Rachel Burke – författare

Being literate in the twenty-first century means being an empowered receiver, user and creator of diverse text types communicated across multiple and rapidly changing modalities. English and Literacies: Learning to make meaning in primary classrooms is an accessible resource that introduces pre-service teachers to the many facets of literacies and English education for primary students. Addressing the requirements of the Australian Curriculum and the Early Years Learning Framework, English and Literacies explores how students develop oracy and literacy. Reading, viewing and writing are discussed alongside the importance of children's literature. Taking an inclusive and positive approach to teaching and learning for all students, it explores the creation of texts using spelling, grammar in context and handwriting/keyboarding skills, as well as the need for authentic assessment and reporting. Finally, the text explores the importance of literacy partnerships and how teachers can address literacy challenges across the curriculum.

Being literate in the twenty-first century means being an empowered receiver, user and creator of diverse text types communicated across multiple and rapidly changing modalities. English and Literacies: Learning to make meaning in primary classrooms is an accessible resource that introduces pre-service teachers to the many facets of literacies and English education for primary students. Addressing the requirements of the Australian Curriculum and the Early Years Learning Framework, English and Literacies explores how students develop oracy and literacy. Reading, viewing and writing are discussed alongside the importance of children''s literature. Taking an inclusive and positive approach to teaching and learning for all students, it explores the creation of texts using spelling, grammar in context and handwriting/keyboarding skills, as well as the need for authentic assessment and reporting. Finally, the text explores the importance of literacy partnerships and how teachers can address literacy challenges across the curriculum.

Being literate in the twenty-first century means being an empowered receiver, user and creator of diverse text types communicated across multiple and rapidly changing modalities. English and Literacies: Learning to make meaning in primary classrooms is an accessible resource that introduces pre-service teachers to the many facets of literacies and English education for primary students. Addressing the requirements of the Australian Curriculum and the Early Years Learning Framework, English and Literacies explores how students develop oracy and literacy. Reading, viewing and writing are discussed alongside the importance of children''s literature. Taking an inclusive and positive approach to teaching and learning for all students, it explores the creation of texts using spelling, grammar in context and handwriting/keyboarding skills, as well as the need for authentic assessment and reporting. Finally, the text explores the importance of literacy partnerships and how teachers can address literacy challenges across the curriculum.

Craft Roach is an exuberant story about an artsy little bug who lives life a little differently. Written by Rachel Burke (@imakestagram) and with art from best-selling illustrator Daniel Gray-Barnett, Craft Roach is a fun, rhyming picture book about standing out, fitting in and having the courage to be your most joyful self. Craft Roach makes the other bugsfeel very tense and stressed.Standing out? Being seen?They do not think it best. But Craft Roach sees things differently,has more than just an inkling –that crawlies wouldn’t be so feared,if all of them were twinkling... Craft Roach is a story that will change your mind about cockroaches, and will delight and encourage young readers to be bold and never dim their light. For ages 3 and up.

This book explores questions of care in higher education. Using Joan Tronto’s seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively ‘undercare’ when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities.

This book explores questions of care in higher education. Using Joan Tronto’s seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively ‘undercare’ when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities.

This book explores questions of care in higher education. Using Joan Tronto’s seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively ‘undercare’ when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities.

This book examines the educational systems into which students with refugee backgrounds are placed when relocated into their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. The authors propose ways in which these students can be educated with policies and perspectives which respect diversity and uniqueness, using among others a primary school in regional Australia dedicated to holistic education as an example.Informed by postmodern perspectives on education and its purposes and drawing on the interdisciplinary wisdoms of critical scholars, this book presents a theoretical introduction to the educational landscape as found in many of the countries in which students with asylum seeker and refugee backgrounds are placed as the result of forced resettlement in new homelands. It discusses the impact of reductionist pedagogical and epistemological policies which are the foundations of neo liberalism. It challenges educators and policy makers to see beyond superficial differences and competition and to focus instead on the very significant impact of trauma and loss that these students have experienced as children and young people. The book dares educators at all levels of policy and practice to become truly human again and to consider the role of educational love and care that formed the cornerstones of educational endeavours for authentic pedagogues for decades. The book concludes with a research-based study of a school in a regional Australian town which not only educates with an ethic of pedagogical love and care, promoting a sense of belonging and emotional wellbeing for all students, 30% of which are of asylum seeker and refugee backgrounds, but celebrates high academic standards needed for student success, as well.

This richly illustrated collection of essays presents wide-ranging perspectives on the legacies of the Dutch Atlantic slave trade within and beyond museum walls. Contributions by curators, academics, activists, artists, and poets consider this history as reflected in the arts of Europe, the Americas, Africa, and the Black diaspora more broadly, together illuminating how art museums may function as liberatory spaces working against systemic injustice.