Dr Daniella Forster

Senior Lecturer

School of Education (Philosophy, Religion and Theology)

Email:daniella.forster@newcastle.edu.au
Phone:(02) 4921 8653

Ethical Education

Dr Daniella Forster is helping teachers navigate the ethical dilemmas of the 21st Century school system.

Image of Dr Daniella Forster

With increasing levels of diversity in our society our schools are also diversifying with a range of underlying values and approaches to both life and learning evident across the schooling spectrum. Navigating these differences in a productive way can be extremely difficult for both teachers and school leaders. Dr Daniella Forster’s research in educational ethics is helping to provide opportunities and methods for school communities, especially teachers, to work through the kind of problems that arise when values clash and it is unclear what the right thing to do is.

“These problems manifest as ethical tensions but sometimes also as full blown ethical dilemmas. In this way I am trying to enhance the quality and richness of public dialogue and bring attention to the ethical complexities of education,” Dr Forster said.

After completing degrees in Philosophy and Education, Dr Forster became fascinated by the problem of teacher professionalism, especially the idea of being ethically responsible for the identification, adoption and maintenance of beliefs that enable teaching. Her research now asks what conditions support ethically “good” teaching?

“Teacher misconduct is actually very unusual but what is more significant is the slow ‘creep’ of ethical desensitisation or the hopeless belief that because we are a diverse society, there is no way of distinguishing good moral opinion from bad, and that leads to ‘anything goes’,” she said.

Dr Forster is a senior lecturer teaching ethics in education to fourth year teaching students at the University of Newcastle, which is one of the very few dedicated professional ethics programs in teacher education in Australia.

‘Our ethics program gets deeper into moral decision making than most others with tutorial practice, personal reflection and guided dialogue about ethically hard problems specific to teaching,” Dr Forster said.

“There are such limited opportunities for deeper conversations around really pressing issues when teachers are rushing from one class to another, completing a multitude of administrative tasks, preparing for and assessing student learning under conditions that have intensified the pressure on their profession. Often the urgent tasks override the important ones,” she said. “The experience of feeling ethical tension at work creates quite a big sense of angst that can stay with a person for a long time and not always come to a resolution.”

“As a teacher educator I want to help my pre-service teachers to navigate these inevitable experiences and competing priorities without burning out, giving up or becoming desensitised.”

“Rather, I want them to have the heart, skills and concepts to generate productive collegial conversations around both subtle and pronounced ethical problems and to appreciate that education is fundamentally value laden.”

Dr Forster has also run professional development programs for teachers and was overwhelmed with large numbers of teachers signing up to a recent Masterclass.

“They are hungry for ethical guidance. Teachers see how difficult these subtle choices are everyday and those teachers who are particularly keyed in to the moral dimensions on schooling can find it very difficult to balance their moral ideals with everyday practice.”

Dr Forster says schools are places of incredible humanity, of care and intelligence; but they are also places where people, both teachers and students can have deep differences, misunderstandings and where the action of blunt policy instruments can cause considerable harm to students, teachers, even parents and broader society.

“It is really important to work out exactly the kind of harm being caused, to whom and by what in order to have a good chance at either preventing it from happening again or rectifying the harm,” Dr Forster said. “Teacher Codes of Ethics and Conduct are a good start, but even the most comprehensive code is incapable of covering all situations a teacher may find herself in, given the particularities of context, relation and historical moment.”

Solving real life ethical dilemmas

Dr Forster leads a research project called Educational Ethics: Dilemmas of Diversity which began by establishing a research methodology to investigate ethical dilemmas in schools and sought to bring philosophy into dialogue with empirical education research in order to describe ethically charged situations in schools.

The project group have interviewed teachers and schools in the Hunter area about the ethical issues they are grappling with, from this they have developed a series of prototype Normative Case Studies based on the issues that arose.

“Normative Case Studies are narratives with real-to-life protagonists facing a complex ethical judgement. They are geared to present the particular local context, to represent people of different roles, values and characteristics facing recognisable problems that local Newcastle/Hunter teachers are dealing with right now,” Dr Forster explains.

“A key issue facing our teachers at the moment is how to properly lead school communities to grow into their changing demographics and to become more inclusive. Newcastle in recent years has experienced an influx of cultural groups that have created a greater diversity of religious, economic, linguistic, and social values simultaneously. Australia is in the process of properly recognising the nation’s First Peoples and this presents a range of ethically charged choices to do with school curriculum, activities and spaces. At the same time there are individuals in Newcastle school communities who are expressing racist, anti-Semitic and anti-Muslim rhetoric, so there is a challenge about how to prevent further radicalisation, increase belonging and prevent harm to all those involved,” she noted.

The project group will develop the Normative Case Studies on this and other pressing local issues and will include expert responses from practitioners, policy makers, leaders, ethicists and community groups, all for teachers to consider during a guided collegial dialogue and workshops.

“These conversations give a method for unpacking complexity and considering, in a fair and rational way, conflicting positions towards an ethically pragmatic resolution. This works towards enhancing local ethical decision making at school as well as individual moral imaginations,” Dr Forster observed.

“I am really excited about demonstrating the growth of scholarship in educational ethics. I recently edited a section on Educational Ethics in the forthcoming Springer Encyclopedia of Teacher Education. It contains entries explaining issues such as the establishment of codes of ethics in teaching, the moral imagination in teaching, teaching with moral disposition frameworks, descriptive ethical research, empirical research methodologies in educational ethics and teacher free speech,” Dr Forster noted.

