Robert Hattam is an Emeritus Professor for Educational Justice in Education Futures at the University of South Australia. His research has focused on teachers’ work, critical and culturally responsive pedagogies, policy critique, and socially just school reform.Robyne Garrett is an Associate Professor in Education at the University of South Australia. She teaches physical education, dance, pedagogy, and research methods. Her work explores gender, embodiment, critical and arts-based pedagogies. Current projects focus on creative learning, social justice, oracy, agency, and gender in movement.Alison Wrench is an Adjunct Senior Lecturer in Health and Physical Education (HPE) studies at the University of South Australia. Alison’s research focuses on socially-critical pedagogies in HPE, inclusion and just schooling outcomes. She also researches in-service and pre-service teacher practitioner inquiry and student led inquiry into localised health and physical activity issues ‘that matter’.

• Contents - Acknowledgements - Robert Hattam, Robyne Garrett, and Alison Wrench: Introduction - Part I Engaging Disenfranchised Learners - Lisa Smith: “They’re Not Here to Just Teach You”: Practice Architectures and Student Connectedness - Garth Stahl and Sarah McDonald: Exploring Affective Relations in Disadvantaged Education Contexts: How First-in-Family Students Become University Bound - Dylan Chown, Nadeem A. Memon, Amaarah DeCuir, and Basma Elshayyal: Pedagogical Justice for Muslim Leaders - Lester-Irabinna Rigney: Educating Aboriginal Children After Massacre: Adorno in Australia - Andrew Bills, David Armstrong, and Nigel Howard: Scaled Up “Safety-Net” Schooling and the “Wicked Problem” of Educational Exclusion in South Australia—Problem or Solution? - Snjezana Bilic: “I Always Wanted to Come to University”: Afghan-Australian Girls’ Pursuit of Higher Education - Jill Colton: (Dis)assembling the Twenty-First_Century Learner - Part II Engaging in Different Sites - Robyne Garrett: Affect, Embodiment, and Critical Pedagogy - Stephen Kelly: The Culturally Responsive Listener - Sam Osborne: Re-placing Aboriginal Voice in Policy Making and Practice in Remote Aboriginal Education - Sarah Hattam: Recognition and Belonging in Enabling Education - Hannah Soong, Dylan Chown, Nadeem A. Memon, and Mahmood Nathie: Advancing Social and Religious Equity in Super-Diverse Classroom: Reflections for Initial Teacher Education - Robert Hattam: Toward the Knowledge-Producing School - Part III Rethinking Just Curriculum and Pedagogy - Alison Wrench and Robyne Garrett: Socially Critical Orientations and Pedagogies for Justic in Health and Physical Education - Kathryn Paige, David Lloyd, and Richard Smith: Eco-social Justice Education in the Anthropocene - Jenni Carter: Unsettling Settler Colonialism in Teacher Education - Dino Murtic: Visualizing Curriculum: Arts, Film, and Critical Pedagogy - Bindi MacGill: Visual Arts Curriculum: A Pluralist and Embodied Perspective on Shifting Points of View - Melanie Baak and Robert Hattam: Culturally Responsive Pedagogies of Discomfort: Engaging with the Difficult Knowledges of Racism - Abigail Diplock, Anne Morrison, Lester-Irabinna Rigney, and Robert Hattam: Culturally Responsive Pedagogy for Social Justice in Australian Schools: Five Key Ideas - Penelope Bateman: Inclusive Pedagogies of Obscenity: Critical Literacy Takes on Offensive Language in the Classroom - Robert Hattam, Robyne Garrett, and Alison Wrench: Conclusion: Reimagining Pedagogies for Justice - Notes on Contributors

Robert Hattam is an Emeritus Professor for Educational Justice in Education Futures at the University of South Australia. His research has focused on teachers’ work, critical and culturally responsive pedagogies, policy critique, and socially just school reform.Robyne Garrett is an Associate Professor in Education at the University of South Australia. She teaches physical education, dance, pedagogy, and research methods. Her work explores gender, embodiment, critical and arts-based pedagogies. Current projects focus on creative learning, social justice, oracy, agency, and gender in movement.Alison Wrench is an Adjunct Senior Lecturer in Health and Physical Education (HPE) studies at the University of South Australia. Alison’s research focuses on socially-critical pedagogies in HPE, inclusion and just schooling outcomes. She also researches in-service and pre-service teacher practitioner inquiry and student led inquiry into localised health and physical activity issues ‘that matter’.

