Profile Image

Dr Margot Ford

Senior Lecturer

School of Education

Career Summary

Biography

I have worked in the field of sociology and education for many years, receiving a doctorate in sociology, which was published in 2009 as "In Your Face. A case study in postmuliticultural Australia" CDU Press.  The focus on the social dynamics of inclusion and exclusion, viewed through a Foucauldian lens, allowed for an examination of race and racism in the highly culturally diverse city of Darwin, Northern Territory.  Prior to coming to the University of Newcastle, I worked as a lecturer in teacher education at Charles Darwin University, and before that at Bachelor Institute of Indigenous Tertiary Education. I have published in the areas of Indigenous education, classroom management and early childhood education. More recently I have become interested in national testing regimes and what they tell us about inequality of educational achievement.

Research Expertise
Mainly qualitative research methods drawing on case study, narrative inquiry and ethnography, using Foucault's concept of interpretive analysis, in both historical and contemporary contexts. Cross disciplinary research in racial, ethnic and cultural diversity in contemporary Australia, with specific reference to education. This includes early childhood, primary and secondary contexts. Central themes are mechanisms of inclusion and exclusion, identity formation and belongingness in the context of neoconservatism in Australia. Indigenous education and Indigenous issues both historically and contemporary, especially in the context of the Northern Territory.

Teaching Expertise
Sociology of education, specifically in Australia, professional experience in education, specialising in early childhood and primary education, classroom management practices.

Administrative Expertise
Course coordination, Assistant director Professional experience.

Collaborations
Several different collaborations allows for an eclectic mix of research interests to be realised. An ongoing collaboration with Dr. Gordon Lyons has resulted in several editions of Classroom Management. Creating Positive Learning Environments, Cengage Publications, with the 4th Edition also co-authored with Dr. June Slee, just released. A chapter examining the Aboriginal documentary "Buffalo Legends" was co-authored with Shane Motlap for "Making Film and Television Histories; Australia And New Zealand", James E. Bennet & Rebecca Beirne (eds). Another recent publication in Australasian Journal of Early Childhood, December 2013, with Nicole Leggett (a current PhD candidate) focused on a critique of the Early Years Learning Framework, entitled 'A Fine Balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the Early Years Learning Framework'. Currently I am collaborating with Professor Xoliswa Mtose to examine national testing regimes in South Africa and Australia.

Qualifications

  • PhD (Sociology), University of Queensland
  • Bachelor of Education, University of New England
  • Master of Education, University of New England

Keywords

  • Dynamics of Social Inclusion and Exclusion
  • Early Childhood
  • Indigenous education
  • Professional Experience
  • Race, racism and education
  • Social Justice
  • Social and Cultural Identity
  • Sociology
  • Sociology of education

Fields of Research

Code Description Percentage
130199 Education Systems not elsewhere classified 35
160899 Sociology not elsewhere classified 35
229999 Philosophy and Religious Studies not elsewhere classified 30

Professional Experience

UON Appointment

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

Publications

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


Book (2 outputs)

Year Citation Altmetrics Link
2011 Lyons GS, Ford MW, Arthur-Kelly MD, Classroom Management: Creating Positive Learning Environments, Cengage Learning, South Melbourne, VIC, 272 (2011) [A2]
Co-authors Gordon Lyons, Michael Arthur-Kelly
2009 Ford MW, In Your Face: A Case Study in Post-Multicultural Australia, Charles Darwin University Press, Darwin, Northern Territory, 200 (2009) [A1]

Chapter (3 outputs)

Year Citation Altmetrics Link
2016 Ford M, 'Cultural Safety for Indigenous Children in Early Childhood Education and Care', Understanding Early Childhood Education and Care in Australia, Allen & Unwin, Crows Nest NSW 141-163 (2016)
2011 Ford MW, Motlap S, 'Buffalo Legends', Making Film and Television Histories: Australia and New Zealand, I. B. Tauris, London 17-21 (2011) [B2]
2003 Ford M, 'Case Applications: Social and cultural aspects', , Thomson Publishing, Victoria, 225-262 (2003) [B1]

Journal article (7 outputs)