There is a difference between promoting inclusive social justice agendas and grappling with ethical dilemmas. Dr Forster lists some examples of various ethical dilemmas that can arise while teaching:

Curriculum content, e.g. how should sensitive or controversial curriculum topics be taught?
Establishing school values: what are the most ethically robust forms of student discipline?
Knowledge boundaries: e.g. should a teacher teach outside their expertise?
Professional and personal boundaries: e.g. should teachers be judged 24/7 on their behaviour?
Political boundaries: e.g. how much free speech should teachers have?
Honouring student needs: how should teachers balance the high needs of one student against those of many students?
Surveillance boundaries: e.g. how should teachers protect students’ privacy whilst keeping a close eye on their online safety?

Dr Forster encourages teachers facing ethical dilemmas to reach out and contact her.

“The whole point of this philosophical method is that it’s in conversation with people and it’s something I would like to continue to develop. Humans have been studying ethics and philosophy for hundreds of years yet the ethical experiences of teachers changes and morphs. We can only do this kind of research work in collaboration with teachers,” Dr Forster said.

Ethical Education

Dr Daniella Forster is helping teachers navigate the ethical dilemmas of the 21st Century school system.With increasing levels of diversity in our society our schools are also diversifying with a range of underlying values and approaches to both life and…

Biography

Dr Daniella J. Forster is a Senior Lecturer at the School of Education in the College of Human and Social Futures, University of Newcastle (Australia). She is a teacher educator and previous philosophy teacher at primary, secondary school and tertiary levels. Her research aims to develop robust dialogue about ethics with particular interest in educational ethics and epistemology, and the normative case study methodology. She examines professional codes of conduct and has provided expert witness statements at teacher Misconduct hearings. She received an Early Career Researcher award from the Centre of Excellence for Equity in Higher Education (2016) and a DVC(A) Educator Innovation and Impact Award (2020). Daniella recently completed a project with Harvard Graduate School and the Edmond J. Safra Center for Ethics on a multisite project Educational Ethics During a Global Pandemic Discussion Group Research Study. She spent May 2023 as a Visiting Scholar at Harvard Graduate School of Education (Cambridge, MA) with the EdEthics team hosted by Professor Meira Levinson, funded by UON's External Collaboration grant.

Daniella serves on the Executive Committee of the Philosophy of Education Society of Australasia (PESA) as a member representative (2015-2017; 2020- current) and was Chair of the 47th annual conference hosted in Newcastle, Australia. She is a member of the Editors Collective, an Associate Editor for the journal of Educational Philosophy and Theory (EPAT) and Section Editor for Springer's Encyclopedia of Teacher Education (Educational Ethics). She coordinated Teach Outreach (2012-2020), the School's volunteer program, and was part of the NSW Volunteering Strategy Evaluation team for the NSW Office of Communities Report on the Timebanking Trial. Daniella completed first class Honours in the School of Philosophy and Bioethics in 2002 at Monash University and a Diploma of Education at the University of Melbourne the following year. She was awarded her PhD in 2011.

Daniella leads the Educational Ethics: Dilemmas of Diversity group (www.educationalethics.org). Her most popular paper, Codes of Ethics in Australian Education: Towards a National Perspective has been downloaded over 45,000 times and can be found here.

Qualifications

PhD (Teacher Education), Monash University
Bachelor of Arts, Monash University
Graduate Diploma in Education, University of Melbourne
Bachelor of Arts (Honours), Monash University

Keywords

Codes of ethics and conduct
Educational philosophy
Foundations
Moral psychology
Normative case study
Philosophy of education
Professional ethics
Professional practice
Teacher education
Values education
Virtue ethics and epistemology
educational ethics

Fields of Research

Code	Description	Percentage
390202	History and philosophy of education	35
390102	Curriculum and pedagogy theory and development	25
390307	Teacher education and professional development of educators	40

Professional Experience

UON Appointment

Title	Organisation / Department
Senior Lecturer	University of Newcastle School of Education Australia

Academic appointment

Dates	Title	Organisation / Department
1/1/2009 -	Lecturer	University of Newcastle School of Education Australia

Professional appointment

Dates	Title	Organisation / Department
1/1/2004 - 1/12/2008	Coordinator Part time contract	Monash University Centre for Public Philosophy Australia

Teaching appointment

Dates	Title	Organisation / Department
1/1/2005 - 1/12/2007	Teacher- Secondary	Lauriston Girls' School, Armadale, VIC Philosophy, Theory of Knowledge (I.B.) and English Teacher Australia

Awards

Member

Year	Award
2020	Member representative, Executive Committee Philosophy of Education Society of Australasia [PESA]
2017	Member representative, Executive Committee Philosophy of Education Society of Australasia [PESA]
2016	Member representative, Executive Committee Philosophy of Education Society of Australasia [PESA]
2015	Member representative, Executive Committee Philosophy of Education Society of Australasia [PESA]

Research Award

Year	Award
2016	Centre for Excellence for Equity in Higher Education Early Career Researcher Development Grant University of Newcastle - Centre of Excellence for Equity in Higher Education

Scholarship

Year	Award
2023	Visiting Scholar: Harvard Graduate School of Education (Cambridge, MA) Harvard

Teaching Award

Year	Award
2020	DVC(A) Educator Innovation and Impact Award Office of the DVC (A), The University of Newcastle, Australia

Prestigious works / other achievements

Year Commenced	Year Finished	Prestigious work / other achievement	Role
2021	2021	Is it ever moral to be Bystanders, not Upstanders? https://tecday2021.macam.ac.il/program-eng/	Contributor
2021	2021	Harvard Radcliffe Institute Advanced Seminar: International Workshop on Normative Case Study Development https://www.radcliffe.harvard.edu/opportunities-for-researchers/2021-exploratory-seminars/international-workshop-on-normative-case-study-development	Contributor
2016	2016	Expert Witness Report Teacher Misconduct Hearing Fair Work Commiossion	Author

Edit

Publications

For publications that are currently unpublished or in-press, details are shown in italics.