• Contents - Acknowledgements - Robert Hattam, Robyne Garrett, and Alison Wrench: Introduction - Part I Engaging Disenfranchised Learners - Lisa Smith: “They’re Not Here to Just Teach You”: Practice Architectures and Student Connectedness - Garth Stahl and Sarah McDonald: Exploring Affective Relations in Disadvantaged Education Contexts: How First-in-Family Students Become University Bound - Dylan Chown, Nadeem A. Memon, Amaarah DeCuir, and Basma Elshayyal: Pedagogical Justice for Muslim Leaders - Lester-Irabinna Rigney: Educating Aboriginal Children After Massacre: Adorno in Australia - Andrew Bills, David Armstrong, and Nigel Howard: Scaled Up “Safety-Net” Schooling and the “Wicked Problem” of Educational Exclusion in South Australia—Problem or Solution? - Snjezana Bilic: “I Always Wanted to Come to University”: Afghan-Australian Girls’ Pursuit of Higher Education - Jill Colton: (Dis)assembling the Twenty-First_Century Learner - Part II Engaging in Different Sites - Robyne Garrett: Affect, Embodiment, and Critical Pedagogy - Stephen Kelly: The Culturally Responsive Listener - Sam Osborne: Re-placing Aboriginal Voice in Policy Making and Practice in Remote Aboriginal Education - Sarah Hattam: Recognition and Belonging in Enabling Education - Hannah Soong, Dylan Chown, Nadeem A. Memon, and Mahmood Nathie: Advancing Social and Religious Equity in Super-Diverse Classroom: Reflections for Initial Teacher Education - Robert Hattam: Toward the Knowledge-Producing School - Part III Rethinking Just Curriculum and Pedagogy - Alison Wrench and Robyne Garrett: Socially Critical Orientations and Pedagogies for Justic in Health and Physical Education - Kathryn Paige, David Lloyd, and Richard Smith: Eco-social Justice Education in the Anthropocene - Jenni Carter: Unsettling Settler Colonialism in Teacher Education - Dino Murtic: Visualizing Curriculum: Arts, Film, and Critical Pedagogy - Bindi MacGill: Visual Arts Curriculum: A Pluralist and Embodied Perspective on Shifting Points of View - Melanie Baak and Robert Hattam: Culturally Responsive Pedagogies of Discomfort: Engaging with the Difficult Knowledges of Racism - Abigail Diplock, Anne Morrison, Lester-Irabinna Rigney, and Robert Hattam: Culturally Responsive Pedagogy for Social Justice in Australian Schools: Five Key Ideas - Penelope Bateman: Inclusive Pedagogies of Obscenity: Critical Literacy Takes on Offensive Language in the Classroom - Robert Hattam, Robyne Garrett, and Alison Wrench: Conclusion: Reimagining Pedagogies for Justice - Notes on Contributors

Robert Hattam is an Emeritus Professor for Educational Justice in Education Futures at the University of South Australia. His research has focused on teachers’ work, critical and culturally responsive pedagogies, policy critique, and socially just school reform.Robyne Garrett is an Associate Professor in Education at the University of South Australia. She teaches physical education, dance, pedagogy, and research methods. Her work explores gender, embodiment, critical and arts-based pedagogies. Current projects focus on creative learning, social justice, oracy, agency, and gender in movement.Alison Wrench is an Adjunct Senior Lecturer in Health and Physical Education (HPE) studies at the University of South Australia. Alison’s research focuses on socially-critical pedagogies in HPE, inclusion and just schooling outcomes. She also researches in-service and pre-service teacher practitioner inquiry and student led inquiry into localised health and physical activity issues ‘that matter’.

• Contents - Acknowledgements - Robert Hattam, Robyne Garrett, and Alison Wrench: Introduction - Part I Engaging Disenfranchised Learners - Lisa Smith: “They’re Not Here to Just Teach You”: Practice Architectures and Student Connectedness - Garth Stahl and Sarah McDonald: Exploring Affective Relations in Disadvantaged Education Contexts: How First-in-Family Students Become University Bound - Dylan Chown, Nadeem A. Memon, Amaarah DeCuir, and Basma Elshayyal: Pedagogical Justice for Muslim Leaders - Lester-Irabinna Rigney: Educating Aboriginal Children After Massacre: Adorno in Australia - Andrew Bills, David Armstrong, and Nigel Howard: Scaled Up “Safety-Net” Schooling and the “Wicked Problem” of Educational Exclusion in South Australia—Problem or Solution? - Snjezana Bilic: “I Always Wanted to Come to University”: Afghan-Australian Girls’ Pursuit of Higher Education - Jill Colton: (Dis)assembling the Twenty-First_Century Learner - Part II Engaging in Different Sites - Robyne Garrett: Affect, Embodiment, and Critical Pedagogy - Stephen Kelly: The Culturally Responsive Listener - Sam Osborne: Re-placing Aboriginal Voice in Policy Making and Practice in Remote Aboriginal Education - Sarah Hattam: Recognition and Belonging in Enabling Education - Hannah Soong, Dylan Chown, Nadeem A. Memon, and Mahmood Nathie: Advancing Social and Religious Equity in Super-Diverse Classroom: Reflections for Initial Teacher Education - Robert Hattam: Toward the Knowledge-Producing School - Part III Rethinking Just Curriculum and Pedagogy - Alison Wrench and Robyne Garrett: Socially Critical Orientations and Pedagogies for Justic in Health and Physical Education - Kathryn Paige, David Lloyd, and Richard Smith: Eco-social Justice Education in the Anthropocene - Jenni Carter: Unsettling Settler Colonialism in Teacher Education - Dino Murtic: Visualizing Curriculum: Arts, Film, and Critical Pedagogy - Bindi MacGill: Visual Arts Curriculum: A Pluralist and Embodied Perspective on Shifting Points of View - Melanie Baak and Robert Hattam: Culturally Responsive Pedagogies of Discomfort: Engaging with the Difficult Knowledges of Racism - Abigail Diplock, Anne Morrison, Lester-Irabinna Rigney, and Robert Hattam: Culturally Responsive Pedagogy for Social Justice in Australian Schools: Five Key Ideas - Penelope Bateman: Inclusive Pedagogies of Obscenity: Critical Literacy Takes on Offensive Language in the Classroom - Robert Hattam, Robyne Garrett, and Alison Wrench: Conclusion: Reimagining Pedagogies for Justice - Notes on Contributors