Year Citation Altmetrics Link
2016 Leggett N, Ford M, 'Group Time Experiences: Belonging, Being and Becoming Through Active Participation Within Early Childhood Communities', Early Childhood Education Journal, 44 191-200 (2016) [C1]

© 2015, Springer Science+Business Media New York.The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included sev... [more]

© 2015, Springer Science+Business Media New York.The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and large groups within early childhood settings (ACECQA 2013). The NQS act in tandem with the Early Years Learning Framework (EYLF) (DEEWR 2009) and are the basis by which early childhood centres are assessed for accreditation in Australia. This paper draws upon current research with early childhood educators as they struggle to understand the new concept of ¿intentional teachers¿ within this new regime. There also appears to have been a dramatic shift in the understanding about how large and small groups operate within centres. As the accreditation process unfolds, some early childhood centres have been advised to abandon large or whole group work. At the core of the EYLF are the notions of ¿being, belonging, becoming¿, locating young children as part of a community of learners within a democratic society. It therefore appears that tensions and contradictions are emerging between the fundamental principles of the EYLF as they are juxtaposed against the requirement of the NQS. Critical Pedagogy of Place provides a theoretical framework in which to interrogate the ways some early childhood educators interpret intentional teaching both in terms of the organisation of spaces in early childhood centres and the organisation of the children as they inhabit those spaces (Gruenewald 2008). This paper argues that the possible abandonment of large group experiences runs the risk of disconnecting children from their communities and the relationships they form as social participants. Furthermore, it is argued that whole group experiences are crucial elements that facilitate a child¿s identity and active citizenry.

DOI 10.1007/s10643-015-0702-9
Co-authors Nicole Leggett
2013 Leggett N, Ford M, 'A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the Early Years Learning Framework', AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, 38 42-50 (2013) [C1]
Citations Scopus - 4Web of Science - 2
Co-authors Nicole Leggett
2013 Ford M, 'Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia', Race, Ethnicity & Education, 16 80-102 (2013) [C1]
DOI 10.1080/13613324.2011.645570
Citations Scopus - 8
2013 Lester J, Heitmeyer D, Gore JM, Ford M, 'Creating and sustaining meaningful partnerships for supporting indigenous teacher education', Journal of Australian Indigenous Issues, 16 3-18 (2013) [C1]
Co-authors Jenny Gore
2009 Ford MW, Sutton I, 'Researcher/teacher collaboration: A symbiotic relationship', The Social Educator, 27 7-15 (2009) [C1]
2001 Ford M, Fasoli L, '''Indigenous Early Childhood Educator''s Narratives: Some methodological considerations', Journal of Early Childhood Education, 26 (2001) [C1]
2001 Fasoli L, Ford M, 'Indigenous Early Childhood Educators'' Narratives: Relationships, not activities', Journal of Early Childhood Education, 26 (2001) [C1]
Show 4 more journal articles

Conference (7 outputs)

Year Citation Altmetrics Link
2015 Ford M, Bennett JE, Debenham J, Kilmister M, 'Challenging Anzac at the tertiary chalk face: student engagement with critical pedagogy', Book of Abstracts (2015) [E3]
Co-authors Jennifer Debenham, J Bennett
2012 Ford MW, Purdon A, 'Opening the doors of culture and learning for our youngest citizens', Trans-Disciplinary Conference on Early Childhood Development and Education. Programme (2012) [E3]
2011 Ford MW, 'Gap or chasm: Inequality of achievement between indigenous and non-indigenous students in the Australian education system', Australian Sociological Association (TASA) Conference: Local Lives/Global Networks (2011) [E3]
2010 Ford MW, 'Shopping for identity. experiences of inclusion and exclusion in a Northern Territory shopping centre', XVIII ISA World Congress of Sociology: Sociology on the Move Conference Abstracts (2010) [E3]
2010 Ford MW, Sutton I, Sutton S, 'Developing a transformative education program to sustain economic and lifestyle opportunities for indigenous landholders in Northern Australia', Learning for Life: Sustainability, Global Citizenship and Social Justice. SEAA Biennial Conference with SASOSE Annual Conference. Paper Sessions - Full Abstracts (2010) [E3]
2006 Ford M, 'In your face: ''Racism" as problematic in a culturally diverse setting', Racisms in the New World Order: Realities of Culture, Colour and Identity Conference Proceedings (2006) [E1]
2005 Ford M, 'Imagined Australians in a culturally diverse community', Researching Identity, Diversity & Education (2005) [E1]
Show 4 more conferences
Edit