Chapter (20 outputs)

Year

Citation

Altmetrics

Link

2024

Forster D, 'Educational ethics to support good teaching in diversity: A commentary', Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts, Routledge, London 217-226 (2024)

DOI	10.4324/9781003407775

2024

Forster DJ, 'Educational ethics to support good teaching in diversity: A commentary', Teacher Ethics and Teaching Quality in Scandinavian Schools New Reflections, Future Challenges, and Global Impacts 217-226 (2024)

In this commentary chapter, Forster reflects on the themes of ethical and quality teaching practice in Scandinavia, highlighting their relation and entanglement in conceptions of ... [more]

In this commentary chapter, Forster reflects on the themes of ethical and quality teaching practice in Scandinavia, highlighting their relation and entanglement in conceptions of good teaching. The chapter offers an additional perspective to this dialogue about ethics and quality in the classroom by reporting on a case study set in a low-income Australian school whose multicultural diversity profile is changing. In this school, readers will see how its teachers and English language support teachers are grappling with some of the practical challenges arising from a steep influx in students of refugee backgrounds, whose educational needs are stretching teachers¿ classroom expertise and their professional relationships to expose differences of ethics and values. In what follows, the commentary chapter connects Scandinavian and Australian insights in order to pluralize, rather than standardize, conceptions of good teaching.

DOI	10.4324/9781003407775-18

2023

Forster D, Maxwell B, 'Using Codes of Professional Ethics and Conduct in Teacher Education: Pitfalls and Best Practice', Ethics and Integrity in Teacher Education, Springer Nature, Cham 25-42 (2023)

2022

Jandric MA, Irwin R, Locke K, Devine N, Heraud R, Gibbons A, et al., 'Towards a philosophy of academic publishing', The Methodology and Philosophy of Collective Writing, Routledge, London, UK 3-37 (2022)

2022

Jandric P, Devine D, Jackson L, Peters MA, Lazaroiu G, Mihaila R, et al., 'COLLECTIVE WRITING: AN INQUIRY INTO PRAXIS', The Methodology and Philosophy of Collective Writing, Routledge, London (2022)

2022

Jackson L, Peters MA, Benade L, Devine N, Arndt S, Forster D, et al., 'Is peer review in academic publishing still working?', The Methodology and Philosophy of Collective Writing, Routledge, London (2022)

2020

Forster D, 'Professional ethics in Australian teaching and teacher education: Tensions and aspirations', Professional Ethics and the Moral Work of Teaching: Western Contemporary Research, Fujian Education Press, Hangzou, China (2020)

2020

Forster D, 'Codes of Professional Ethics and Conduct in Teaching', Encyclopedia of Teacher Education, Springer, Singapore (2020)

DOI	10.1007/978-981-13-1179-6_159-1

2020

Forster D, 'Codes of Professional Ethics and Conduct in Teaching', Encyclopedia of Teacher Education, Springer, Singapore (2020)

DOI	10.1007/978-981-13-1179-6_159-1

2019

Ford M, Forster D, Lowe K, 'Weighing Harm: White Fragility and Antiracist Resistance in Australian Education', Democratic Discord in Schools Cases and Commentaries in Educational Ethics, Harvard Education Press, Harvard Graduate School of Education 8 Story Street, Cambridge, Massachusetts (2019)

Co-authors	Margot Ford

2019

Forster D, 'Teaching through ethical tensions: between social justice, authority and professional codes', Rethinking Reflection and Ethics for Teachers, Springer, Singapore 33-50 (2019) [B1]

DOI	10.1007/978-981-32-9401-1_1

2019

Forster DJ, 'Teaching Through Ethical Tensions: Between Social Justice, Authority and Professional Codes', Rethinking Reflection and Ethics for Teachers 33-50 (2019)

This chapter focusses on howpreservice teachers in particular can develop an ethical sensitivity to situations they find themselves in while at the same time responding critically... [more]

This chapter focusses on howpreservice teachers in particular can develop an ethical sensitivity to situations they find themselves in while at the same time responding critically to their unexamined assumptions and intuitions to ensure that their responses may be socially just. As the author argues, making moral decisions is not easy at the best of times and ethical dilemmas are strange things, not amenable to easy description or formulaic construction or resolution. The pedagogical value of a dilemma for teacher professional development is not necessarily to be found in sensational confrontation. Instead, every day and often very subtle or complex tensions and situations that can be easily overlooked, may provide instructive ethical stimuli. This chapter identifies key tensions that occur between teachers¿ sense of moral agency and values with a focus on questions of justice. Teachers struggle with questions of distributive justice and educational disadvantage including deficit thinking, resource allocation, streaming, stereotyping, dehumanising ¿behaviour management¿ of student bodies, and encounters with power inequities and school hierarchies. Examples and analysis of preservice teachers are presented in order to explore different ways of understanding justice and modes of ethical authority. Forster argues that social justice is the ¿bottom line¿ for teacher education and this chapter raises questions about justice and who is most deserving to explore different conceptualisations arising in preservice teacher ethical reflections. Making moral decisions is not easy at the best of times, and ethical dilemmas themselves are strange things; not amenable to easy description or formulaic construction. The pedagogical value of a dilemma for teacher professional development is not necessarily ameasure of sensational confrontation; rather,mundane, every day and often very subtle or complex tensions and situations that can be easily overlooked as ¿ethical¿ provide instructive stimuli (Lyons, 1990; Levinson & Fay, 2016). This chapter identifies key tensions that occur between teachers¿ sense of moral agency and values, the moral authority of the regulatory instrument and implementation

