023 

Refereed articles 

• Brandenburg, R., Fletcher, A., Goriss-Hunter, A., Van der Smee, C., Holcombe, W., Griffiths, K., & Schneider, K. (2023). ‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment. Studying Teacher Education, 1-21. https://doi.org/10.1080/17425964.2022.2164761 
• Lemon, N., & McDonough, S. (2023). “I feel like nothing else will ever be this hard”: The dimensions of teacher resilience during the COVID-19 pandemic. The Educational Forum, https://doi.org/10.1080/00131725.2023.2178564 
• McDonough, S., Brandenburg, R. & Moran, W. (2023). A Study of Teacher Educators’ Work: Complexity and Confrontation. The Educational Forum. DOI: https://doi.org/10.1080/00131725.2023.2172499   
• Goriss-Hunter, A., Sellings, P., Walker, A. D., Claughton, A., Oxworth, C., Robertson, D. & Griffiths, K. (2023). Parent-educators' explorations of learning and role tensions during and 'after' Covid-19. Issues in Educational Research, 33(3), 974-991. http://www.iier.org.au/iier33/goriss-hunter.pdf 
• Goriss-Hunter, A., & White, K. (2023). Using email interviews to reflect on women’s careers at a regional university. Australian Educational Researcher. DOI: 10.1007/s13384-023-00617-9 
• Li, B., Plunkett, M., Burke, J. (2023). Perceptions of Chinese international students’ learning approaches in Australian universities: a co-constructed model. Asia Pacific Journal of Education (CAPE). https://doi.org/10.1080/02188791.2023.2234097 
• Lahiri-Roy, R & Martinussen, M. (2023). “Do our diversities count?” Collaborative reflections on dwelling in academe’s intersectional shadowlands, International Journal of Qualitative Studies in Education, DOI: 10.1080/09518398.2023.2178037 
• Green., C. Pantelich, M., Barrow, M, Weerasinghe, D, Daniels, R. (2023). Receptive Vocabulary Size Estimates for General and Academic Vocabulary at a Multi-campus Australian University. Australian Review of Applied Linguistics. 
• Paynter, M., Hua Sharpe, W., Halabi, A.K., Reimers, V., Ma, H. & Johnstone, C. (2023). Chinese students’ decisions to study in Australia after the COVID pandemic-based on the PESTLE factor analysis, International Journal of Intercultural Relations. 96(September). https://doi.org/10.1016/j.ijintrel.2023.101867  Article link: https://authors.elsevier.com/sd/article/S0147-1767(23)00115-3 
• Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A. & Emmett, S. (Eds.). (2023). Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals Springer. 

Refereed book chapters 

• Burke, J., & Stafford, L. (2023). Through the eyes of children with disabilities: Recognising children’s agency in their play in inclusive play spaces. In A. Beckett & A. Callus. (Eds). The Routledge International Handbook of Children’s Rights and Disability. Routledge.    
• Burke, J., Goriss-Hunter, A., & Emmett, S. (2023). Policy, discourse and epistemology in inclusive education. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Claughton, A., Weuffen, S., Robertson, D., & Nice, K. (2023). Parent-Teachers: Experiences of supporting our children with disability in schools. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer.  
• Elvey, M., & Burke, J. (2023). Implementing inclusive pedagogies: What regular primary classroom teachers know and do. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Glowrey, C., Levy, S., Green, M., Fletcher, A., & Plunkett, M.  (2023). A Possible Me? Inspiring Learning among Regional Young People for the Future World of Work. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Goriss-Hunter, A., White, K., Crimmins, G., Casey, S., Thomas, C., Rizk, N., Redmond, P., Ames, K., Zavros-Orr, A. and Levy, S. (2025). The ‘slow crisis’ for women in Australian regional universities – travel and career. In A. Wroblewski & S. Barnard (eds).  Gender and Higher Education Management in Times of Crisis. Palgrave, Macmillan. 
• Goriss-Hunter, A., Archer, V., & Arvanitakis, J. (2023). Identity and Intersectional Responsive Pedagogy in Higher Education: Insights from Two Locations in Regional and Urban Australia. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer 
• Goriss-Hunter, A., Burke, J., Plunkett, M., Emmett, S., & Weuffen, S. (2023). Setting the scene. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Holcombe, W., & Plunkett, M. (2023). Bridges and Barriers: Building an Innovative Model of Support for Teachers of Students with ASD. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Larsen, A., & Emmett, S., (2023). The Wicked Problem of Social Equity in Higher Education: The Conflicting Discourses and the Impact of COVID-19. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Larsen, A., & Frost-Camilleri, L., (2023). Issues and Solutions: A Literature Review of the Deficit Discourses Concerning Under-Represented Students. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Najibi, P., & McLachlan, C. (2023). Moving Towards a Sustainable Future for Women in Afghanistan Through Increased Tertiary Education Participation: Challenges and Possibilities. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Oxworth, C. (2023). African Girls’ Experiences of Gender in School Communities: Observations and Reflections from a Researcher. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer  
• Rana, A., & Daniel, R. (2023). Insights into the Education System in India and the Current Impact of COVID-19 on Child Rights. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Weerasinghe, D., Daniel, R., Polgampala, S., & Gurunada, J. (2024). Remote Learning and Teaching: Critical Perspectives of Equity, Diversity, and Inclusion in Teacher Education in Australia, New Zealand, Sri Lanka, and India. In J. Burke, M. Cacciattolo, & D. Toe (Eds.), Inclusion and Social Justice in Teacher Education (pp. 295-314). Springer International Publishing. https://doi.org/10.1007/978-3-031-67612-3_16  
• Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A., & Emmett, S. (2023). Working towards a sustainable, inclusive, and diverse global education future? In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.). Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Weuffen, S., & Willis, K. (2023). The Fallacy of Cultural Inclusion in Mainstream Education Discourses. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. (Eds.) Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals. Springer. 
• Zavros-Orr, A. (2023). Developing an Individuated Sensibility at the Margins. In: Phillips, L.G., Bunda, T. (eds) Storying Social Movement/s. Palgrave Studies in Movement across Education, the Arts and the Social Sciences. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-09667-9_7  

Books 

• Dunaj, L, Mertel, & Smith, JCA. (2023). (Eds) Civilization, Modernity, and Critique: Engaging Johann P. Arnason’s Macro-Social Theory, London: Routledge. 
• Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A., & Emmett, S. (Eds.). (2023). Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals. Springer Nature. (16 chapters authored by SJIDE members).