Grants and Funding

Summary

Number of grants 8
Total funding $161,322

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


20163 grants / $16,792

Teaching and Learning War: Education and Modern Conflict in an International Comparative Perspective$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 James Bennett; Dr Margot Ford

Scheme FEDUA Strategic Networks and Pilot Projects Scheme
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Internal
Category INTE
UON N

Ourimbah Strategic Research Grant III$982

Funding body: Faculty of Education and Arts

Funding body Faculty of Education and Arts
Project Team

James Bennett, Margot Ford, Jennifer Debenham and Michael Kilmister

Scheme Ourimbah Strategic Research Grant scheme
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Internal
Category INTE
UON N

Ourimbah Strategic Research Grant I$810

Funding body: Faculty of Education and Arts

Funding body Faculty of Education and Arts
Scheme Ourimbah Strategic Research Grant scheme
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Internal
Category INTE
UON N

20141 grants / $140,000

National Exceptional teachers for Disadvantaged School Projects$140,000

Funding body: Origin Foundation

Funding body Origin Foundation
Project Team Professor Jennifer Gore, Doctor Margot Ford, Doctor Joanne Ailwood, Doctor Drew Miller
Scheme Project Grant
Role Investigator
Funding Start 2014
Funding Finish 2015
GNo G1301438
Type Of Funding Donation - Aust Non Government
Category 3AFD
UON Y

20091 grants / $1,000

TASA - The future of sociology, ANU Canberra, 1-4 December 2009$1,000

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Margot Ford
Scheme Travel Grant
Role Lead
Funding Start 2009
Funding Finish 2009
GNo G0900138
Type Of Funding Internal
Category INTE
UON Y

20081 grants / $915

TASA Re-Imagining Sociology Melbourne, 2/12/2008 - 5/12/2008$915

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Margot Ford
Scheme Travel Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189670
Type Of Funding Internal
Category INTE
UON Y

20072 grants / $2,615

New Staff Grant 2007$1,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Margot Ford
Scheme New Staff Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187830
Type Of Funding Internal
Category INTE
UON Y

TASA & SAANZ Joint Conference 2007, The University of Auckland, 4/12/2007 - 7/12/2007$1,115

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Margot Ford
Scheme Travel Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0188387
Type Of Funding Internal
Category INTE
UON Y
Edit

Research Supervision

Number of supervisions

Completed3
Current2

Total current UON EFTSL

PhD0.55

Current Supervision

Commenced Level of Study Research Title / Program / Supervisor Type
2016 PhD Prioritising Entrepreneurship Education in Secondary, Does It Produce 21st Century Entrepreneurs? A case study of Rwanda
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2014 PhD Girls and Secondary Education in Rural Tanzania: Perceptions, Obstacles and Future Possibilities
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor

Past Supervision

Year Level of Study Research Title / Program / Supervisor Type
2016 PhD Walanbaa Warramildanha: Standing Their Ground: Honouring Aboriginal Standpoint to Effect Teachers' Professional Knowledge
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2015 PhD Intentional Teaching Practices of Educators and the Development of Creative Thought Processes of Young Children Within Australian Early Childhood Centres
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2012 PhD Identity Transitions and the Project of the Self: A Symbolic Interactionist Exploration of Life Histories of Former Members of New Religious Movements
PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
Edit

Dr Margot Ford

Position

Senior Lecturer
Early Childhood/Primary
School of Education
Faculty of Education and Arts

Contact Details

Email margot.ford@newcastle.edu.au
Phone (02) 4349 4413
Fax (02) 4348 4075

Office

Room HO1.07
Building Humanities Building
Location Ourimbah
10 Chittaway Road
Ourimbah, NSW 2258
Australia
Edit