DOI	10.1007/978-981-32-9401-1_3
Citations	Scopus - 4

2019

Buchanan R, 'Digital ethical dilemmas in teaching', Encyclopedia of Teacher Education, Springer, Singapore (2019)

DOI	10.1007/978-981-13-1179-6_150-1
Co-authors	Rachel Buchanan

2019

McPherson A, 'Directions in Empirical Studies of Educational Ethics', Encyclopedia of Teacher Education, Springer, Singapore (2019)

DOI	10.1007/978-981-13-1179-6
Co-authors	Amy Mcpherson

2019

Fallona C, 'Manner in Teaching as an Ethical Aspect of Teacher Conduct', Search Home Log in Encyclopedia of Teacher Education, Springer, Singapore (2019)

DOI	10.1007/978-981-13-1179-6_151-1

2019

Schussler DL, 'Role of Meaningful Disposition Frameworks to Enhance Teachers Moral Practice', Encyclopedia of Teacher Education, Springer, Singapore (2019)

DOI	10.1007/978-981-13-1179-6_157-1

2019

Webster RS, 'Education Ethics as Existential Dialectics', Encyclopedia of Teacher Education, Springer, Singapore (2019)

DOI	10.1007/978-981-13-1179-6_158-1

2019

Maxwell B, McDonough K, Waddington DI, 'Teachers Freedom of Speech in the Classroom', Encyclopedia of Teacher Education, Springer, Singapore (2019)

DOI	10.1007/978-981-13-1179-6_154-1

2019

Osguthorpe RD, 'Tensions in Moral and Ethical Work of Teaching', Encyclopedia of Teacher Education, Spinger, Singapore (2019)

DOI	10.1007/978-981-13-1179-6_156-1

2019

Joseph PB, 'Cultivating Moral Imagination Through Teacher Education', Encyclopedia of Teacher Education, Springer, Singapore (2019)

DOI	10.1007/978-981-13-1179-6

Show 17 more chapters

Journal article (22 outputs)

Year

Citation

Altmetrics

Link

2024

Forster D, 'Normative Case Studies, Reflective Equilibrium, and the Ethics of Belief in Teacher Education', Educational Theory, 74 (2024) [C1]

DOI	10.1111/edth.12635

2023

Innes M, 'Historical Empathy: Ethical and Culturally Responsive Teaching', Public History Weekly, 2023 (2023)

DOI	10.1515/phw-2023-21081
Co-authors	Heather Sharp, Sarah Gurr

2023

Gurr SK, Forster DJ, 'Using normative case studies to examine ethical dilemmas for educators in an ecological crisis', Educational Philosophy and Theory, 55 1121-1136 (2023) [C1]

Environmental and sustainability initiatives seek to respond to the challenges of ecological crises and ongoing environmental degradation by supporting students to develop knowled... [more]

Environmental and sustainability initiatives seek to respond to the challenges of ecological crises and ongoing environmental degradation by supporting students to develop knowledge and dispositions to respond to the challenges of and live in a climate changed world. However, these initiatives are often marginalised in curriculum and hamstrung by inherent tensions such as which worldviews should be prioritised, the incommensurability of some global and local values, and the pursuit of environmental needs in the age of neoliberalism. These challenges become more complex when considering contextual stakeholders. In this paper we focus on the ethical dilemmas associated with environmental and sustainability education in a coal town where mining company sponsorship heralds mixed community response. In doing so, we unpack the contextual and philosophical complexities which create the crucial conditions for a viable normative case study¿genuine uncertainty about issues not yet at tipping point, differences of reasonable perspectives and recognisable local concerns. We argue that teacher educators, particularly those with interdisciplinary philosophical insight should look to their local contexts for pressing ethical issues and engage in the development and field testing of their own normative case studies. We make the case that the process behind developing a normative case study involves insight into the relationships between educational ethics, policy, context, and divergent community perspectives. We argue that pedagogy using normative case study to navigate these elements has the potential to develop world-reading teacher deliberation which surpasses proceduralist approaches in teacher education.

DOI	10.1080/00131857.2023.2169128
Co-authors	Sarah Gurr

2023

Mcpherson A, Forster D, Kerr K, 'Controversial issues in the Australian educational context: dimension of politics, policy and practice', ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, 51 113-127 (2023) [C1]

DOI	10.1080/1359866X.2022.2152310
Citations	Scopus - 3Web of Science - 1
Co-authors	Amy Mcpherson

2022

Forster DJ, Orchard J, 'Reimagining the Call to Teach: A Witness to Teachers and Teaching', PAIDEUSIS-THE JOURNAL OF THE CANADIAN PHILOSOPHY OF EDUCATION SOCIETY, 29 209-213 (2022)

2022

Buchanan RA, Forster DJ, Douglas S, Nakar S, Boon HJ, Heath T, et al., 'Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century', Educational Philosophy and Theory, 54 1178-1197 (2022) [C1]

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in ... [more]

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education¿s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon¿s observation that ¿Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there¿s much to learn from the persistence of wanting to imagine that they are¿ (in Peters et al., 2020, p. 17). However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts.

DOI	10.1080/00131857.2021.1880387
Citations	Scopus - 17Web of Science - 6
Co-authors	Jo Ailwood, Rachel Buchanan

2021

Jandric P, Hayes D, Levinson P, Christensen LL, Lukoko HO, Kihwele JE, et al., 'Teaching in the Age of Covid-19 1 Year Later', Postdigital Science and Education, (2021) [C1]

DOI	10.1007/s42438-021-00243-7
Co-authors	Rachel Buchanan

2020

Jandric P, Hayes D, Truelove I, Levinson P, Mayo P, Ryberg T, et al., 'Teaching in the Age of Covid-19', Postdigital Science and Education, 2 1069-1230 (2020)

DOI	10.1007/s42438-020-00169-6
Co-authors	Rachel Buchanan

2019

Forster DJ, McPherson A, Douglas S, 'Interview with Professor Meira Levinson: Democracy, dilemmas and educational ethics', GLOBAL STUDIES OF CHILDHOOD, 9 109-119 (2019)

DOI	10.1177/2043610619846080
Citations	Scopus - 2Web of Science - 2
Co-authors	Amy Mcpherson

2019

McPherson A, Forster D, Buchanan R, 'Situated cases of ethical tensions when working with children and young people in educational contexts', Global Studies of Childhood, 9 103-108 (2019)

DOI	10.1177/2043610619845735
Citations	Scopus - 1
Co-authors	Amy Mcpherson, Rachel Buchanan

2019

McPherson A, Forster D, Buchanan R, 'Situated cases of ethical tensions when working with children and young people in educational contexts', Global Studies of Childhood, 9 103-108 (2019)

DOI	10.1177/2043610619845735
Citations	Scopus - 1
Co-authors	Amy Mcpherson, Rachel Buchanan

2018

Jackson L, Peters MA, Benade L, Devine N, Arndt S, Forster D, et al., 'Is peer review in academic publishing still working?', Open Review of Educational Research, 5 95-112 (2018) [C1]

DOI	10.1080/23265507.2018.1479139
Citations	Scopus - 28Web of Science - 10

2017

Clement N, Holbrook A, Forster DJ, Macneill J, Smith M, Lyons K, McDonald E, 'Timebanking, co-production and normative principles: putting normative principles into practice', International Journal of Community Currency Research, 21 36-52 (2017) [C1]

DOI	10.15133/j.ijccr.2017.004
Co-authors	Allyson Holbrook, Kevin Lyons

2017

Stewart G, Arndt S, Besely T, Devine N, Forster DJ, Gibbons A, et al., 'Antipodean theory for educational research', Open Review of Educational Research, 4 61-74 (2017) [C1]

DOI	10.1080/23265507.2017.1337555
Citations	Scopus - 18Web of Science - 8

2017

Jandric P, Devine N, Jackson E, Lazaroiu G, Locke K, Heraud R, et al., 'COLLECTIVE WRITING: AN INQUIRY INTO PRAXIS', Knowledge Cultures, 5 85-109 (2017)

DOI	10.22381/KC5120177
Citations	Scopus - 22

2017

Forster DJ, 'Publishing and Intergenerational Learning for the Future of Philosophy in Education: An interview with Paul Smeyers', Educational Philosophy and Theory, 127-140 (2017)

Citations	Scopus - 1

2017

Stewart G, Forster DJ, 'Conclusion to Special Issue: Academic Publishing, Philosophy of Education and the Future', Educational Philosophy and Theory, 49 192-201 (2017) [C1]

DOI	10.1080/00131857.2015.1069034

2016

Peters MA, Jandric P, Irwin R, Locke K, Devine N, Heraud R, et al., 'Towards a philosophy of academic publishing', Educational Philosophy and Theory, 48 1401-1425 (2016) [C1]

This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system ... [more]

This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper is the result of a collective writing process.

DOI	10.1080/00131857.2016.1240987
Citations	Scopus - 62Web of Science - 35

2015

Forster DJ, Archer J, Tajin RT, 'Volunteering within initial teacher education: Factors that boost and block participation', Australian Journal of Teacher Education, 40 168-184 (2015) [C1]

Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students ... [more]

Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students make use of these opportunities? There is little Australian research that explores genuine volunteering that does not "require" students to engage with the community. We conducted an on-line survey with 141 ITE students who were eligible to participate in a volunteer program. What factors reduced volunteering and what factors enhanced it? The results showed that, while students value volunteering and can point to benefits that come from it, most are unable or unwilling to participate. What factors differentiate those students who do volunteer despite the demands of complex, busy lives?.

DOI	10.14221/ajte.2015v40n11.10
Citations	Scopus - 3Web of Science - 4
Co-authors	Jennifer Archer

2013

Chapman A, Forster D, Buchanan R, 'The Moral Imagination in Pre-service Teachers' Ethical Reasoning', Australian Journal of Teacher Education, 38 (2013) [C1]

DOI	10.14221/ajte.2013v38n5.8
Citations	Scopus - 6Web of Science - 5
Co-authors	Rachel Buchanan, Amy Mcpherson

2012

Forster DJ, 'Codes of ethics in Australian education: Towards a national perspective', Australian Journal of Teacher Education, 37 Article 1 (2012) [C1]

Citations	Scopus - 26Web of Science - 13

2009

Butchart S, Forster DJ, Gold I, Bigelow J, Korb K, Oppy G, Serrenti A, 'Improving critical thinking using web based argument mapping exercises with automated feedback', Australasian Journal of Educational Technology, 25 268-291 (2009) [C1]

Citations	Scopus - 41Web of Science - 37

Show 19 more journal articles

Review (3 outputs)

Year

Citation

Altmetrics

Link

2022

Forster D, Orchard J, 'Review of Reimagining The Call to Teach: A Witness to Teachers and Teaching (2022)

2017

Forster DJ, 'Book Review of Jennifer M Gidley, Postformal Education: A Philosophy for Complex Futures. (Critical Studies in Education, Volume 3). Springer International Publishing, Switzerland, 2016. 291 pages. ISBN 987- 3-319-29068-3 (hbk) (2017)

DOI	10.1177/1478210317715802

2016

Forster DJ, 'Social theory and education research: understanding Foucault, Habermas, Bourdieu and Derrida', Journal of Educational Administration and History (2016)

DOI	10.1080/00220620.2015.1034578

Conference (23 outputs)

Year

Citation

Altmetrics

Link

2023

Forster D, Orchard J, Block E, O'Brien S, Davies M, Heyward P, 'Educational Ethics in Teaching and Teacher Education: A Colloquium', Auckland, New Zealand (2023)

2023

Forster D, Block E, O'Brien S, Davies M, 'Elevating Voice with Normative Case Discussions: Promoting Ethical Deliberation and Multiple Perspectives in Educational Spaces', University of Melbourne, Victoria (2023)

Co-authors	Sarah Gurr

2022

Amy M, Forster D, Kerr K, 'Controversial issues in the Australian educational context: Dimension of policy and practice', Surrey Hills, Sydney, NSW and online (2022)

2021

Geron T, Forster D, Banerji A, Fay J, Levinson M, Stevens A, Gurr S, 'Schools Unmasked: Educators' Ethical Dilemmas in a Global Pandemic', https://convention2.allacademic.com/one/aera/aera21/ (2021)

Co-authors	Sarah Gurr

2021

Forster D, 'Educational Ethics: Dilemmas of Diversity', https://convention2.allacademic.com/one/aera/aera21/ (2021)

2021

Gurr S, Forster D, 'Insights from Educational Ethics for the Sustainability Cross-Curricular Priority.', RMIT Melbourne/Online (2021)

Co-authors	Sarah Gurr

2021

Forster D, Maxwell B, 'Using codes of professional ethics and conduct in teacher education: pitfalls and best practice', Online via Whova platform, https://www.amenetwork.org/home (2021)

2021

Forster D, 'Images of role morality and teacher professionality in the study', Images of role morality and teacher professionality in the study, https://whova.com/web/poesa_202103/ (2021)

2021

Forster D, 'The methodology of case-based ethics: applying ethics of belief to educational cases', The methodology of case-based ethics: applying ethics of belief to educational cases, https://whova.com/web/poesa_202103/ (2021)

2019

Levinson M, Fay J, Lowenberg Ball D, Robinson DD, Thompson WC, de Novais J, et al., 'Bending Toward or Away From Racial Justice? An Interactive Case Study in Educational Ethics', AERA Presidential Session, Sat, April 6, 4:10 to 6:10pm, Metro Toronto Convention Centre, Floor: 100 Level, Room 104D (2019)

Co-authors	Margot Ford

2019

Forster D, Campbell E, Colnerud GG, Fallona C, Maxwell B, Osguthorpe R, et al., 'Moral and Ethical Teaching and Teachings: Revisiting and Recasting Our Own Research for New Audiences', Sheraton Centre Toronto Hotel, Floor: Lower Concourse, Sheraton Hall E, Toronto, Canada (2019)

2018

Forster D, Douglas S, 'Normative Case Study: Aussie Rules? Resentment and refugees', Rotarua, New Zealand (2018)

2017

Forster DJ, Douglas S, Griffiths TG, Buchanan R, Ford M, McPherson A, Lowe K, 'Symposium of Four Discussion Papers : Grounding the interdisciplinary pilot project Educational Ethics: Perspectives on Dilemmas of Diversity ', Grounding the interdisciplinary pilot project Educational Ethics: Perspectives on Dilemmas of Diversity , Crowne, Newcastle Australia (2017)

Co-authors	Margot Ford, Tom Griffiths, Rachel Buchanan

2017

Forster DJ, Douglas S, 'The Normative Case Study, transitional action and corruption in educational ethics', https://www.eiseverywhere.com/ehome/index.php?eventid=239789&tabid=649252, Crowne, Newcastle Australia (2017)

2017

Douglas S, Forster DJ, 'What s in a dilemma? Generative thinking from teacher ethics', What s in a dilemma? Generative thinking from teacher ethics, Napier Building, North Terrace campus, The University of Adelaide, SA (2017)

2016

Forster DJ, 'Teaching under tension: (mis)recognitions of justice in contexts of moral uncertainty', Teaching under tension: (mis)recognitions of justice in contexts of moral uncertainty, Knowledge Ecologies Dec 8 - Dec 12, 2016, Warwick Hotel, Coral Coast, Fiji (2016)

2016

Ladwig J, Forster DJ, McPherson (nee Chapman) A, 'Progressive Education Futures: Five crises and a Deweyean response', Warwick Hotel, Coral Coast, Fiji (2016)

2015

Buchanan RA, Forster DJ, 'Digital Dilemmas and the Mediation of the Entrepreneurial Self', Melbourne (2015) [E3]

Co-authors	Rachel Buchanan

2014

Perell D, Forster DJ, 'Making straight strange: (de)constructing sexuality discourse in the NSW syllabus for the English national curriculum', PESA Conference 2014 Education as Philosophies of Engagement Sat 22 Nov - Tues 25 Nov, Kingsgate Hotel, Hamilton, New Zealand (2014)

2014

Forster DJ, Barron RJ, 'Becoming a teacher: navigating ethical phenomena', PESA Conference 2014 Education as Philosophies of Engagement Sat 22 Nov - Tues 25 Nov, Kingsgate Hotel, Hamilton, New Zealand (2014)

2013

Forster DJ, 'Reading the im/possibility of ethics in pre-service teacher professional experiences', Edited Proceedings 43rd PESA Conference 2013: Measuring Up in Education, Melbourne (2013) [E1]

2012

Chapman A, Buchanan RA, Forster DJ, 'The moral imagination in pre-service teachers ethical reasoning', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]

Co-authors	Rachel Buchanan

2009

Forster DJ, 'Why teachers ought to be uncertain, if not ignorant', Philosophy of Education Society of Australia 2008 Conference, Brisbane, QLD (2009) [E1]

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Other (1 outputs)

Year

Citation

Altmetrics

Link

2018

McPherson A, Forster D, Buchanan R, Mangion A, 'Primary ethics: A literature review', : ACU (2018)

Co-authors	Rachel Buchanan

Presentation (5 outputs)

Year

Citation

Altmetrics

Link

2022

Innes M, Forster D, Sharp H, Gurr S, 'Historical empathy assessment: The importance of ethical and culturally responsive history teaching', (2022)

Co-authors	Heather Sharp, Sarah Gurr

2021

Forster D, 'Commodifying Trust: ability deficit in the service of child wellbeing, but at what cost?', (2021)

2016

Forster DJ, 'New Motherhood, Academic Maternity "Leave" and Early Career Research: Reflections on mother-academic experiences. A presentation at The Politics of Motherhood Workshop (CEEHE funded)', (2016)

2014

Forster DJ, Lyons K, 'Innovative policy for growing sustainable community engagement: A report on the Timebanking trial from the NSW', (2014)

Co-authors	Kevin Lyons

2013

Forster DJ, 'Ascertaining challenges to tertiary student participation in educational volunteering', (2013)

Show 2 more presentations

Report (1 outputs)

Year

Citation

Altmetrics

Link

2014

Smith M, Holbrook A, Lyons K, Macneil J, Forster D, Clement N, et al., 'Evaluation of the NSW Volunteering Strategy 2012-13. Final Report: Timebanking Trial', NSW Government, Office of Communities (2014) [R1]

Co-authors	Kevin Lyons, Allyson Holbrook

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Grants and Funding

Summary

Number of grants	8
Total funding	$129,390

Click on a grant title below to expand the full details for that specific grant.

20231 grants / $9,951

Describing moral development and critical thinking through dialogic pedagogy in final year preservice teacher education$9,951

Funding body: College of Human and Social Futures | University of Newcastle

Funding body	College of Human and Social Futures \| University of Newcastle
Project Team	Daniella Forster (Lead) Scott Imig (Co-Investigator)
Scheme	CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships
Role	Lead
Funding Start	2023
Funding Finish	2023
GNo
Type Of Funding	Internal
Category	INTE
UON	N

20211 grants / $7,439

Emerging Educational Ethics During a Global Pandemic: A Discussion Group and Research Study for Educators$7,439

Funding body: Faculty of Education and Arts, University of Newcastle

Funding body	Faculty of Education and Arts, University of Newcastle
Project Team	Dr Daniella Forster (Lead); A/Prof Rachel Buchanan; Prof Tom Griffiths (OsloMet University); Prof Meira Levinson (Harvard Graduate School of Education)
Scheme	Strategic Network and Pilot Project Grants Scheme
Role	Lead
Funding Start	2021
Funding Finish	2021
GNo
Type Of Funding	Internal
Category	INTE
UON	N

20191 grants / $2,000

2019 American Education Research Association (AERA)$2,000

Funding body: Faculty of Education and Arts, University of Newcastle

Funding body	Faculty of Education and Arts, University of Newcastle
Scheme	FEDUA Conference Travel Grant
Role	Lead
Funding Start	2019
Funding Finish	2019
GNo
Type Of Funding	Internal
Category	INTE
UON	N

20181 grants / $15,000

Educational Ethics: Dilemmas of Diversity Network Strengthening and Project extension$15,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body	University of Newcastle - Faculty of Education and Arts
Project Team	Associate Professor Daniella Forster, Associate Professor Tom Griffiths, Dr Rachel Buchanan, Associate Professor Georgina Stewart, Amy McPherson
Scheme	FEDUA Strategic Networks and Pilot Projects (SNaPP)
Role	Lead
Funding Start	2018
Funding Finish	2018
GNo
Type Of Funding	Internal
Category	INTE
UON	N

20171 grants / $15,000

Educational Ethics: Southern Perspectives on Dilemmas of Diversity$15,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body	University of Newcastle - Faculty of Education and Arts
Project Team	Dr Daniella Forster, Dr Rachel Buchanan, Dr Margot Ford, A/Prof Tom Griffiths
Scheme	FEDUA Strategic Networks and Pilot Projects (SNaPP)
Role	Investigator
Funding Start	2017
Funding Finish	2017
GNo
Type Of Funding	Internal
Category	INTE
UON	N

20141 grants / $10,000

The Changing World of Volunteerism: Challenges and Opportunities$10,000

Funding body: University of Newcastle

Funding body	University of Newcastle
Project Team	Professor Max Smith, Professor Allyson Holbrook, Emeritus Professor Kevin Lyons, Doctor Daniella Forster
Scheme	Linkage Pilot Research Grant
Role	Investigator
Funding Start	2014
Funding Finish	2014
GNo	G1400125
Type Of Funding	Internal
Category	INTE
UON	Y

20121 grants / $65,000

Evaluation of the Flagship Projects for the NSW volunteering Strategy$65,000

Funding body: NSW Department of Education and Communities

Funding body	NSW Department of Education and Communities
Project Team	Professor Max Smith, Professor Allyson Holbrook, Emeritus Professor Kevin Lyons, Professor Johanna Macneil, Doctor Daniella Forster
Scheme	Research Grant
Role	Investigator
Funding Start	2012
Funding Finish	2015
GNo	G1200610
Type Of Funding	Other Public Sector - State
Category	2OPS
UON	Y

20091 grants / $5,000

Conceptualizing teacher beliefs as emergent properties$5,000

Funding body: University of Newcastle

Funding body	University of Newcastle
Project Team	Doctor Daniella Forster
Scheme	New Staff Grant
Role	Lead
Funding Start	2009
Funding Finish	2009
GNo	G0190365
Type Of Funding	Internal
Category	INTE
UON	Y

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Research Supervision

Number of supervisions

Completed1

Current5

Current Supervision

Commenced	Level of Study	Research Title	Program	Supervisor Type
2022	Masters	How do we Grow and Develop a Resilient Teacher within the Context of the NSW Education System?	M Philosophy (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2022	PhD	The Power of Service Learning: Students and their Role as Change Agents within the Community	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2022	Masters	Case Study for a School-Based Professional Learning for Teaching Assistants to Support Inclusion and Student Engagement	M Philosophy (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2022	PhD	The Preservation and Development of Intangible Cultural Heritage in Chinese Visual Arts Education - Policy, Context and Reality	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2017	PhD	Exploring Environmental Sustainability and Visual Art Education Through Teacher Narratives in Bahrain’s Kindergartens	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor

Past Supervision

Year	Level of Study	Research Title	Program	Supervisor Type
2023	PhD	Mapping Tensions in Environmental and Sustainability Education: Considerations for the Sustainability Cross-Curriculum Priority and Educators at the Australian Coal Face	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor

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Research Projects

The Editors' Collective 2016 -

This editorial collective is based around the journal Educational Philosophy and Theory that sponsors the development of a journal ecosystem comprising several journals in order to: develop an experimental and innovative approach to academic publishing; explore the philosophy, history, political and legal background to academic publishing; build a groundwork to educate scholars regarding important contemporary issues in academic publishing; and encourage more equitable collaborations across journals and editors.

see: http://editorscollective.org.nz/

Publications

Peters MA, Jandric P, Irwin R, Locke K, Devine N, Heraud R, et al., 'Towards a philosophy of academic publishing', Educational Philosophy and Theory, 48 1401-1425 (2016) [C1]

Jandric P, Devine N, Jackson E, Lazaroiu G, Locke K, Heraud R, et al., 'COLLECTIVE WRITING: AN INQUIRY INTO PRAXIS', Knowledge Cultures, 5 85-109 (2017)

Forster DJ, 'Publishing and Intergenerational Learning for the Future of Philosophy in Education: An interview with Paul Smeyers', Educational Philosophy and Theory, 127-140 (2017)

Stewart G, Forster DJ, 'Conclusion to Special Issue: Academic Publishing, Philosophy of Education and the Future', Educational Philosophy and Theory, 49 192-201 (2017) [C1]

Jackson L, Peters MA, Benade L, Devine N, Arndt S, Forster D, et al., 'Is peer review in academic publishing still working?', Open Review of Educational Research, 5 95-112 (2018) [C1]

Educational Ethics: Dilemmas of Diversity 2017 - 2023

This interdisciplinary study is designed to develop ‘real-life’ case studies to help teachers learn how to make better ethical decisions at work. The research will explore teachers’ critical experiences about ethical choices and identify common difficulties and important characteristics. The project will create rich normative case studies (NCS) of modern ethical dilemmas that are recognisable to experiences in Australian schools. It will contribute to professional development in educational ethics for pre-service and serving teachers.

see: www.educationalethics.org

A three-year fully funded PhD scholarship has been granted in the area of educational ethics with the aim of developing pedagogy to support teacher moral imagination and judgement. The scholarship is attached to an existing program of research about ethical teaching in a pluralist democracy; Educational Ethics: Dilemmas of Diversity. The program focuses on the identification, analysis and interrogation of educational dilemmas which are intrinsic to the moral nature of teachers’ work, but specifically recognisable to Australian teachers’ experiences through the identification of localised social, political, economic, and cultural characteristics and tensions. I congratulate the successful applicant, Ms Sarah Gurr.

For more information about the scholarship please see:

https://www.newcastle.edu.au/about-uon/governance-and-leadership/faculties-and-schools/faculty-of-education-and-arts/school-of-education/school-research/phd-scholarship-educational-ethics

Grants

Educational Ethics: Southern Perspectives on Dilemmas of Diversity

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body	University of Newcastle - Faculty of Education and Arts
Scheme	FEDUA Strategic Networks and Pilot Projects (SNaPP)

Educational Ethics: Dilemmas of Diversity Network Strengthening and Project extension

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body	University of Newcastle - Faculty of Education and Arts
Scheme	FEDUA Strategic Networks and Pilot Projects (SNaPP)